Membongkar Spektrum Kebutuhan Khusus di Kelas Reguler: Analisis Fungsional ADHD dan Autisme dalam Konteks Pendidikan Inklusif
DOI:
https://doi.org/10.64405/wyb5mf67Keywords:
Inclusive Education, ADHD, Autism, Regular Classroom, Special Learning needsAbstract
Regular classrooms within inclusive education systems increasingly face diverse learner profiles with complex learning needs. One of the major challenges is the failure to recognize the functional learning difficulties of students with Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) who do not always display overt behavioral problems. These students are often perceived as capable of participating in classroom activities because they can sit quietly, follow classroom rules, or demonstrate adequate verbal abilities, yet they continue to experience persistent difficulties in academic comprehension. This article aims to provide a conceptual analysis of the functional characteristics of ADHD and autism in regular classrooms, emphasizing the importance of function-based identification rather than behavior-based observation alone. A narrative literature review was conducted using peer-reviewed publications from the past five years focusing on ADHD, autism, executive functioning, pragmatic language, and inclusive education. The findings indicate that learning difficulties in students with ADHD are primarily associated with impairments in executive functions, including sustained attention, working memory, and cognitive impulse control. In contrast, students with autism mainly experience challenges related to pragmatic language processing, cognitive flexibility, and meaning integration within academic and social contexts. The article highlights that failure to identify these functional needs may lead to inappropriate educational interventions. Practical implications for teachers, shadow teachers, and school psychologists are discussed to support more effective and sustainable inclusive education practices.
References
Barkley, R. A. (2021). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). Guilford Press.
Blair, C., Ursache, A., Greenberg, M., & Vernon-Feagans, L. (2021). Multiple aspects of self-regulation uniquely predict mathematics and reading competence in early elementary school. Developmental Psychology, 57(5), 659–673. https://doi.org/10.1037/dev0001137
CAST. (2022). Universal design for learning guidelines version 3.0. CAST. https://udlguidelines.cast.org
Holmes, J., Gathercole, S. E., & Dunning, D. L. (2020). Adaptive working memory training and academic outcomes in children with attention and learning difficulties. Journal of Child Psychology and Psychiatry, 61(3), 327–336. https://doi.org/10.1111/jcpp.13121
McClelland, M. M., Geldhof, G. J., Cameron, C. E., & Wanless, S. B. (2021). Development and self-regulation. Annual Review of Psychology, 72, 507–535. https://doi.org/10.1146/annurev-psych-010419-050304
O’Nions, E., Happé, F., Evers, K., Boonen, H., & Noens, I. (2021). How do parents manage camouflaging in autistic children? Journal of Autism and Developmental Disorders, 51(11), 3954–3966. https://doi.org/10.1007/s10803-020-04837-0
Perry, N. E., Brenneman, K., & McClelland, M. M. (2022). Self-regulation and early learning: Implications for classroom practice. Early Childhood Research Quarterly, 59, 52–63. https://doi.org/10.1016/j.ecresq.2021.12.004
Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation, emotion regulation, and language development in early childhood. Developmental Psychology, 56(11), 2164–2175. https://doi.org/10.1037/dev0001104
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Williams, D., Nicholson, T., & Grainger, C. (2022). Pragmatic language difficulties and academic comprehension in autistic students. Autism Research, 15(8), 1450–1463. https://doi.org/10.1002/aur.2764
American Psychiatric Association. (2022). DSM-5-TR: Diagnostic and statistical manual of mental disorders (5th ed., text rev.). American Psychiatric Publishing.
Ashburner, J., Ziviani, J., & Rodger, S. (2020). Surviving in the mainstream: Capacity of children with autism spectrum disorder to perform academically and socially. Research in Autism Spectrum Disorders, 72, 101511. https://doi.org/10.1016/j.rasd.2020.101511
DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2021). ADHD in the classroom: Effective intervention strategies. Theory Into Practice, 60(2), 110–118. https://doi.org/10.1080/00405841.2021.1885835
Gremillion, M. L., & Martel, M. M. (2021). Executive function deficits in ADHD: Developmental pathways and educational implications. Journal of Attention Disorders, 25(13), 1763–1775. https://doi.org/10.1177/1087054720915260
Kuhfeld, M., Gershoff, E., & Paschall, K. (2020). Reading and mathematics achievement trajectories through eighth grade: The role of executive functioning. Developmental Psychology, 56(12), 2201–2214. https://doi.org/10.1037/dev0001108
Pellicano, E., Mandy, W., Bölte, S., Stahmer, A., Liew, S. M., & Dallman, A. (2022). A new era for autism research and practice: The role of education systems. Autism, 26(1), 3–9. https://doi.org/10.1177/13623613211059794
Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2021). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 62(4), 402–417. https://doi.org/10.1111/jcpp.13347
Reichow, B., Hume, K., Barton, E. E., & Boyd, B. A. (2020). Early intensive behavioral intervention for young children with autism: A systematic review. Journal of Autism and Developmental Disorders, 50(9), 3281–3295. https://doi.org/10.1007/s10803-020-04488-9
Tomlinson, C. A. (2023). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
World Health Organization. (2022). International classification of diseases for mortality and morbidity statistics (11th revision). WHO. https://icd.who.int
