Sensory Processing in the EFL Classroom: A Neurodiversity-Based Approach to Inclusive Practice

The purpose of this chapter is to explore sensory processing and its impact on student behaviour and learning. The chapter begins with an introduction that provides readers with a definition of sensory processing disorder (SPD), an explanation of the etiology of sensory processing problems, and examples of atypical sensory responses. Special emphasis is placed on the connections between sensory processing and other neurological conditions, including autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). The chapter then discusses the relationship between sensory processing and classroom learning, specifically in the context of foreign language learning. Educators are introduced to the challenges faced by students with sensory processing problems and how these challenges affect their performance and language acquisition in the classroom. Three primary classroom challenges, namely sustained attention, self-regulation, and executive functioning, as well as language learning challenges such as auditory and visual processing, pair/group work, and working memory, are discussed in this section. Subsequently, specific theories that underpin best practices are introduced, along with recommended activities that support sustained attention, self-regulation, and optimal executive functioning. While specific suggestions for classroom practice are valuable, the establishment of a collaborative network of professionals working towards creating an inclusive classroom may be the most effective long-term support strategy for neurodiverse students. Therefore, the chapter concludes with a recommendation for an action research project aimed at gauging needs, devising a therapy plan, assessing the effectiveness of the implemented support for a student, and making necessary adjustments based on feedback from all stakeholders.