ADHD and Inclusive Education: Educators' Insights into Language and Literature Instruction TDAH y Educación Inclusiva: Perspectiva Docente en la Enseñanza de Lengua y Literatura

Abstract

The aim of this study was to understand the meanings attributed by teachers to the process of teaching Language and Literature to students with ADHD in a public educational institution in Manabí, Ecuador. Methodologically, the study was approached from an interpretive paradigm with a qualitative focus, adopting the phenomenological method. Open-ended interviews and an interview guide were utilized. Eleven General Basic Education teachers were interviewed. The findings revealed the categories: Teachers' Emotional Experiences in Teaching Language and Literature to Students with ADHD, with the subcategories Positive Emotional Experience and Negative Emotional Experience; Pedagogical Approaches for Language and Literature Learning in Students with ADHD, with the subcategories Educational Context and Family Context; and Challenges in Teaching Language and Literature, with the subcategories Oral Communication, Written Communication, and Reading Comprehension. It was concluded that teachers rely on empathy to personalize the teaching process for students with ADHD, although they acknowledge experiencing stress and doubts about the effectiveness of their performance. From this perspective, they believe they succeed in mitigating the impact on academic performance, while fostering the students' emotional well-being and self-esteem, thereby promoting a more inclusive educational experience.