SPECIAL ASSISTANT TEACHER STRATEGIES IN IMPLEMENTING LEARNING FOR ADHD CHILDREN AT ELEMENTARY SCHOOL 01 TELAGASARI

Abstract

Special Assistant Teacher Strategies in Implementing Learning for ADHD Children at Telagasari
01 Elementary School. This research aims to describe the strategies of special assistant teachers
in classroom learning towards inattentive behavior in ADHD children at Telagasari 01
elementary school. The type of research used is qualitative research. In this research, the data
collection techniques used were observation and interviews. The subjects of this research were
special assistant teachers, class teachers and observers in class 3 which contained ADHD
students and directly observed the behavior or attitudes of ADHD students during the learning
process at SD 01 TELAGASARI. The results of this research are that special support teachers
play an important role in providing support that is appropriate to children's special needs.
Effective strategies from accompanying teachers involve a direct, personal approach to children
with ADHD. At SD 01 TELAGASARI, special assistant teachers work together with class teachers
to provide adaptive learning for students with special needs. The strategies used include involving
ADHD children in activities and providing positive incentives rather than excessive punishment
to increase their motivation to learn