Tapia Carlín, Rebeca ElenaTAPIA CARLIN, REBECA ELENA; 251221Alderete Muñuzuri, Iliana2024-11-202024-11-202019-12https://hdl.handle.net/20.500.12371/22525"Inclusive education has become an important topic which tries to finish with learning barriers, such as Attention Deficit/Hyperactivity Disorder, to include all learners in the mainstream classroom. ADHD is a common disorder known to be associated with behavioral and academic difficulties, creating challenges for both teachers and learners. Inclusive education implies that teachers need to support and teach according to a variety of needs and preferences of learners, including learners with ADHD. Interviews conducted with both participants, class observations and questionnaires with both teachers and students reveal effective and successful strategies for building inclusion in the common classroom for supporting students with characteristics of ADHD. The purpose of this is to present some of the issues involved in teaching children with ADHD. The primary aim is to determine the effectiveness of teachers’ training about ADHD and use of different technology tools, apps and devices that can be applied by teachers in an inclusive EFL classroom in order to decrease off- 9 task and disruptive classroom behavior in children with symptoms of ADHD. With the results of my analyzed data, teachers may be able to modify instruction better to fit students’ needs and support them appropriately".pdfengHUMANIDADES Y CIENCIAS DE LA CONDUCTAPediatría--Enfermedades de los niños--Trastornos mentales de niños y adolescentes--Trastornos específicos--Trastorno por déficit de atención e hiperactividadAspectos especiales de la educación--Educación de clases especiales de personas--Educación especial--Instrucción asistida por computadoraAspectos especiales de la educación--Educación inclusivaInglés--Estudio y enseñanza (Primaria)--Hablantes extranjerosTecnología educativa--Estudio de casosEntornos virtuales compartidos--PlaneaciónTesis de maestríaopenAccess