Inclusive language education: strategies for supporting neurodivergent learners in foreign language classrooms

Matsuo, Kazuhiko

Lingvospektr · 2025-yil

Annotatsiya

Inclusive language education has become an essential component of modern teaching, especially as classrooms increasingly include learners with diverse cognitive profiles. This study explores effective strategies for supporting neurodivergent learners – particularly students with ADHD, autism spectrum disorder, and dyslexia – in foreign language classrooms. The research aims to identify the challenges these learners face and to examine teaching practices that can make language learning more accessible and equitable. A qualitative descriptive method was used, involving interviews and questionnaires with foreign language teachers. The findings show that neurodivergent students often struggle with concentration, processing speed, and traditional assessment formats. However, strategies such as multimodal instruction, clear and structured tasks, visual scaffolding, flexible pacing, and elements of Universal Design for Learning (UDL) significantly improve engagement and performance. The study concludes that inclusive teaching practices not only support neurodivergent learners but also enhance the overall quality of foreign language education. Recommendations include increased teacher training, accessible learning materials, and the integration of technology-based support tools.

Maqola ma’lumotlari
MualliflarMatsuo, Kazuhiko
JurnalLingvospektr
NashriyotЎзбекистон давлат жаҳон тиллари университети, “Modern Scientific Research” MChJ
ISSN3060-4958
Nashr sanasi2025-12-27
Jild12
Son2
Betlar432-435
TilIngliz
Ilmiy sohaPedagogika
Indeksga qo‘shilgan2026-08-26

Maqolaning asl sahifasi

Kalit so‘zlar

Inclusive Education, Neurodiversity, Foreign Language Learning, ADHD, Autism Spectrum Disorder, Dyslexia, Multimodal Instruction, Universal Design for Learning, Inclusive Teaching Strategies, Accessibility

Ilmiy soha

Pedagogika

Iqtibos keltirish

APAMatsuo, Kazuhiko (2025). INCLUSIVE LANGUAGE EDUCATION: STRATEGIES FOR SUPPORTING NEURODIVERGENT LEARNERS IN FOREIGN LANGUAGE CLASSROOMS. Lingvospektr, 12(2), 432-435. https://lingvospektr.uz/index.php/lngsp/article/view/1302
GOST (OAK)Matsuo, Kazuhiko INCLUSIVE LANGUAGE EDUCATION: STRATEGIES FOR SUPPORTING NEURODIVERGENT LEARNERS IN FOREIGN LANGUAGE CLASSROOMS // Lingvospektr. – 2025. – T. 12, № 2. – P. 432-435.
MLAMatsuo, Kazuhiko. “INCLUSIVE LANGUAGE EDUCATION: STRATEGIES FOR SUPPORTING NEURODIVERGENT LEARNERS IN FOREIGN LANGUAGE CLASSROOMS.” Lingvospektr, 12(2), 432-435, 2025. https://lingvospektr.uz/index.php/lngsp/article/view/1302
ChicagoMatsuo, Kazuhiko. “INCLUSIVE LANGUAGE EDUCATION: STRATEGIES FOR SUPPORTING NEURODIVERGENT LEARNERS IN FOREIGN LANGUAGE CLASSROOMS.” Lingvospektr, 12(2), 432-435 (2025). https://lingvospektr.uz/index.php/lngsp/article/view/1302
HarvardMatsuo, Kazuhiko (2025) ‘INCLUSIVE LANGUAGE EDUCATION: STRATEGIES FOR SUPPORTING NEURODIVERGENT LEARNERS IN FOREIGN LANGUAGE CLASSROOMS’, Lingvospektr, 12(2), 432-435. https://lingvospektr.uz/index.php/lngsp/article/view/1302
BibTeX
@article{matsuokazuhiko2025,
  title = {INCLUSIVE LANGUAGE EDUCATION: STRATEGIES FOR SUPPORTING NEURODIVERGENT LEARNERS IN FOREIGN LANGUAGE CLASSROOMS},
  author = {Matsuo, Kazuhiko},
  journal = {Lingvospektr},
  year = {2025},
  volume = {12},
  number = {2},
  pages = {432-435},
  url = {https://lingvospektr.uz/index.php/lngsp/article/view/1302}
}

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