Best Practice of Mathematical Intervention Screening Among Primary School Teachers for Learning Disabilities

Abstract

Screening is a mechanism that targets the needs of students with learning disabilities by providing education based on scientific evidence. It is the first step in identifying students who have difficulties in learning. In the context of mathematical intervention, screening is a process of early identification of students who struggle to master basic math skills so that an instructional program based on resources and appropriate math intervention teaching can be provided. The best practice of mathematical intervention screening carried out in the Special Education Integration Programme (PPKI) of SK Kem Terendak 2 (Kem Terendak 2 National School) aims to ensure the process of early identification of students with learning problems is implemented before mathematical interventions that suit the needs of the students are planned. The best practice highlights the 3 main elements of mathematical intervention screening, namely the identification process, the consent of the relevant parties and the category of students with learning disabilities. The results from the mathematical intervention screening practice carried out have successfully provided positive impacts on the implementation of mathematical intervention for students with learning disabilities in terms of time saving and data-based results. Therefore, it is suggested that the best practice of mathematical intervention screening based on the three elements (identification, ,agreement of relevant parties and student category) needs to be considered collectively when implementing mathematical intervention for students with learning disabilities at school. This could be done through scientific and continuous discussion within the scope of implementing mathematical interventions for students with learning disabilities in Malaysia.