Open AccessTeacher-Student’s Instructional Communication: A Case Study of Students with Attention Deficit Hyperactivity Disorder (SwADHD) in Inclusive Classroom
Author(s) -
Annisa Nurul Hidayah,
Rasmitadila Rasmitadila,
Teguh Prasetyo
Publication year - 2021
Publication title -
international journal of special education
Language(s) - English
Resource type - Journals
eISSN - 1917-7844
pISSN - 0827-3383
DOI - 10.52291/ijse.2020.35.14
Subject(s) - psychology , thematic analysis , nonverbal communication , mathematics education , attention deficit hyperactivity disorder , quality (philosophy) , data collection , pedagogy , qualitative research , developmental psychology , clinical psychology , social science , philosophy , statistics , mathematics , epistemology , sociology
The purpose of this study is to explore the types of instructional communication between general teacher (GT) and ADHD students (SwADHD) during activities of the: pre-instructional, instructional process, and instructional evaluation. Data collection was carried out by observation and interviews. The data analysis used was thematic analysis. The results showed that the types of instructional communication between GT and SwADHD were: verbal, non-verbal, and verbal-non-verbal. The three types of instructional communication aim to: improve the socio-emotional relationship between GT and SwADHDs, reduce negative behavior that often appears in SwADHDs in the classroom, and improve quality of instruction; to achieve quality educational goals according to their characteristics and needs. The type of communication used between GT and SwADHDs has a significant impact on teachers in developing individual education programs. These result in a more humane experience for SwADHDs both academically and non-academically.