Speaker
Abstract section 4: Outcomes/results
Participants will have improved awareness of common challenges and co-occurring conditions that impact language learners with ADHD; recognize the social, cultural, institutional, and classroom-level barriers to participation and support for neurodivergent learners with ADHD in post-compulsory education contexts; identify potential areas for reflection in their own teaching practices; and apply practical strategies and effective accommodations to support neurodivergent learners in their context.
Abstract section 5: References
Healy, S., & Takei, T. (2024). Reducing Barriers for Japanese University Students with Learning Difficulties. In A. Burke, D. Young, & M. L. Cook (Eds.), Barrier Free Instruction in Japan: Recommendations for Teachers at All Levels of Schooling.
Ministry of Education, Culture, Sports, Science, and Technology (MEXT). (2017). Shogakko Gakushu Shido Yoryo (Heisei Nijugo-nen Kokuji) Kaisetsu [小学校学習指導要領（平成29年公示）解説）]
National Institute of Special Education (NISE). (2017). Recent developments in Japan’s Special Needs Education – Promoting an inclusive education system.
Sedgwick-Müller, J.A., Müller-Sedgwick, U., Adamou, M. , Catani, M., Champ, R., Gudjonsson, G., Hank, D., Pitts, M., Young, S., & Asherson, P. (2022). University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN). BMC Psychiatry 22, 292 (2022). https://doi.org/10.1186/s12888-022-03898-z
Young, D. (2024). Postsecondary English language teachers’ concerns about teaching students with disabilities. In B. Lacy, P. Lege, & P. Ferguson (Eds.), Growth Mindset in Language Education. JALT. https://doi.org/10.37546/JALTPCP2023-31
Abstract section 3: Content/method
This presentation will explore evidence-informed classroom strategies to support learner engagement and classroom participation, including executive-function scaffolding, task design, multi-modal instruction, and flexible assessment practices. The strategies discussed will emphasize creating inclusive learning environments that facilitate positive learning experiences and academic success for neurodivergent students.
Abstract section 1: Relevance
Classrooms across Japan are becoming more diverse, with a wide range of learner needs (MEXT, 2017; NISE 2017). As a result, neurodivergent learners with attention-deficit/hyperactivity disorder (ADHD) have become increasingly visible in English as a Foreign Langauge (EFL) programs in post-compulsory education contexts. ADHD is associated with a range of educational challenges that can negatively affect academic achievement, mental health, wellbeing, and long-term social and economic outcomes for learners (Sedgewick-Muller et al., 2022). However, support systems for neurodivergent students in higher education remain uneven across institutions, and significant barriers to access exist (Healy & Takei, 2024; Young, 2023).
Abstract section 2: Contribution/research questions
The majority of EFL educators have limited training in recognizing and supporting learning differences within language classrooms. This presentation aims to develop participants’ understanding of common learning needs and barriers experienced by language learners with ADHD, and provides practical strategies for enhancing the learning experience of neurodivergent learners.
| Title | Making Japanese EFL Classrooms Work for Learners with ADHD |
|---|---|
| Teaching Context | College and university education |