This study aims to examine the effectiveness of audio and video programs in thematic learning, classroom resources learning models for hyperactive students learning together with regular students. It shows great results by the existence of target compatibility with the availability of learning facilities for hyperactive students with regular grade I students in inclusive primary schools. Based on the assessment of accuracy, it indicated that learning resources based on video and audio programs could improve learning objectives precisely without any obstacles in a heterogeneous classroom environment. The changes in learning behavior that were examined on the theme "Self", the program title "Knowing the Parts of the Body", obtained  91.22%. The title of the program "Rules at Home and School", the results of data analysis obtained 92,57%. The primacy of this study is the use of communication and information technology by modifying materials, methods, media, and evaluations based on individual needs. Public elementary schools that organize service programs in an inclusive manner must strive for classes that are equipped with various learning resources so that students could participate in the learning optimally, easily socialize among friends without differentiating by communicating, friendship, collaborating, and helping each other among regular students and hyperactive students.

Keywords: ICT, classroom resources learning model