Teaching EFL to Students with Attention Deficit Hyperactivity Disorder

Abstract

This research synthesis identified the different methods used in English as a Foreign Language (EFL) classes with students diagnosed with attention deficit hyperactivity disorder (ADHD). Inclusive Education is beneficial since it allows students with these conditions to interact with other students who do not have them, helping education to develop optimally. In recent years, inclusivity has gained importance in the educational environment since children with different conditions need to communicate and develop skills according to their conditions. The 20 articles analyzed were developed in different educational contexts at the primary and secondary levels. The ages of the students ranged from nine to 12 years. The results of the studies showed that the use of different approaches such as Total Physical Response (TPR), Natural Approach (NA), and Technological Strategies was favorable for learning the English language in students with this type of condition. Studies establish that children with ADHD responded effectively to the TPR approach in relation to the other approach and strategies mentioned above.