Although it appears as if there has been an increase in students with mental disorders such as Attention Deficit Hyperactivity Disorder (ASD), the higher numbers are in fact due to more recognition and better diagnostic tools (Rogers & Dawson, 2010; Silberman, 2015). Numerous teachers, including in the EFL context in Japan, now have special needs students with formal diagnoses in their classrooms but are not adequately trained to respond to their special needs (Mian & Yap, 2017). The purpose of Jennifer Yphantides’ presentation/workshop was threefold. First, she provided a packed house with a clear, brief explanation of the neurological basis of these disorders and how language learning is affected. Secondly, Yphantides helped Gunma JALT members and attendees notice the students who do not have or want to disclose a formal diagnosis. Her third purpose was to provide teachers with practical, concrete solutions for a variety of problems faced by these students in the EFL classroom. These solutions came from people with ADHD and ASD themselves and have been tried and tested by the presenter.
