<![CDATA[SDN 20 Mataram is an inclusive school and has ADHD students. It is known that late ADH children are known to hinder the learning process of themselves and others. The purpose of the study was to determine the strategies carried out by teachers for hyperactive children. This research uses a descriptive qualitative approach with a case study type. The results showed that the behavior of hyperactive children, namely often taking their friends' belongings, difficulty concentrating, easily bored, often going in and out of class, cannot be quiet and often preoccupied with those around them. As well as, the teacher's strategy for hyperactive children; first, the teacher arranges the students' seats; second, the teacher places the students away from the window; third, the teacher does not give severe punishment to students; fourth, the teacher makes a contract at the beginning of the lesson; fifth, the teacher makes physical contact with students and; sixth, teachers and students do activities outside. Suggestions that can be given include: first, the principal coordinates with class teachers and seeks teaching programs for hyperactive students; second, teachers can make strategies, methods, techniques that are more effective for students; third, the government can pay attention to inclusive school facilities; and fourth, the role of parents in the learning process.]]>
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