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This is a Descriptive study (also classified as: Qualitative).

Implementation Of Inclusive Education For ADHD Children In Regular Elementary School

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The study shows limited implementation of inclusive education for ADHD students in regular schools, indicating a need for improvement.
Only three out of 17 ADHD indicators were met by the student observed, highlighting potential issues with teacher assessments.
Descriptive qualitative research involved interviews and classroom observations to evaluate strategies applied by teachers.
Findings underscore the necessity for enhanced collaboration between teachers, parents, and specialists to support ADHD children.

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Descriptive study observes teaching processes for ADHD children in regular schools, highlighting support gaps.

Putri et al. (2025) studied this question.

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