September 23, 2025Indonesian Journal of Innovation Studies

Kindergarten Teachers as Educators, Mentors, and Facilitators for Children with ADHD

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Teachers' interventions significantly improved emotional regulation and social participation among children with adhd, despite challenges.
Findings revealed that multisensory learning techniques and positive reinforcement were among the key strategies implemented by teachers.
Qualitative case study conducted in Indonesia highlights the specific role of teachers in inclusive classrooms for supporting children with adhd.
Implications suggest a need for enhanced teacher training and systemic support in early childhood inclusive education.

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Implication

Qualitative case study explores teachers' strategies enhancing emotional regulation in ADHD children, indicating the importance of inclusive education.

Cite This Study

Ramadani et al. (2025) studied this question.

synapsesocial.com/papers/68d4739d31b076d99fa6bacf https://doi.org/10.21070/ijins.v26i4.1694

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Implication

Qualitative case study explores teachers' strategies enhancing emotional regulation in ADHD children, indicating the importance of inclusive education.

Kindergarten Teachers as Educators, Mentors, and Facilitators for Children with ADHD

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Implication

Cite This Study

Kindergarten Teachers as Educators, Mentors, and Facilitators for Children with ADHD

Key Points

Discussion

Implication

Cite This Study

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