ADHD and EFL Teaching in Dutch Secondary Education

Abstract

This study investigated the ways in which students with ADHD in learning EFL in Dutch secondary schools are taken into account. Publishers were interviewed on how their teaching materials accommodate for students with ADHD. Furthermore, sixteen teachers participated in a survey in order to determine the level of knowledge of ADHD and in what ways they adapt their teaching methods for students with ADHD. This survey indicated that most teachers have a basic understanding of how to recognize ADHD, but that their teacher training did not adequately prepare them for teaching students with ADHD. Any knowledge they had of it came from experience or rarely from initiatives of the school they work at. Teaching materials also do not specifically keep students with ADHD in mind, though they are designed to be adaptable. The Dutch Government also does not mandate adaptations for students with ADHD as it does for students with Dyslexia. In other words, there are no formal adaptations. Several suggestions of adaptations are discussed, such as encouraging teacher training institutes properly instruct teachers on ADHD, encouraging publishers to include sections on learning strategies, and making sure schools offer the student the support they need.