Touchscreens and teaching English to children with attention deficit disorder: language practices and recreational games

This work aims to socialize an experience that uses the touchscreens in curricular adaptations to teach English through play to children with attention deficit disorder. The action research is administered to validate seven curricular adaptations designed for the acquisition of vocabulary in English as a foreign language. Three children diagnosed with autistic disorder participate, who are domiciled in Manabí, Ecuador. To monitor the progress of the participants, a rubric is applied that evaluates the number of new words acquired. The results show that the videos function captures and maintains the participants' attention for a longer time during language practices. Voice recording contributes to the development of their listening comprehension and contributes to the improvement of pronunciation. It is concluded that the use of appropriately applied touch screens can be relevant to the design of curricular adaptations in the teaching and learning process of students with special educational needs.