Abstract Ableist ideologies in schools and among clinicians have impeded equity for students with disabilities. By excluding individuals with diagnoses of learning disability (SLD) and attention deficit hyperactivity disorder (ADHD) from foreign language (FL) courses, professionals and schools discriminate against students who could benefit from participation. This essay reviews evidence falsifying the notion of an FL learning disability and contradicting the practice of FL substitutions for students with SLDs and ADHD. Evidence demonstrates that most students with SLDs and ADHD can pass FL classes. We maintain that clinicians who make these diagnoses and educators who recommend FL substitutions have no expertise in determining students’ suitability for FL learning. Their automatic assumptions regarding exclusion from rather than inclusion in FL courses are a form of systemic ableism that ignores the intent of disability law and denies agency to these students. We explore how the myth of an FL “learning disability” emerged and why the myth persists despite evidence to the contrary.
Sparks et al. (Sun,) studied this question.