Proposes an explicit case for systemic change in how foreign language education treats students with developmental disabilities

This book documents the first empirical studies of foreign language acquisition among elementary-aged children with Down syndrome, examining both Spanish vocabulary acquisition and participation during a six-week intervention at a community-based Down syndrome center. The findings demonstrate that children with Down syndrome - including those with a comorbid diagnosis of autism spectrum disorder - are capable of acquiring a foreign language, challenging the widespread assumption that such learning is beyond their reach or detrimental to their development. Situating these findings within the broader landscape of inclusion, the book argues that children with Down syndrome are systematically and unjustifiably excluded from foreign language education. It concludes with practical guidelines for foreign language teachers, administrators, and parents, offering both an evidence base and a pedagogical model for inclusive foreign language instruction that extends beyond Down syndrome to benefit learners with a range of disabilities.