TECHNOLOGICAL TOOLS AND ARTIFICIAL INTELLIGENCE IN TEACHING ENGLISH TO STUDENTS WITH ADHD IN COLOMBIA

Abstract

The imperative of a ´Bilingual Colombia´ is confronted by the undeniable reality of the neurobiological diversity of the student population served by educational institutions, specially those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This neurobiological condition is not a minor obstacle; rather, it idirectly impacts essential functions for acquiring a second language (L2), such as working memory, sustained attention, and the planning of complex tasks (skills that are crucial in the English learning process).This dissemination article analyzes how technologycal tolos and Artificial Intelligence (AI) appear as a strategic factor that allows for ensuring effective inclusión within the framework of the National Bilingualism Program (PNB).Through a systematic review of specialized literature, the Colombian diagnostic and pedagogical situation is compared with succesful global experiences in the field of second language teaching and neurodiversity.  The findings confirm that AI and related technologies offer an unprecedented capacity to dynamically and adaptively personalize the learning environment. This personalization directly addresses the attentional challenges of students with ADHD, resulting in a signicant reduction in cognitive load, mitigation of frustration, and a decreaded risk of school dropout. However, the study underlines that significant challenges related to equity in technological infrastructure and teacher training persist for large-scale implementation in Colombian public education.