Teacher Support for Students with Neurodevelopmental Disorders in EFL/ESL Classrooms, A Literature Review

Abstract

The aim of this literature review was to examine strategies and pedagogical adjustments used in English as a Foreign Language (EFL) classroom to support students with disabilities, with a particular focus on neurodevelopmental disorders. Previous research indicates that English teachers often feel uncertain about how to provide appropriate support and seek more guidance on inclusive practices. 15 studies published between 2015 - present were reviewed which examine how teachers can support students with neurodevelopmental disorders (NDD) in the English as a Foreign Language (EFL) classroom. The review discusses the practical implications of these strategies within EFL classrooms and evaluates their suitability for the Swedish context. The review highlights the need for further research, particularly studies that improve understanding of how stigma affects students with neurodevelopmental disorders in educational settings and how it shapes parental engagement and advocacy.