Attention Deficit Hyperactivity Disorder in a Diverse EFL Classroom
A Case Study
DOI:
https://doi.org/10.29166/kronos.v6i2.8100Keywords:
ADHD, EFL teaching, inclusion, behavior disordersAbstract
Attention Deficit Hyperactivity Disorder, also known as ADHD is the most common neuropsychiatric dis order worldwide in the pediatric population, persisting on adulthood in some cases. According to The World Health Organization (WHO) (2004), this disorder is considered a public health problem in Latin America and approximately affects 36 million people. Despite its importance, the topic has not been deeply studied in Ecuador, which is why gen eral and even specific studies of patients diagnosed with the disorder should be carried out. This case study involves a 7-year-old student diagnosed with ADHD, and it also includes relevant information about the disorder and its types. The qualitative method was used in this descriptive study to collect information from a student data sheet containing details of the learner’s condition. After the analysis of facts, concrete strategies and activities for the student diagnosed with ADHD were proposed. Subsequently, an observation sheet was used during the application of the suggested strat egies to examine the student’s performance. Findings show that despite the fact that teaching English to students with ADHD represents a complex challenge for teachers, this disorder can be effectively treated by developing adaptations in the teaching-learnin
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