Peculiarities of English Language Acquisition in Children with Special Educational Needs: Dyslexia and ADHD

Nestan Akobia

doi:10.52340/spectri.2026.13.01.02

Authors

Nestan Akobia David Aghmashenebeli University of Georgia

DOI:

https://doi.org/10.52340/spectri.2026.13.01.02

Keywords:

Dyslexia, ADHD, English language acquisition, multi-sensory approach, orthographic depth, executive functions

Abstract

This article explores the fundamental peculiarities of acquiring English as a Foreign Language (EFL) among learners with Special Educational Needs (SEN), specifically focusing on Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). The paper analyzes the impact of the English language's "deep orthography" on children with phonological deficits and examines the role of executive dysfunction in linguistic material processing. Drawing upon contemporary empirical research, the article proposes multi-sensory teaching strategies (Orton-Gillingham) and dynamic classroom management models that facilitate academic progress and reduce foreign language anxiety in SEN students.

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Author Biography

Nestan Akobia, David Aghmashenebeli University of Georgia

Associate Professor

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