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Febrian Sulistiarno
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Education

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Literature Review: Teacher Strategies for Managing Behavior and Enhancing Social Interaction Among Children with ADHD (Attention Deficit Hyperactivity Disorder) in Inclusive Elementary School Settings Inggita Daniswara; Dewi Masita Alkhumaira; Febrian Sulistiarno; Zulfa Mufidah; Muthya Firagil Restuti
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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This study examines the behavior of children with Attention Deficit Hyperactivity Disorder (ADHD) within inclusive primary school settings, as well as the strategies teachers can employ to manage such behavior effectively. Although the government has emphasized the importance of inclusive education through Regulation of the Minister of National Education (Permendiknas) Number 70 of 2009, its practical implementation faces numerous obstacles—particularly regarding students with ADHD, who often struggle with concentration, act impulsively, and exhibit high activity levels. Key challenges stem from limited teacher training, a shortage of support staff, and a lack of social acceptance from peers. Research indicates that teachers who understand the characteristics of children with ADHD and implement appropriate instructional strategies—such as individualized approaches, positive reinforcement, and activity-based learning methods—can help improve student concentration and reduce impulsive behavior. Through this literature review, it is hoped that teachers and aspiring educators will gain a deeper understanding of the importance of creating a welcoming, adaptive, and inclusive learning environment to support the optimal development of children with ADHD in primary schools.
Analysis of The Implementation of Differentiated Learning for Elementary School Students in Inclusive Schools: A Multi-Site Case Study Triyasmin Nur Salsabila; Wiwik Dwi Hastuti; Dimas Arif Dewantoro; Triya Valentina; Nadia Farhana; Febrian Sulistiarno
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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This study aims to examine the implementation of differentiated learning in inclusive elementary schools, particularly how teachers adapt instruction to meet students’ diverse learning needs. A qualitative research method was employed using a multi-site case study approach to obtain an in-depth understanding of differentiated learning practices across three inclusive elementary schools. The findings reveal that differentiated learning in the three schools generally follows a similar process. It begins with identifying students’ learning needs through initial assessment and observation, followed by adjustments to learning content, processes, and products according to students’ abilities and characteristics. The learning process concludes with formative assessment, reflection, and follow-up activities, including remedial and enrichment programs. Although the implementation pattern is generally similar, differences are influenced by school characteristics, human resource availability, school policies, experience in inclusive education, and teachers’ competence in adapting learning activities. Based on these findings, schools are encouraged to strengthen differentiated learning through systematic learning tools, continuous teacher professional development, enhanced collaboration among teachers, parents, professionals, and relevant institutions. Through these efforts, schools can improve the quality and effectiveness of educational services for students with diverse learning needs and support their participation and development in inclusive learning environments.
Co-Authors Dewi Masita Alkhumaira Dimas Arif Dewantoro Inggita Daniswara Muthya Firagil Restuti Nadia Farhana Triya Valentina Triyasmin Nur Salsabila Wiwik Dwi Hastuti Zulfa Mufidah