Neurodivergence and Foreign Language Pedagogy: Teaching Ukrainian to Neurodivergent Learners

This research project explores the impact of neurodivergence on the process of learning Ukrainian as a foreign language and examines inclusive teaching strategies for neurodivergent learners in higher education and adult education contexts.
The study focuses on learners with dyslexia, dysgraphia, dyscalculia, ADHD/ADD, dyspraxia, and autism spectrum disorder. Particular attention is devoted to dyslexia and dysgraphia, as these conditions significantly influence the acquisition of reading, writing, pronunciation, and phonemic awareness in Ukrainian language classes. The project investigates how neurodivergence affects the development of the four core language skills—reading, writing, listening, and speaking—especially in the context of learning the Cyrillic alphabet, Ukrainian phonetics, and grammatical structures.
The primary aim of the research is to identify methodological approaches and practical teaching strategies that can support neurodivergent students and increase accessibility in Ukrainian as a foreign language classrooms. The project seeks to contribute to inclusive language pedagogy by developing strategies that reduce cognitive overload, improve comprehension, and create supportive learning environments for students with diverse cognitive profiles.
Methodology
The project employs a qualitative and practice-oriented research methodology. The research combines observation, case-study analysis, and comparative analysis of students’ learning difficulties and language performance.
The methodology includes identifying diagnostic indicators of dyslexia, dysgraphia, phonemic dyslexia, and dyscalculia during language instruction. These indicators include letter reversals, omission of syllables, confusion between visually or phonetically similar letters, spelling difficulties, mirror writing, and problems distinguishing sounds and numbers.
The study also evaluates the effectiveness of practical teaching strategies used during instruction. These include multisensory learning techniques, visual support, syllable-based reading, structured handwriting exercises, simplified vocabulary presentation, repetition, audio recordings, increased spacing between letters and words, and individualized pacing. Both offline and online teaching formats are analyzed in order to determine which approaches most effectively support neurodivergent learners.
The expected outcomes of the project include methodological recommendations for teachers of Ukrainian as a foreign language, practical guidelines for inclusive classrooms, and increased awareness of neurodiversity in language education. The project ultimately aims to promote accessible, student-centered, and inclusive approaches to foreign language teaching in international academic environments.