Kendala Guru Dalam Menghadapi Anak Berkebutuhan Khusus Attention Deficit Hyperactivity Disorder (ADHD) Di Sekolah Dasar

Abstract

In providing services to Attention Deficit Hyperactivity Disorder (ADHD) students, classroom teachers face various obstacles from the learning process to personal service. Especially if there is no special assistant teacher (GPK) who can handle and provide special guidance to ADHD students. Various obstacles experienced by teachers in carrying out learning for ADHD students. In this case, it is the class teacher who provides guidance to the students with special needs. Based on these problems, this research was conducted with the aim of describing what obstacles were experienced by teachers at SDN 06 Rawang Difficult Air in dealing with Children with Special Needs: ADHD. The research method used in this research is descriptive qualitative method. Collecting data using observation and interviews with the research subject is the class teacher. Data analysis used qualitative data analysis, namely describing the findings from interviews and observations made. The results of the study illustrate that some of the obstacles experienced by teachers in dealing with children with special needs: Attention Deficit Hyperactivity Disorder (ADHD) to implement or implement learning, namely: 1) Constraints from Special Guidance Teachers (GPK), 2) Constraints from students, 3) Constraints from the Learning Implementation Plan (RPP), 4) Constraints from learning media, and 5) Constraints from educational facilities and infrastructure. Thus, classroom teachers must prepare themselves more maturely in dealing with obstacles in providing services to ADHD students.