Understanding Neurodiversity to Alleviate Attention Deficit Hyperactivity Disorder (ADHD) in ESL Classroom: An Interview with Psychologist

Abstract

This paper aims at investigating how understanding neuroscience helps to develop writing skills by knowing the students who are suffering with Attention Deficit hyperactivity disorder in ESL classroom to decrease the symptoms and to suggest strategies to support the learners with learning disabilities.

The human brain plays crucial role in the language learning process. The brain has several parts with unique functions. Cerebrum is the largest part and has two lobes with same size to perform decoding information of the senses. Sigmund Exner (Australian Psychologist) identified the place of writing center in the brain which translates words perceived into the motor commands for hand writing. It reveals that Exner’s area in the brain is specific region in frontal lobe plays dominant role in the process of wring production which is complicated task connected with complex web of integrated networks like affective, recognition and strategic network. The primary purpose of networks is dealing with language learning. The data collected from ADHD (Attention deficit hyperactivity disorder) questionnaire says that all individuals are not same in learning and their brains are not same as opined by many of neuroscientists in various research findings. So, based on the differences of individual brain and learning styles; it is imminent to address this problem in ESL classroom. It is observed that each learner has unique learning style and distinctive networks of the individual brain in heterogeneous class; all the learners are not getting equal opportunity to improve reading and writing skills due to learning disabilities.