Managing Special Needs Students in the EFL Classroom

by Jennifer Yphantides

Although it appears as if there has been an increase in students with mental disorders such as Attention Deficit Hyperactivity Disorder (ASD), the higher numbers are in fact due to more recognition and better diagnostic tools (Rogers & Dawson, 2010; Silberman, 2015). Numerous teachers, including in the EFL context in Japan, now have special needs students with formal diagnoses in their classrooms but are not adequately trained to respond to their special needs (Mian & Yap, 2017). The purpose of Jennifer Yphantides’ presentation/workshop was threefold. First, she provided a packed house with a clear, brief explanation of the neurological basis of these disorders and how language learning is affected. Secondly, Yphantides helped Gunma JALT members and attendees notice the students who do not have or want to disclose a formal diagnosis. Her third purpose was to provide teachers with practical, concrete solutions for a variety of problems faced by these students in the EFL classroom. These solutions came from people with ADHD and ASD themselves and have been tried and tested by the presenter. Yphantides' slides and resources can be found at the bottom of this page.

Jennifer Yphantides (Soka University) has been teaching English since 1993 and has enjoyed working in North America, Europe, The Middle East, and Asia. She has a BA in History from McGill University, an MA in War Studies from Kings College, London, and an MA TESOL from Teachers College, Columbia University, and an EdD in Organizational Leadership from Northeastern University. Her current research interests are teacher identity, leadership in TESOL, bilingualism, and brain disorders.

Venue:

Maebashi Kyoai Gakuen College

Building 3, 3rd Floor, Room 3101

1154-4 Koyaharamachi

Maebashi, Gunma 379-2121

http://www.kyoai.ac.jp/?p=573