“Teachers’ perceptions about teaching English to students with attention deficit hyperactivity disorder”
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Date
2026-03-26
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Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC)
Abstract
This research analyzed teachers’ perceptions of teaching English to students with Attention Deficit Hyperactivity Disorder (ADHD). The study aimed to identify the teaching strategies, challenges, and classroom practices used with students diagnosed with or showing characteristics of this condition. For this reason, a descriptive research design was used. The target population consisted of 21 certified English teachers who work with students diagnosed and not diagnosed with this condition. All participants teach in six public educational institutions and five private institutions in the canton of Latacunga, as well as in one private institution in the canton of Pujilí, located in the province of Cotopaxi, Ecuador. Data were collected through a structured survey with 13 multiple-choice questions administered virtually using Google Forms. The data were analyzed using descriptive statistics such as frequencies and percentages. The results showed that frequently teachers use visual and interactive strategies such as role-playing activities, videos, songs, and graphic organizers. However, maintaining students' attention, managing behavior, and adapting materials were reported as common challenges. Based on these results, a lesson plan with activities and teaching strategies is proposed to support the English learning process and promote a more inclusive classroom environment
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Keywords
HYPERACTIVITY, DISORDER, TEACHING
Citation
Tandazo Acaro, Jelissa Viviana (2026); “Teachers’ perceptions about teaching English to students with attention deficit hyperactivity disorder”. UTC. Pujilí. 72 p.