This article reports the findings of a qualitative inquiry involving two focus groups made up of experienced faculty who met to discuss academic concerns faced by college students with autism spectrum disorders, including Asperger’s disorder. Analysis of group meeting transcripts indicated that student concerns fell into categories related to difficulties with theory of mind and understanding audience, weak central coherence in cognitive processing, and struggles with executive function. Classroom teaching implications are summarized and related strategies are presented.

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This article explores why students with learning disabilities and attention deficit hyperactivity disorder (AD/HD) struggle with the foreign language curriculum and how their difficulties manifest themselves in the classroom setting. Findings of a three‐year, federally funded study that sought to combine expertise in the field of learning disabilities with expertise in the field of language teaching are presented. Discussion includes how accommodations for students with learning disabilities and AD/HD often miss the mark, and which teaching practices have been identified as supporting student learning.

These findings are significant because they continue to clarify factors related to the postsecondary success of students with LD and attention deficit disorders.