The author reviews literature on teaching the learning disabled (LD) in college English classrooms. He notes work by V. Davis which suggests the following methods and techniques: (1) reinforce coping techniques the students have already developed; (2) provide help with reading tasks through summaries of vocabulary; (3) allow taping of classes (to overcome notetaking problems); (4) allow oral compositions and tests; and (4) permit aid of a reader (as a visually impaired student might use). Cited is literature which categorizes learning disability into three areas (general, visual, and auditory) and which suggests classroom methods for circumventing these problems such as encouraging use of the typewriter. Considered are three areas of intervention (identification, individualized education, and remediation of associated disorders) needed by LD adults, according to S. Cox. The more theoretical study, by R. Mosby, suggests a de-emphasis of remediation skills and use of whatever instructional strategy works to give the student needed life skills. Cited is research which points out the need to modify overall test procedures for LD students, such as limiting the number of alternative responses. Also noted is case study research (conducted by C. Miller) which provides a description of writing related problems to be expected in working with college LD students, and other case study research which provides insight into stress experiences of adults with severe reading deficiencies. Literature on various programs, including the Learning Opportunities Center (Brooklyn, New York), is also reviewed. It is concluded that the absence of extensive literature dealing with the college English teacher and the LD student may prove that awareness of learning disabilities, especially in higher education, is a recent phenomenon. (SW)