Teaching strategies for children with ADHD in EFL classrooms
Archivos
Fecha
2025
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Editor
Universidad Católica de Cuenca
Resumen
Descripción
This literature review focused on effective teaching strategies for children with Attention Deficit Hyperactivity Disorder (ADHD) in classrooms where English as a Foreign Language (EFL) is taught, which is undoubtedly a novel and crucial issue that demands immediate attention. This review not only concentrates on identifying the teaching strategies used for students with ADHD but also delves into and considers different teaching approaches and inclusive education adaptations for students with ADHD. The impact of this review might be significant for educators, parents, and stakeholders alike since it could provide valuable recommendations and knowledge based on the evidence gathered. This would lead to developing more effective, efficient, and inclusive teaching strategies or mechanisms for students with ADHD. Programs aimed at teacher training could also benefit from the findings of this review, contributing to the general support and improving the academic experience of students with ADHD in foreign language learning environments
Palabras clave
INCLUSIVE EDUCATION; TEACHING STRATEGIES FOR ADHD; ADAPTATIONS FOR ADHD LEARNERS; ENGLISH AS A FOREIGN LANGUAGE; AND COGNITIVE-BEHAVIORAL INTERVENTIONS.
Citación
Cedillo Tello, ME, y Argudo-Serrano, JC (2024). Estrategias didácticas para niños con trastorno por déficit de atención e hiperactividad en aulas de inglés como lengua extranjera. Resistencias. Revista de Filosofía de la Historia , 5 (9), e240143. https://doi.org/10.46652/resistances.v5i9.143
