Didactic keys for teaching narrative writing in students with Attention Deficit or Hyperactivity Disorder according to the inclusive challenge posed by the LOMLOE

Abstract

Inclusion is a challenge for the entire educational system and also for language teaching. In relation to students with Attention Deficit or Hyperactivity Disorder, scientific literature has shown their characteristics and the way in which these can affect their school performance, but there are few studies carried out in a classroom situation that offer precise data on the different aspects of linguistic composition. This work focuses on a narrative writing task developed as a classroom activity in a sample of 502 schoolchildren, with and without a diagnosis of ADHD, from Primary and Compulsory Secondary Schools from five public educational centers in ***. The analyzed texts show significant differences in categories such as the number of words per sentence or the links used, along with similar results in the presence of a title or narrative structure. The characteristics of the intervention carried out in the classroom allow us to determine some key didactic strategies for improving the written expression of ADHD students, such as time or attention to revision, which also result in the improvement of students without a diagnosis.