A Teacher’s Experience in Teaching of English to a Learner with Attention Deficit Hyperactivity Disorder: An Autoethnographic Study.

Abstract

This autoethnographic study explores the lived experience of an English as a Foreign Language (EFL) teacher working with a learner diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in a private tutoring context in Ecuador. Although inclusive education has gained increasing attention in educational policy and research, teachers often face difficulties implementing inclusive practices effectively in EFL settings with limited institutional support. The study examines how emotional awareness, reflective practice, and pedagogical adaptation shape inclusive language teaching. Data were collected over six weeks through reflective journals, field notes, and teaching artifacts involving a nine-year-old learner with ADHD. The findings indicate that effective teaching in this context depended on emotional regulation, instructional flexibility, movement-based activities, and the incorporation of the learner’s personal interests. The study also highlights the importance of teacher responsiveness and reflection in supporting learner engagement and participation. This research contributes to a more human-centered understanding of inclusive EFL teaching by emphasizing empathy, flexibility, and relational interaction as central elements of inclusive pedagogical practice.