Published June 20, 2025 | Version v1
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Inclusive teaching for ADHD: Challenges and strategies in mainstream schools

Authors/Creators

  • 1. Teacher, Our Saviour's Foundation, Inc

Description

This study explores the challenges encountered and the strategies employed by elementary teachers to foster inclusive learning environments for students with ADHD. Using a qualitative phenomenological design, data were collected through structured interviews with six purposively selected elementary school teachers from a private institution in Laoag City, Ilocos Norte. Thematic analysis revealed three primary challenges: behavioural disruptions, instructional and pedagogical gaps, and limited institutional support. In response, teachers utilised behaviour management interventions, differentiated instructional strategies, and collaborative support mechanisms.

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Dates

Accepted
2025-06-17
This study explores the challenges encountered and the strategies employed by elementary teachers to foster inclusive learning environments for students with ADHD. Using a qualitative phenomenological design, data were collected through structured interviews with six purposively selected elementary school teachers from a private institution in Laoag City, Ilocos Norte. Thematic analysis revealed three primary challenges: behavioral disruptions, instructional and pedagogical gaps, and limited institutional support. In response, teachers utilized behavior management interventions, differentiated instructional strategies, and collaborative support mechanisms.

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Repository URL
https://www.dwijmh.org/index.php/dwijmh/issue/view/16

References

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