The second is that finding teachers trained to teach foreign language to LD students is even rarer. In this case, the students must rely on the willingness of the teacher to be inventive and flexible and on the school or school system itself to accommo- date the student to the best of its ability and to the requirements of the law. As any LD stu- dent and his or her family will tell you, this is rarely a smooth process. It is almost equally painful when a teacher recognizes the needs of a particular student, but does not have the time or resources or support to be able to adequately accommodate that student, except to the degree the law requires. As with any aspect of learning for any learning disabled student, no single solution is good for everybody.
Stories abound of learning disabled students who have learned a foreign language one way or another.
Students may become highly conversational with excellent accents and still be quite weak in grammar and in written language. Others may be very skilled readers of a foreign language and yet be virtually unable to converse in more than the most rudimentary phrases poorly pronounced. Consequently, when a learning disabled student faces foreign language learning, a realistic assessment of the student's situation, problems and needs should be done. In other words, what the student may be able to do in a language and what the learning situation offers may not match at all. A student able to do oral language may be in a situation where passing grammar and translation tests is really what is required.