Disability and World Language Learning

Scott and Edwards fill an important gap in our understanding of inclusive pedagogies for todays’ diverse population of students. The integration of dual perspectives of a faculty member and a disability service provider is what makes this book unique and a must read for educators and parents alike. Today, when many are questioning the importance and ability of students with disabilities to learn a foreign language, this book guides the reader through case studies and evidence based Universal Design for Instruction practices, to answer some of these challenging queries around diverse profiles of learners and world language learning, in secondary and postsecondary institutions. -- Manju Banerjee, vice president, educational research and innovation, director, Landmark College Institute for Research and Training
Finally, a true-to-form guide for understanding world language students who have to deal with barriers in language learning. Inclusive should be a mainstay in the teacher’s acumen, as we all deserve the opportunity to learn, even when the learning is hard. Disability and World Language Learning meets the classroom teacher's needs by leading its users beyond just differentiated instruction. -- Dick Kuettner, romance languages and teacher education, Washington and Lee University, director, Global Discovery Laboratories
 In an academic area where it is often assumed that disability means inability, Disability and World Language Learning opens the door to success for both students and instructors. This rare, research-based collaboration between a French professor and a campus disability resources administrator demonstrates how a focus on the accessibility of student experience can both preserve the integrity of disciplinary teaching and promote student learning.  The exploration and application of principles of Universal Design for Instruction in the teaching of world languages in this work can serve as a model for how those principles can be actualized in the teaching of other academic disciplines. -- Elizabeth Harrison, University of Dayton, director, Office of Learning Resources, associate director, Ryan C. Harris Learning Teaching Center
All students can and should learn a second (or third!) language. Inclusive teaching practices help instructors anticipate and mitigate barriers for all students, not just those with disabilities. This approach has transformed the way that I teach Spanish and educate the next generation of language teachers. -- Susan Hildebrandt, Illinois State University, professor, applied linguistics and Spanish, coordinator, teacher education, ACTFL Board of Directors