As an alternative to waiving foreign language requirements for students with learning disabilities or learning problems, a policy of inclusion in foreign language programs is proposed, based on research suggesting that alternative language teaching methods can be effective with these populations. The rationale for such a policy and the theoretical and research basis for corresponding teaching methods are outlined, focusing on the use of multisensory structured language teaching techniques, and an approach adopted in one high school French program is described. The program's linguistic components include: distribution of audio tapes of the course; dialogues including colloquial language use, some generated by the students themselves; use of a textbook; tactic/kinesthetic reinforcement through writing exercises; daily phonology drills and syntax practice; phonetic transcription exercises; repetition and review; reduction in the amount of material taught; and a variety of student assessment methods. Cultural components include: the history of the language; current events; taped immigrant interviews; and geography. Logistical and organizational considerations in creating and implementing such a curriculum are discussed briefly. Contains 13 references. (MSE)