Adaptive Learning Models for Children with Attention Deficit Hyperactivity Disorder (ADHD): Building School-Parent Collaboration

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) face challenges in maintaining attention, controlling impulsivity, and managing behaviors that impact learning processes and social interactions in school. This study aims to analyze adaptive learning models for ADHD children and examine the importance of collaboration between schools and parents in supporting their academic and social-emotional development. The research uses a qualitative approach with a literature study design through the analysis of various books, journal articles, and relevant scientific literature. The data were analyzed using content analysis techniques to identify key themes and synthesize a comprehensive conceptual framework. The results of the study show that effective adaptive learning includes a clear instructional structure, differentiation of learning methods, positive behavior management, and flexibility in assignment and learning time. In addition, systematic collaboration between schools and parents is a key factor in maintaining the consistency of interventions and improving learning success. This research offers a conceptual synthesis in the form of a collaboration-based adaptive learning model as a holistic approach in inclusive education. The implications of the study emphasize the importance of synergy between teachers and parents in creating a sustainable support system for ADHD children.