Coordinating Inclusive Support for a Pupil with Parent-Reported ADHD in an Indonesian Islamic Primary School
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Abstract
Inclusive education for primary pupils with attention and participation difficulties requires coordinated support, yet how teachers, families, and school leaders organize such support in Indonesian Islamic primary schools remains insufficiently documented. This study aims to examine the coordination of educational support for a pupil with parent-reported attention-deficit/hyperactivity disorder (ADHD) and adults’ perceptions of changes during the support period. The study employed a qualitative single-case design at an Islamic primary school in Indonesia, drawing on approximately 14 non-participant classroom observations, six semi-structured interviews with adults, and school documents collected from November 2023 to May 2024. Data were analyzed iteratively across sources to identify convergences and differences. The findings revealed three interconnected patterns: teachers adapted instruction through concise directions, segmented tasks, predictable routines, movement opportunities, and specific feedback; recurring home–school communication connected classroom observations with family-managed decisions while respecting clinical boundaries; and adults reported context-dependent improvements in engagement, help-seeking, peer interaction, and classroom responsibility. However, coordination remained informal, without a documented individual support plan or shared progress indicators. The study contributes a case-based understanding of how classroom adaptation, family knowledge, and institutional responsibility intersect, with implications for more systematic, collaborative support in inclusive elementary education, without establishing the effectiveness of interventions.
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