Inclusive Pedagogical Intervention Program for a Student with ADHD and Co-Occurring Emotional Difficulties

This paper aims to study an inclusive pedagogical intervention program for a student with Attention Deficit Hyperactivity Disorder [ADHD]. More specifically, it will examine whether a philologist can hetero-observe and understand the specific learning difficulties [SLD] of students with [ADHD] and co-occurring emotional difficulties. Additionally, it will investigate the practice in language courses with an emphasis on the working hypothesis of whether the philologist can design, implement, and evaluate teaching interventions using the TISIPfSENs SLD-ADHD] pedagogical tool. The study is conducted in the scientific field of special education and training [SET]. The results of the study are highlighted by the data arising [a] from the theoretical part with documented research, [b] the data from the practical field exercises in language courses with the special teaching methodology [observation and intervention], and [c] the answers from the questionnaire. According to these data, it appears that the philologist can understand and identify the [SLD] due to [ADHD] and co-occurring emotional difficulties.