Strategies for Teaching Written Language to Students with Attention Deficits




attention deficits, neurodevelopmental disorders, dysgraphia, written language teaching strategies, inclusion


The issue of including students with attention deficits in the educational process is a highly relevant pedagogical challenge due to the high prevalence of these disorders. Attention Deficit Hyperactivity Disorder (ADHD) is the most common condition, but attention deficits can also arise from social causes, such as experiencing psychologically traumatic situations like war. This article presents key strategies for improving written language skills in students with attention deficits of various etiologies and comorbid disorders to facilitate their inclusion in the educational process. Additionally, presented are the results of a two-stage study confirming the practical effectiveness of these strategies.

Author Biographies

Olha Fert, Lviv University

Olha Fert is Doctor of Special Education, Professor of Ivan Franko National University of Lviv, Ukraine; Doctor, Researcher of Leibniz University of Hannover and Technical University of Braunschweig, Germany. Her research interests are inclusive education, inclusive educational policy, pedagogical support of children with neurodevelopmental disorder in inclusive education, differentiated instructions for students with special needs, and psychotherapeutic work with traumatized people.

Halyna Pyatakova , Lviv University

Halyna Pyatakova is Doctor of Pedagogical Science, Professor of Ivan Franko National University of Lviv, Ukraine. Her research interests are inclusive education, history of pedagogy, philological training, and teacher resilience.


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How to Cite

Fert, O., & Pyatakova , H. (2024). Strategies for Teaching Written Language to Students with Attention Deficits. English Studies at NBU, 10(1), 95–106.