Special educational needs: a focus on secondary education language teachers with adhd students

Abstract

[eng] Literature points to a recent interest in inclusive education (e.g. Cabaroğlu, and Tohma 2021, Padurean 2014) which has soared due to the exponential growth of secondary education students exhibiting Special Educational Needs (SEN), along with the required compliance of teachers with SEN regulations. The present study aims to unfold the challenges language educators face in teaching ADHD learners at secondary school level in three educational centres from the Balearic Islands. Qualitative data from an online questionnaire based on “Cuestionario atención a la diversidad. Equipo orientación específico” [Questionnaire on attention to diversity. Specific guidance team] (Universidade da Coruña, n.d.) was collected from participants (n=15) including English as a Foreign Language (n=7), Catalan (n=5), and Spanish (n=3) teachers. Findings illustrate that most language educators lack specific resources and training targeted to meet the needs of ADHD students, coupled with the participants’ perceived poor motivation and organisational difficulties of these pupils, thus posing a major challenge for language teachers. Implications on establishing support measures addressed to both SEN students and their teachers are discussed.