ENHANCING THE ABILITY OF STUDENTS WITH ATTENTION DEFICIT HIPERACTIVITY DISORDER (ADHD)

Abstract

This study was initiated due to the observed lack of concentration among children with attention deficit hyperactivity disorder (ADHD) during learning activities at SD Muhammadiyah 3 IKROM Wage in Sidoarjo. Children with ADHD typically exhibit behaviors such as restlessness, frequent disruption of peers, inattention to teacher instructions, and difficulty concentrating overall. These behaviors negatively affect the effectiveness of the learning process. This study aims to examine the role of Inclusion Support Teachers (ISTs) in supporting and managing these children. It is expected that understanding these roles will improve the cognitive abilities and skills of children with ADHD. This study employed a qualitative, descriptive case study approach. Data were collected through observation, interviews, and documentation. Data validation utilized source and method triangulation. The analysis involved condensing, presenting, and drawing conclusions from the data. The study involved ADHD students and ISTs in grades one and two. The findings revealed the following: (1) ADHD children have shown a reduction in hyperactivity, with inattention now being the primary concern. This improvement is attributed to therapy provided by parents through specialized institutions.(2) One of the contributing factors to ADHD is the absence of developmental milestones, such as crawling. (3) ISTs fulfill nine distinct roles: educator, instructor, mentor, motivator, facilitator, and mediator. (4) Currently, ISTs focus on improving children’s attention spans. Inclusion support teachers who educate in a humane and warm manner and caring parents have been proven to minimize conflict and moderate the negative impact of ADHD symptoms in schools.