<![CDATA[Students with ADHD face impairments in focus, self-control, and hyperactivity, which interfere with their social skills. This study aims to describe teacher strategies in training the social cooperation skills of students with ADHD at SD Fatma Kenanga. This research employs a qualitative approach with a case study method. Data were collected through observation, interviews, and documentation. The research subjects included two students with ADHD, class teachers, and shadow teachers. The results indicate that teachers implement social skill training strategies for ADHD students through differentiated strategies, flexibility, and positive reinforcement. Furthermore, behavior management strategies are utilized to improve compliance in ADHD students who exhibit impulsive characteristics. These strategies are effective in training students in self-control and fostering a positive relationship between teachers and students with ADHD. This study concludes that the teacher's role in combining strategies tailored to the specific needs of ADHD students is vital for the success of inclusive education.]]>
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