Inattentive Behavior of Children with ADHD under Inclusive Education Program: Basis for Intervention Program

Abstract

This study provides insights and knowledge about the inattentive behavior of selected students under inclusive education at Creche Integrated Studies Centre. The study's primary purpose was to develop an intervention program based on the identified inattentive behavior of pupils with ADHD. This study employed a case study. The researcher used research instruments such as a checklist and interview. Only three (3) participants from the four Inclusive Education Program programs exhibited inattentive behavior. Research findings showed that three cases have similar characteristics regarding unable to pay thorough attention to details or negligence in school tasks or other activities, having a hard time focusing on the assignment or play activities, not following through on instructions, and being unable to accomplish homework, errands, or responsibilities in the workplace. Also, Cases 1 and 3 are similar regarding failure to keep things vital for tasks or activities. Both Cases 2 and 3 are identical in easily distracted by extraneous stimuli. Therefore, three cases have an average development assessment and an adequate adaptive level. It is recommended that the Inclusive Education Program strengthen its intervention program and sustain its activities with the collaboration of the parents of ADHD students