The aim of this master’s thesis is to present the various manifestations of Attention deficit hyperactivity disorder (ADHD), the second most common psychiatric disorder among children, and its influence on language learning in an inclusive primary school English classroom.
The theoretical part commences by presenting the three main symptoms of the disorder: inattention, impulsivity and hyperactivity. Based on that, the next two chapters discuss the inclusion of ADHD students in primary schools. We present the main symptoms that affect children’s learning and subsequently their potential success. The text offers an overview of recommendations for managing ADHD students in order to support their development. Special focus is put on teaching English to ADHD students in primary school. Therefore, ELT methods that have proven to have a positive effect on ADHD students’ language learning are presented.
The subsequent part consists of an empirical research that was conducted among the primary school English teachers. The results of the survey offer an insight into the knowledge of the Slovenian primary school teachers on the topic of ADHD. Besides that, teachers’ opinions on their role in inclusive primary school classroom and on efficiency of various ELT methods for teaching English to ADHD students are presented.
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