TEACHING STRATEGIES TO IMPROVE ADHD STUDENTS’ SPEAKING SKILLS: A CASE STUDY IN AN INCLUSIVE ISLAMIC SCHOOL
Abstract
This study aimed to explore the teaching strategies used to improve the speaking skills of ADHD students in an inclusive Islamic elementary school. The study focused on identifying the teaching strategies employed by teachers and examining how these strategies supported ADHD students’ participation and speaking development in English learning activities. This study employed a qualitative case study design at An-Nur Islamic School. The participants consisted of two English teachers, two shadow teachers, and two students diagnosed with ADHD. Data were collected through classroom observations, semi-structured interviews, and documentation and were analyzed using the interactive model developed by Miles, Huberman, and Saldaña (2014), including data condensation, data display, and conclusion drawing. The findings revealed three major teaching approaches: Active and Structured Speaking Instruction Strategy, Affective and Islamic-Based Support Strategy, and Differentiated and Collaborative Inclusive Strategy. These strategies were implemented through audiovisual materials, guided repetition, step-by-step guidance, positive reinforcement, and task modification. The findings also indicated that emotional support, Islamic values, and teacher–shadow teacher collaboration significantly enhanced students’ participation, confidence, and speaking development. This study contributes to the field of inclusive English language teaching by extending understanding of how instructional, affective, and collaborative approaches support the speaking development of ADHD students.
Keywords: ADHD Students, Inclusive Education, Inclusive Islamic School Speaking Skills, Teaching Speaking Strategies
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