Accessibility in Language Learning  Teacher Perceptions of ADHD and ASD in the Japanese EFL Classroom more

Sat, Jul 9, 10:35-11:00 Asia/Tokyo

Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) are two frequently diagnosed learning differences which can seriously influence students’ L2 development. Although Japan has diagnosis rates comparable to other developed countries (NISE, 2016), teachers often lack training for these conditions. This is particularly true for EFL instructors, who are not necessarily trained or informed of learning differences. In Japan, reporting and communication of these conditions is generally scarce, yet MEXT maintains a policy of inclusion at all levels of education. Therefore, a clearer picture of the challenges facing EFL teachers is one step toward ensuring classroom praxis can meet the promise of inclusivity. A survey of EFL teachers in Japan was conducted to better understand issues around learning differences as ADHD and ASD in their classroom. The survey had three goals: to chart themes in EFL teachers’ perceptions of learners with ADHD and ASD; to chart adequacy of EFL teachers’ knowledge and training for learning differences; and to identify potential areas of need for better understanding how to make the EFL classroom more accessible. This presentation will present the results of the survey and a set of practical takeaways which EFL teachers might consider in furnishing accessibility in the classroom.