Neurodevelopmental Disorders and Foreign Language Learning: A Systematic Review of Educational Interventions

Abstract

The following systematic review aims to synthesize current research focusing on foreign language learning for students with neurodevelopmental disorders, such as autism (ASD), attention-deficit/hyperactivity disorder (ADHD), and intellectual disability (ID), pointing out effective educational intervention strategies and gaps in the literature. The interventions employed use a variety of methodologies, such as the Picture Exchange Communication System, augmented reality, virtual reality, storytelling techniques, and gamification. These approaches seem to exhibit positive effects on vocabulary development, student engagement, and confidence across all populations examined. However, challenges, including limited generalization of findings, small sample sizes, and a scarcity of large-scale quantitative research, present significant obstacles to the advancement of this field.