Students’ Specific Needs Frequently Presented in English Language Class in Ecuador: Attention Deficit Hyperactivity Disorder and Hearing Disability

Abstract

Foreign language instructors around the world require the support of pedagogical experts to find strategies to improve idiomatic practice of students having specific conditions. This work aims to provide educational communities with an analysis of the information on the most frequent specific conditions observed in the English as a foreign language class in the Manta Canton. Ecuador. It uses the socio-critical approach and Hermeneutics to review 65 scientific articles published in the period 2000 - 2024 in the Scopus, Web of Science, Scielo, and Latindex databases. The research focuses on the most frequent conditions of students observed in the local context (1) attention deficit hyperactivity disorder and (2) hearing disability. The systematic review delves into the following constructs (a) Origin and current situation of Inclusive Education in Ecuador, (b) Hearing disability, and (c) attention deficit hyperactivity disorder. Furthermore, the authors present strategies that achieved relevant results in teaching the English language internationally and replicable in Ecuador. It concluded that inclusive education requires educational research to generate information that guides teachers to improve their inclusive educational practice in Latin America.