Redefining ADHD in Language Education – 9 April, 2023 from 13:00 (Zoom)
Thank you to the Gifu, Kyoto & Tokyo Chapters & the Young Learners SIG
In this four-part presentation, the speakers will discuss Attention-Deficit Hyperactivity Disorder (ADHD) and how it may affect learners from four different perspectives.
Karmen Siew begins with a general introduction about what ADHD is and how it affects the brain’s executive function. She will discuss a variety of coping mechanisms and affirm the necessity of being easy on yourself and finding a tribe of people who understand the issues you might be facing
Alexandra Burke will discuss how ADHD might affect students in the school setting. In particular, how classroom management styles can either boost or wreak havoc on a young person’s ability to cope at school.
Gretchen Clark will focus on the inattentive version, ADD, a largely ‘invisible’ form of ADHD and offer insight into how students afflicted with it may approach study. Because women tend to present as ADD more so than as ADHD, her presentation will largely concern this demographic.
Sachiko Nakagome will speak about her reasons for seeking a diagnosis, her emotional post-diagnosis journey, the various reactions from Japanese and English-speaking peers about her diagnosis, and effects of a state-of-the-art treatment she received.
In combination, the presenters endeavor to promote awareness of ADHD and how language study may be in some ways more difficult but in other ways, an adventure or even a ‘safe’ subject for the neurodiverse (ND) student. Language classes – where students are encouraged to express their opinions, be themselves, and are rewarded for speaking up – can be the perfect place for students to explore, preserve and respect each other’s individuality. The presenters encourage attendees to listen, take notes and help create such “safe” environments in their own classrooms to give more ND students opportunities to accept and love themselves to develop confidence and find academic success
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