Sparks和 Ganschow依據外語學習困難的理論,建議配合美國國內協助大專生學習障礙者之制度,依不同困難程度與類型,而有隔離程度不同的課程,例如,鼓勵學困者留在原教室上課,並以調整教學法配合學習所需的in-class accommodation,或是離開原教室的separate course placement(包括外加式資源班與抽離式資源班等課程)或是申請免修外語課程的外語替代課程FL course substitution (請參閱Arries, 1999; Sparks, Ganschow & Javorsky, 1992; Ganschow & Sparks, 1993;Sparks & Ganschow, 1993)。

       本網站參考特教補救教學方式,同時根據上述技職大專生的英語文學習困難本質,並配合技職教學與學習環境,以學生需求為主要考量,除配合本網站所提供的學習內容,開設補足英語語音、字彙、語法等基礎能力之救補課程(remediation of basic skills)外,亦視支援人力提供支援服務(support service),針對學生所修習之課程內容,提供補償方式同儕教學(compensation of subject-matter learning)以減低同學在課程學習上遭遇的挫折。

       Arries, J. F. (1999). Learning disabilities and foreign languages: A curriculum approach to the design of inclusive courses. The Modern Language Journal, 83, 99-110.
 
       Ganschow, L., & Sparks, R. (1993). “Foreign” language learning disabilities: Issues, research, and teaching implications. In S. A. Vogel & P. B. Adelman (Eds.), Success for college students with learning disabilities (pp. 283-317). New York: Springer-Verlag.
 
       Sparks, R., & Ganschow, L. (1993). Identifying and instructing at-risk foreign language learners in college. In D. Benseler (Ed.), The dynamics of language program direction (pp. 173-199). Boston: Heinle & Heinle.
 
       Sparks, R., Ganschow, L., & Javorsky, J. (1992). Diagnosing and accommodating the foreign language learning difficulties of college students with learning disabilities. Learning Disabilities Research & Practice, 7, 150-160.