Shadow Supervisor Strategy on Student with ADHD in Mathematics Learning Activity for Inclusive Secondary Class of Elementary School

Abstract

The purpose of this study is to describe and analyze the strategy of Shadow Supervisor in mathematics learning for student with Attention Deficit/Hyperactivity Disorder (ADHD) in inclusive secondary class of elementary school. Learning strategies include models, approaches, methods and learning techniques. This is a qualitative research (field research) with purposive sampling. The samples are special supervisor (shadow) and student with ADHD. The instruments used are observation and documentation. The results showed that for basic competence to sequence of numbers and stepping number (number pattern), a place value number system, addition and subtraction, time measurement (clock reading), and two-dimentional figure grouping, the learning model used was behavioristic. The approach is synthetic, spiral and intuitive in accordance with the basic competencies being taught. The learning method used were question and answer, drilling and exercises, games and stories, and assignment. Learning techniques used was vary according to the basic competence of learning materials.