Multisensory learning approach to teach english Young learners with ADHD

Abstract

This study aims to analyze the experiences of English teachers regarding the use of a multisensory learning approach when teaching third-year students with ADHD, focusing on the instructional strategies they implement, the challenges they encounter, and the opportunities they identify for inclusive English language teaching. The methodology employed is qualitative and phenomenological, using interviews with five English teachers from an educational institution as the research technique. Prior authorization was obtained from the institution to collect the data, and each questionnaire was administered. The data was then analyzed using Atlas.ti, generating word clouds for each question and by learning objective. The results revealed that the teachers apply multisensory strategies, combining visual elements such as images, auditory elements such as changes in sound, and kinesthetic elements such as movement games. The strategies and actions implemented have motivated students and encouraged their participation with greater enthusiasm; however, their implementation requires resources and time, which are currently a limiting factor for the teachers.