English teachers practices and challenges with elementary students with adhd

Abstract

This research focuses on analyzing the challenges English teachers face in the lassroom when working with students who have ADHD. To this end, a literature review of academic texts from the last five years was conducted, taking into account previous research related to the topic; the inquiry process also incorporated current Ecuadorian regulations regarding educational inclusion, thereby establishing the theoretical and legal foundation for the arguments presented in this document. A qualitative research approach was adopted to ensure that the data collected reflected the true perspectives of the study population rather than relying solely on statistical criteria; within this framework, one-on-one virtual interviews were used to gather information efficiently in terms of time and resources. Based on the data obtained through the literature review and interviews, conclusions and recommendations were formulated to optimize work with students with ADHD, highlighting the importance of diversifying and updating the methodologies, techniques, and resources employed in the classroom.