Proceedings of International Conference on Special Education

THE EFFECT OF “FRACTION FUNK MUSIC” IN TEACHING FRACTION TOWARDS SPECIAL EDUCATION

2023-09-12T04:22:16+00:00

This study explores the effect of using Fraction Funk Music (FFM) in teaching fractions to primary school students with special educational needs (SEN). Fractions are essential to the primary school curriculum, and a deep understanding of fractions is crucial for future mathematics learning. However, teaching fractions can be challenging, especially in inclusive classrooms, where students with SEN may have misconceptions about fractions. One common misconception is that fraction operations require only memorization of rules and procedures, leading to a superficial understanding of fractions. To address this issue, this study used a simple experimental design with ten Year 5 students with SEN from a school in Seremban, Negeri Sembilan. FFM, a teaching aid that incorporates music, was used to teach the addition of fractions to students. Pre- and post-tests were administered to measure the learning outcomes of the students. The results indicate that the use of FFM has led to a significant improvement in the student's understanding of the addition of fractions. These findings suggest that the integration of music can be an effective tool for teaching the addition of fractions to students with SEN. The proposed improvements can guide future research on the use of music-based teaching aids for mathematics learning. Overall, this study emphasizes the importance of effective teaching strategies for students with SEN, especially in teaching fractions. FFM can be a valuable teaching aid to promote a deeper understanding of the addition of fractions, and teachers can incorporate music into their teaching to engage students with diverse learning needs. Further research can explore the effect of FFM on other mathematical concepts and diverse student populations.

VISUAL ARTS INTEGRATION ON GEOMETRY ACHIEVEMENT FOR SPECIAL EDUCATION PUPILS

2023-09-12T07:57:21+00:00

This study aimed to investigate the effect of visual arts integration on the acquisition of conceptual knowledge in geometry among pupils with special educational needs (SEN). Recognizing the imperative to provide effective instructional strategies tailored to the diverse needs of students with SEN, this research investigates the potential of visual arts integration as a pedagogical approach. While extant literature has highlighted the benefits of visual arts integration in fostering engagement and comprehension, limited empirical inquiry has focused specifically on its influence on conceptual knowledge acquisition in geometry among students with SEN. The study employed a quasi-experimental quantitative design, involving twelve Year Two SEN pupils from a primary school in Negeri Sembilan. The intervention comprised integrating visual arts into the geometry curriculum, and a pre-test and post-test was conducted to measure pupils' geometry achievement according to Van Hiele's theory. The results indicated a statistically significant positive effect of visual arts integration on pupils' performance, as evidenced by their enhanced understanding and mastery of the concept of geometry in three-dimensional shapes. These outcomes corroborate the efficacy of visual arts integration as an instructional strategy for facilitating geometry learning among students with SEN. In conclusion, this study provides a rigorous empirical foundation for advocating the adoption of visual arts integration within the geometry curriculum for students with SEN. These findings have far-reaching implications, transcending the immediate context, as they underscore the potential of visual arts integration to augment conceptual knowledge acquisition in geometry, effectively addressing the distinctive learning requirements of students with SEN. Future research endeavors should investigate the longitudinal effects and broader applications of visual arts integration across diverse academic domains and educational settings.

M-TECHNIQUE TOWARDS SEN STUDENTS’ PERFORMANCE AND ANXIETY LEVEL IN MATHEMATICS

2023-09-12T06:47:01+00:00

Multiplication can pose significant challenges for primary school students, especially those with special educational needs (SEN). These challenges may contribute to Malaysia's low performance in mathematics, as measured by the Programme for International Student Assessment (PISA). Difficulties with multiplication may lead to anxiety and poor performance in mathematics overall, making it challenging for students to achieve proficiency at higher levels. This study aims to improve SEN students' performance in multiplication and reduce their anxiety level in mathematics by using the M-Technique. The central research question is whether the M- Technique can improve the multiplication performance and reduce anxiety levels among primary school students with special educational needs in Malaysia. The study employed quantitative methods to collect data on the students' performance and anxiety levels before and after using the M-Technique, utilizing two learning tools: the "nine-box grid tool" and the "easy column multiplication tool." The study participants were five SEN students from Year 3 at a school in Seremban, Negeri Sembilan. Data collection methods included a questionnaire, pre-post-test, and interview, with two intervention sessions utilizing the M-Technique. The data analysis conducted for this study indicates that the M-Technique significantly enhanced the students' proficiency in solving multiplication problems up to four digits by one digit without the need for teacher guidance. Specifically, the results revealed a remarkable improvement in the students' multiplication performance following the intervention, as evidenced by the significant increase in their post-test scores. The findings suggest that the M-Technique can serve as an effective alternative for inclusive students to learn multiplication. Therefore, the study contributes to the development of inclusive teaching methods and may assist in improving Malaysia's overall mathematics performance.

READINESS OF ELEMENTARY TEACHERS IN INCLUSIVE EDUCATION

2023-09-12T04:46:32+00:00

Inclusive education is an education program for students with special education needs (SEN) who can learn alongside mainstream students. It is important for elementary school teachers to master the aspects of knowledge and skills in implementing inclusive education. The level of teachers’ readiness in implementing inclusive education, especially elementary school teachers is the main indicator that will determine the success of inclusive education. Therefore, this study aims to investigate the readiness level of elementary school teachers in implementing inclusive education. The readiness level involves aspects of knowledge, skills and attitude towards inclusive education. This study was conducted in quantitative survey research form. It was used to collect responses from 103 elementary school mathematics teachers in one of the districts in Negeri Sembilan. The data collected was analysed using the Statistical Packages for Social Science (SPSS) version 27 to obtain the mean score and standard deviation for the three variables and the ANOVA test to identify the effect size among the aspects studied. The test analysis showed significant differences between the aspects of knowledge, skills and attitude. Post hoc test had showed aspect of attitude have more impact towards inclusive education. The implication of this study suggests that the elementary school teachers’ readiness level in inclusive education in the aspects of attitude is important to provide an obstacle-free learning environment for students with special needs.

AN INTERDISCIPLINARY HANDWRITING FRAMEWORK

2023-09-12T04:22:19+00:00

Handwriting is still an important skill especially for school-going children. As a result, it is important to acquire endurable and legible handwriting. Substantial handwriting researches were available before the 19th century. However, the knowledge are fragmented as these research were mostly within discipline-specific boundaries, there is a lack of knowledge transfer. This paper examines an interdisciplinary conceptual framework to guide research and intervention on handwriting. This conceptual framework is the product of an interdisciplinary study focus between educational discipline and occupational therapy discipline. The framework revealed four major factors that influence Malay language handwriting: neuromotor developmental, ergonomic, orthography, and cognitive factors. One important element of this framework is that it takes into account the perspective of language in handwriting. This paper provides a summary description of the framework, the application of the framework, as well as the benefits of utilizing this framework in handwriting assessment and intervention. In conclusion, this paper aims to encourage professionals and researchers who work with or study special population, to adopt this framework, evaluate the adoption and share the results. Such results should extend knowledge of handwriting, particularly among students with special educational needs. It is hope that more effective intervention could be planned to improve handwriting among students struggling with handwriting difficulties.

CURRENT SITUATION OF DEVELOPING SELF-AWARENESS SKILLS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS VIA ART THERAPY IN INCLUSIVE SCHOOLS

2023-09-12T04:41:27+00:00

Self-awareness is an important group of skills from the model of social-emotional learning which is extremely necessary for children. In this study, we present the result of a survey from 385 teachers at inclusive preschools and primary schools in Viet Nam on the development of self-awareness skills for children with ASD 4-8 years old via art therapy or art experience. The survey results show that some of the teachers are properly aware of the goal of developing self-awareness skills through art therapy for children with ASD 4-8 years old. The actual results also indicate some requirements for learning and teaching self-awareness skills through art therapy for children with ASD 4-8 years old. This result contributes to providing useful information in building a measure of self-awareness skills through art therapy for children with ASD 4-8 years old in inclusive schools in Vietnam. Art therapy can be an effective tool in developing self-awareness skills for children with ASD, in the condition that early intervention must be set up methodically and professionally. Finally, the role of teachers is a concern because they are the main in supporting children with special needs.

MOOD BOARD: THE PSYCHOLOGICAL WELLBEING ASSESSMENT FOR SPECIAL NEEDS STUDENTS IN CLASSROOM SETTING

2023-09-12T04:52:09+00:00

Achieving optimal psychological health has always been an important requirement to develop a holistic human being. With regards to the education ecosystem, especially with the negative impact on physical, psychological, and social challenges that were significantly influenced by the coronavirus (COVID-19) pandemic, the integral role that the teachers have to play in supporting the mental health and wellbeing of their students has grown exponentially. Despite the existence of multiple validated psychometric instruments, however, to accommodate the unique conditions of the participants, the aim of this study was to explore an interactive approach to assess the psychological wellbeing of special needs students in classroom setting. The development of the Mood Board was generated through reflecting on the psychological construct of the Malaysian Mood Scale, Malaysian Perceived Stress Scale and Malaysian Emotion Regulation Questionnaire. The construct of mood, perceived stress and emotion regulation were incorporated with (i) the traffic light analogy through the colours of red, yellow, and green; (ii) numbering – from one (1) to five (5); and (iii) emotions icons – smiling face with smiling eyes, anxious face, weary face. The participants will rate their current perceived emotional experience through the Mood Board, which can be completed physically and virtually, prior to the start of their respective classes. The opportunity to correspond the tangible data derived from the Mood Board with the real-life psychological, physical, and behavioural indicators expressed by the participants, teachers will have better understanding to observe the signs and reactions of the students and access support to manage their psychological distress. Participants also highlighted that they were more conscious of their mental processes. In general, the implementation of the Mood Board in a classroom setting provides a simple yet informative tool to assess, identify and monitor the psychological status of special need students.

TEACHING PREPOSITIONS TO EARLY CHILDHOOD EDUCATION STUDENTS WITH AUTISM: STRATEGIES, CHALLENGES, AND COLLABORATION

2023-09-12T05:02:05+00:00

Teaching strategies that can be used in teaching prepositions in early childhood education (ECE) learners with autism spectrum disorder (ASD). Using a qualitative narrative research design, accounts from teachers who teach prepositions to early childhood education learners with ASD in selected private schools in Metro Manila were collected to identify specific teaching strategies utilized in classrooms. It is imperative to teach prepositions to ECE learners with ASD, as it accounts for the improvement of adaptive skills including navigating, doing spatial tasks, locating the placement of an object or person, and improving communication skills. Semi-structured interview questions were prepared before the one-on-one interview sessions with the teachers. Findings show that the use of visual aids, repetition, and a naturalistic approach are the most utilized strategies used in teaching prepositions to ECE learners with ASD. Teacher collaboration and the present level of performance of the child are the basis for the implementation of the teaching strategies. Research in teaching essential concepts of the English language to learners with additional needs is necessary to bridge the gap between teaching strategies and learners' acquisition of knowledge.

THE DEVELOPMENT OF AN ITEM BANK OF WORD PROBLEMS TO MONITOR PROGRESS OF STUDENTS WITH LEARNING DIFFICULTIES IN MATHEMATICS

2023-09-12T04:22:15+00:00

As children progress from preschool to primary school, the content of mathematics learning gains more depth and an emphasis on problem solving is one of the core processes in the mathematics curriculum. Word problems are accorded such significance as the problem solving skills involve the development of other life skills such as communication and reasoning. Students with difficulties in mathematics often encounter difficulties solving word problems. Prior to intervention in supporting students, an item bank of word problems with different levels of difficulty should be developed. This allows for word problems of similar difficulties to be administered to monitor the progress. In addition, the difficulty level of the word problems in the item bank could also inform teachers of the potential difficulty level of the word problems that could affect their students’ performance. In order to develop the item bank of word problems, the word problem type of combine, change and compare were administered to 191 students in Primary 3. Using their performance in the word problems, the Rasch model of measurement was used to analyze the data to determine the difficulty level of the word problems. There were 75 word problems administered and the difficulty level of the word problems ranged from most difficult word problem at 5.58 logit while the easiest was -4.92 logit. Among the three types of word problems, the Change Word Problem had the widest range of difficult and less difficult word problems. The difficulty level of the word problems enables word problems of varying difficulties to be included at baseline and also during intervention to monitor students’ progress during intervention.

THE EFFECTIVENESS OF THE MATH KEYWORD SHEET AND THE CUBES-V STRATEGY IN SOLVING MATHEMATICAL PROBLEMS IN REMEDIAL CLASS

2023-09-12T04:56:54+00:00

This action research was conducted with the aim of assisting Year Four students in mastering problem-solving skills in the topic of whole numbers and basic operations using the Mathematics Keyword Sheet and CUBES-V strategy. Four students from class 4A of a SJKC (Chinese vernacular school) in Taiping, Perak, were selected as the research subjects based on a diagnostic test. Two participants faced serious difficulties in reading and understanding the questions due to their mother tongue not being Chinese, while the other two participants had a moderate level of understanding but lacked skills in solving mathematical word problems. The research instruments used to collect data for this action research included pre-tests, post-tests, observations, and structured interviews. The quantitative analysis was applied to the data obtained from the pre-test and post-test, while qualitative analysis was used for observations and structured interviews. Two interventions were implemented using the Mathematics Keyword Sheet and CUBES-V strategy. The study findings indicated a significant improvement in the minimum scores of all four students. In terms of attitude, the students transformed from being passive to active, and those who lacked confidence became more assured in answering mathematical word problems. Clearly, the Mathematics Keyword Sheet encompassing three main languages helped the students comprehend the requirements of questions written in Chinese. Additionally, the use of the CUBES-V strategy served as a guideline to assist the students in formulating mathematical sentences from the context of word problems accurately and effortlessly.

THE HOPES AND DREAMS FOR YOUTH WITH INTELLECTUAL DISABILITIES

2023-09-12T04:22:14+00:00

Transition is difficult for everyone, but it is particularly challenging for youth with ID and their families. When these youth transition out of school to post school environments, they will move from a structured environment with clear daily routines, with school personnel who are tasked to teach and support them, to environments where on-going support and services are not readily available. The purpose of this study is to explore how the various stakeholders envision the future for youth with ID from the perspectives of the individuals themselves, their parents and siblings, and the school personnel. Thirty-three participants from four stakeholder groups (i.e., eight students with ID, 10 parents, six siblings and nine school personnel) participated in this study. The eight student participants were from three special schools. We utilized semi-structured interviews and qualitative research methods to explore the perspectives of stakeholders on youth with ID transitioning to adulthood. All interviews were audio-recorded and transcribed verbatim. The data were analyzed using thematic analysis. The various stakeholders envisioned a future where the youth with ID will: (a) be meaningfully occupied and/or gainful employed, (b) be independent in managing themselves, (c) be emotionally and/or physically healthy, (d) be safe, and (e) have social lives. The findings provide insights into the stakeholders’ vision of the future for youth with ID and suggest that while working to increase post school options is critical, more importantly, we need to support the family to empower the youth to explore the available opportunities. A family’s hopes and dreams for the youth with ID are often clouded by society’s expectations for people with disabilities. Therefore, the mindsets, beliefs and attitudes of the general public towards the participation of people with disabilities in the society must change.

TRANSITION TO EMPLOYMENT: INSTRUCTIONAL STRATEGIES OF SPECIAL EDUCATION TEACHERS FOR STUDENTS WITH HEARING IMPAIRMENT

2023-09-12T04:44:08+00:00

There is an increase in the population of people with disabilities which emphasises issues concerning their inclusion in essential societal functions. For example, in the Philippines, these issues manifest in a low participation rate in jobs and the preparedness of students to transition from school to employment. Special education (SPED) teachers prepare these individuals to transition to employment through meaningful instructional strategies. The study aimed to determine the instructional strategies employed by SPED teachers to equip students with hearing impairment to transition to employment. Using a single case study design, accounts of SPED teachers of students with hearing impairment in a postsecondary educational institution in the Philippines were collected. Data collected through key informant interviews and observations revealed that the instructional strategies of SPED teachers include the use of visual aids and immersion of the students with sign language and assessments as supporting strategies. The instructional strategies of the SPED teachers target necessary skills for employment, such as communication skills, perseverance, and discipline as soft skills and business administration and computer technology as hard skills. Experiences of teachers, which revolve around employment together towards shared goals, influence the instructional strategies of teachers. Moreover, these experiences, especially the negative reality of the employment of students with hearing impairment, also shape the pedagogical decisions of teachers in using effective instructional strategies.

IC ALL ROSENIANS (INCLUSION COUNCIL FOR ALL ROSENIANS): ASSESSING THE LEVEL OF INCLUSIVITY IN SANTA ROSA CITY AS BASIS FOR AN INTER-AGENCY INCLUSION COUNCIL

2023-09-12T05:05:18+00:00

Several societal goals, such as achieving universal education, expanding gender equality, reducing child mortality, and improving maternal health, depend on inclusion in the society. In this regard, the establishment of an Inclusion Council is one of the objectives stressed in the Executive Legislative Agenda (ELA) of the City of Santa Rosa, which focuses on Inclusive Education. Republic Act No. 11650, An Act Establishing a Policy of Inclusion and Services for Learners with Disabilities (LWDs) in Support of Inclusive Education Act, served as its foundation. This study assessed the level of inclusivity in the different agencies and sectors in the Local Government of Santa Rosa City. In terms of the level of implementation of inclusivity in the identified agencies and sectors - Manpower Development Office, City Youth Development Office, City Culture and Arts Office, City Scholarship Office, City Sports Development Office, and DepEd Santa Rosa City; it was proven that the respondents firmly support the implementation of inclusion in their respective agencies with regard to fostering an inclusive workplace, specifically in creating inclusive environment. With regard to producing inclusive policies, the respondents firmly concur that their respective agencies have rules on inclusion in the workplace. While for evolving inclusive practices, the respondents continue to actively support the development of inclusive practices in their offices or agencies. As a result of this study, it is concluded that Santa Rosa City’s implementation of inclusivity is at a level where the personnel are aware of the concepts of inclusion among their agencies and offices. As recommended, the researchers proved the importance of an inclusion council that will enjoin all related agencies and sectors in the Local Government of Santa Rosa City. This study ensured the inclusivity among all the Rosenian with special needs to secure a future ahead of them by giving them equitable opportunities through an institutionalized Inclusion Council. Thus, it has been made possible and proven effective by assessing the level of inclusivity in the entire city among the different local government agencies and sectors that are expected to work altogether in an Inclusion Council for a more inclusive community.

SENIOR HIGH SCHOOL TRACK PREFERENCES OF GRADE 10 LEARNERS WITH SPECIAL EDUCATIONAL NEEDS (LSENs): A BASIS FOR SCHOOL CAREER GUIDANCE PROGRAM

2023-09-12T08:28:56+00:00

One of the challenges of grade 10 students is what track to choose in senior high school years. As identified in most of the studies, different factors influence grade 10 learners’ decisions on which senior high school track they ought to pursue, which include personal interest, family influence, peer influence, job opportunities, and financial condition. Embracing the realization of inclusion, learners with special educational needs (LSENs) also experiencing this kind of predicament, the school should be prepared with what support and program they can offer to their learners who are categorized as LSENs for them to choose and decide what senior high school track will they pursue. The purpose of this study is to determine what factors influenced the senior high school track preferences of grade 10 learners with disabilities (LWDs) in a public high school in Cavite, Philippines, and also to know if the health condition of the participants greatly influenced their decision in choosing the senior high school track. In this study, a descriptive design was used, along with a four (4) point Likert scale for each indicator. The grade 10 LWDs of an inclusive public high school in Cavite, Philippines served as participants, and through an online survey questionnaire data was gathered. Data was then interpreted using frequency, ranking, and weighted mean. This study revealed that the LSENs' interests were the most influential factor in their choice of senior high school track while peer influence was the least.

INCLUSIVE EDUCATION: A PRELIMINARY STUDY AMONG TRAINEE TEACHERS IN INSTITUTE OF TEACHER EDUCATION, TECHNICAL EDUCATION CAMPUS

2023-09-12T04:22:14+00:00

In the age of globalization, Inclusive Education (IE) aims to foster engagement and provide opportunities for Students with Special Education Needs (SEN) to get involved in academic and extracurricular activities alongside mainstream students. However, there is still societal prejudice against an integrated education system that can help Students with Special Education Needs (SEN) succeed, particularly among trainee teachers. Therefore, this research was carried out to measure trainee teachers' level of understanding in terms of knowledge and readiness in implementing Inclusive Education. This study was conducted quantitatively using a survey involving 204 trainee teachers from Bachelor of Teaching Degree Program (PISMP) (June 2020, Year 3, Semester II) offered Inclusive Education course majoring in Design and Technology (RBT), Mathematics, Science, Islamic Education, Malay Studies and TESL. A set of questionnaires using 5-point Likert Scale was administered online using Google Forms and the data obtained were analysed using descriptive statistics, namely mean and standard deviation through Statistical Package for Social Science (SPSS) Version 29. The most obvious finding to emerge from the analysis is that the level of knowledge (mean=4.44, SD=0.62) and readiness (mean=4.14, SD=0.81) in understanding of Inclusive Education (IE) is high among trainee teachers in Institute of Teacher Education, Technical Education Campus (IPGKPT).The findings of this research will critically examine and provide deeper insights on improvements that can be made for both practitioners and policy-makers to achieve the goal to integrate 75% of Students with Special Education Needs (SEN) into Inclusive Education by 2025 as stated in the Malaysian Education Blueprint (2013 - 2025).

CHALLENGES FACED BY TRAINEE TEACHERS AT IPGKPT IN TECHNICAL AND VOCATIONAL EDUCATION TRAINING (TVET) FOR SPECIAL NEEDS STUDENTS

2023-09-12T04:44:15+00:00

This study examine the challenges faced by trainee teachers at Institut Pendidikan Guru Kampus Pendidikan Teknik (IPGKPT) in providing Technical and Vocational Education Training (TVET) to students with special needs. A trainee teacher refers to an individual who enrolled in a teacher education program at IPGKPT. As trainee teachers, they are undergoing training to become a qualified teacher and typically required to complete a teacher training and internship as part of their program. The research aims to analyze the challenges faced by trainee teachers in teaching TVET for students with special needs from three aspects which are, professional development, competencies and skills, and attitudes and motivation of student teachers towards teaching TVET to students with special needs. By examining these three aspects, the researchers can provide a more in-depth understanding of the challenges and develop effective strategies for addressing them. The research design use in this study is the survey research design. The primary instrument for data collection was a questionnaire and the reliability of the questionnaire as certain using Cronbach’s Alpha test. In this context, TVET serves as a tool to help students with special needs acquire the necessary skills and knowledge to compete in the job market. Therefore, this research is expected to provide insights into how TVET teaching and learning can be tailored to the needs of students with special needs so that these challenges can be overcome by trainee teachers at IPGKPT. The findings of this research also could help trainee teachers and the education system to support students with special needs and improve the quality of education they receive.

POSITIVE TEACHER LANGUAGE: IMPROVING TEACHER-STUDENT RELATIONSHIPS AND ENGAGING LOW PROGRESS STUDENTS

2023-09-12T04:52:23+00:00

Teacher’s language can help create a supportive and conducive classroom environment for learning. Positive Teacher Language (PTL) is one of ten practices in the Responsive Classroom approach. PTL emphasizes the careful and conscientious use of words, voice, tone, and pacing by the teacher when talking to students, and together with effective listening skills, will nurture students to develop self-discipline, build sense of belonging, and encourage students to learn and achieve in an engaging and active way. While research has shown that a strong teacher-student relationship is critical as a firm foundation for learning for low progress students, there are few research studies in the Singapore context that look at the how-to of building teacher-student relationships. The purpose of this research study was to evaluate the impact of a teacher professional development program on PTL to improve teacher-student relationships and to engage low progress students. We utilized a single-case research design, specifically, the multiple baseline across participants design. Twelve teachers and 18 students from two primary schools participated in the study. The outcome measures were direct classroom observation of students’ classroom engagement and audio-recording of lessons to collect data on teachers’ use of PTL. Teachers completed a questionnaire and were interviewed on their views on the acceptability and effectiveness of PTL. Teachers reported high acceptability of the PTL intervention, and they perceived that PTL is effective and beneficial for their students. However, the results revealed that the task of unlearning formed teacher talk habits and learning the new PTL presented a steep learning curve for the teachers. Performance feedback to the teachers led to greater use of PTL in the classroom. However, this study did not show conclusive findings with regards to the effect of PTL on students’ classroom engagement and teacher-student relationships.

LEGAL LANDSCAPES OF INCLUSIVE EDUCATION IN THE MALDIVES: EVOLUTION, IMPLEMENTATION, AND FUTURE DIRECTIONS

2023-09-12T05:00:51+00:00

The purpose of this research is to document the legal transition of a developing island nation, namely Maldives, to establish a nation-wide inclusive education system that caters to all students, including those with special needs. The study sheds light on the significant milestones achieved, current status of implementation of the legislations, and suggests a roadmap towards achieving inclusion in schools. The investigation draws heavily on the relevant legal, policy, and other local documents to elicit the story on the legal domain. Data from reports and similar documents are used for examining the status of implementation. Major milestones and transitions that took place over the three and half decades in the inclusive education journey of the country are discussed in the paper. These milestones in implementation are cross-checked against the expectations stipulated in the relevant legislations. The study offers recommendations to improve and widen the scope of inclusive education in the country which could be lessons for countries similar in context.

FOSTERING INDEPENDENCE: PERLIS SPECIAL TEENS CENTRE ENGAGES FAMILIES, COMMUNITIES, AND STAKEHOLDERS

2023-09-12T05:10:01+00:00

Individuals with learning disabilities are a group that requires specialized support to lead self- determined lives. In spite of this, many structural barriers hinder their participation and inclusion in society. In Perlis, Northern Malaysia, Perlis Special Teens Centre (PeSTeC) is a community-based rehabilitation program designed to increase the social and economic capabilities of individuals with learning disabilities. This study intends to explore the center’s mission in engaging families, communities, and stakeholders in the pursuit of independence for the learning disabled. A qualitative research method through a case study is utilized to achieve the objective of this research. In-depth interviews with PeSTeC committee members, the program's management, and participants with learning disabilities served as the primary method of data collection for this study. The annual activity reports from PeSTeC were used to acquire secondary data. A thematic analysis is used to identify the themes that emerged in the data gathered. The findings showcased the resounding success of the community-based rehabilitation program, which effectively utilized PeSTeC's meticulously designed training modules to empower individuals with learning disabilities through a diverse range of on-the- job activities, including agriculture, food production, animal rearing, and craft-making. The program's triumph was further fortified by the proactive involvement of facilitators and the enthusiastic participation of families, local communities, and stakeholders across Perlis, particularly, and Malaysia at large. The program effectively enhanced the quality of life of the learning disabled and provided them with equality of opportunity to become contributing members of society. Future research has the potential to make valuable contributions to the existing body of literature by conducting a longitudinal study that explores the effectiveness and outcomes of community-based rehabilitation programs. By placing a strong emphasis on data collection from individuals with learning disabilities, researchers can delve deeper into the subject matter and provide a more profound understanding of the topic.

QUALITY OF LIFE OF ADOLESCENTS WITH INTELLECTUAL DISABILITY

2023-09-12T04:22:15+00:00

The present study aimed to find out the quality of life of adolescents with intellectual disability. The study widely investigates the vital aspects related to the life of adolescents like basic living skills, social skills, domestic activities, community orientation, personal care, and emotional wellbeing. This study aims to find out the quality of life mainly through direct assessment and observation of adolescents.Descriptive method of research was employed for the study. The study sample consisted of 204 adolescents with intellectual disability, randomly selected from various special schools in Kottayam and Ernakulam district of Kerala state, in South India. Data on quality of life of these individuals were collected through a standardised Quality of life Scale of Adolescents with Intellectual Disability developed by the authors. The data were analysed through arithmetic mean and standard deviation. The result indicated that quality of life of adolescents with intellectual disability is of an average level. About 37% have a high or very high quality of life. Whereas the remaining 63% belong to average, low or very low quality of life.

ENHANCING THINKING SKILLS AMONGST CHILDREN WITH AUTISM SPECTRUM DISORDER THROUGH PLAY THERAPY: A CASE STUDY IN AN INCLUSIVE CHILDCARE CENTRE IN KUCHING, SARAWAK

2023-09-12T07:56:01+00:00

Most children naturally engage in play as they progress through life. Play refers to enjoyable physical or mental activities that enhance children’s abilities to negotiate, solve problems, master manual dexterity, work in a team, share, make decisions, and work with others. However, those with autism spectrum disorder (ASD) typically experience the numerous play stages in fragments or do not undergo them at all. With this in mind, this study seeks to understand how interventions with play therapy impacts the development of thinking skills amongst children with ASD by asking the following questions: 1) How does play help enhance the development of thinking skills amongst children with ASD? 2) What are the play therapy strategies employed by nursery caregivers and occupational therapists (OTs) in enhancing thinking skills amongst children with ASD? The study sample consisted of 6 children with ASD aged 3-5 years old who were enrolled in an inclusive childcare centre in Kuching, Sarawak. For 3 months, nursery caregivers and OT at the childcare centre carried out interventions using play therapy strategies and observations focusing on the children’s thinking skills in interacting with peers their age who do not have ASD. Data were collected through observational checklists and video observations while secondary supporting data were collected via parental interviews, focusing on parental observation of their children’s thinking skills at home. Thematic analysis revealed that play therapy encouraged the development of these skills amongst children with ASD, particularly in problem solving and organisational skills daily. This qualitative study hopes to provide a richer understanding and insight into the impact of play therapy on children with ASD. It hopes to encourage educators and nursery caregivers in inclusive childcare centres to employ play therapy in interventions to improve thinking skills for children with ASD.

IDENTIFYING CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD) AMONG MAINSTREAM PRESCHOOL TEACHERS IN KLANG VALLEY

2023-09-13T14:45:16+00:00

Malaysia, along with many other countries, made a pledge to all children to ensure that all their rights including the rights to education will be protected and promoted when the United Nations Convention on the Rights of the Child (CRC) was adopted. In line with that, inclusive education was introduced in the Education Act 1996 and has been established ever since. According to the Malaysian Education Blueprint (2013-2025), the goal was to have children of 5 years registered in a preschool whether if it is public or private because the period from birth to five years is extremely crucial for any child as these are vital in laying the foundation for children to nurture their cognitive, language, physical, social, emotional, behavioral development. This study investigates the knowledge level of mainstream preschool teachers in identifying children with ASD. By focusing on teachers’ knowledge, the research aims to provide a better understanding of the promotion of inclusive education in Malaysia’s preschools. A mixed-method approach was used in this study. 30 respondents who worked in the field of early childhood education were recruited for this study. An online questionnaire was sent out for respondents to answer. Six respondents were recruited for the interview session that followed. Findings show that the knowledge level of the respondents ranges between moderate to high with the majority having a high knowledge level. The findings also resulted that one of the most important factors that affect the respondents’ knowledge in identifying children with ASD is through hands-on experiences and training related to ASD. This study implies that mainstream preschool teachers need to be exposed to ASD children so that they can have hands-on experiences, which will further strengthen their knowledge on ASD to ensure that they can identify children with ASD in the future.

THE LEVEL OF READINES TRAINEE TEACHERS IN THE INSTITUTE OF TEACHER EDUCATION TECHNICAL EDUCATION CAMPUS FOR SPECIAL NEEDS STUDENTS IN TVET SUBJECTS

2023-09-25T08:31:41+00:00

In Malaysia, studies on students with special needs in technical and vocational education are lacking. Therefore, this study aims to identify the level of readiness of trainee teachers towards the implementation of the teaching and learning process for technical and vocational subjects namely Design and Technology. This study uses a survey method using a 4-point Likert scale questionnaire as a research instrument involving a sample of 154 teacher trainees at the Technical Education Campus Teacher Education Institution who took the Design and Technology (RBT) course. The size of the selected respondents was by simple random sampling using Krejcie & Morgan's Sample Size Determination Table. Descriptive analysis was used to obtain the mean value, standard deviation, frequency, and percentage to see the level of preparedness of trainee teachers towards Special Needs Students (SNS) in TVET subjects. The findings of the study show the level of knowledge and skills of trainee teachers regarding the implementation of teaching and learning of Design and Technology subjects for students with Special Needs (SNS) which is overall at a moderate level. The results of the analysis found that the level of knowledge and skills of trainee teachers at Teacher Education Institutions concerning the implementation of the teaching and learning of Design and Technology subjects for Students with Special Needs (SNS) needs to be improved. This study is expected to provide input on the level of preparedness of trainee teachers at the Technical Education Campus Teacher Education Institution in teaching students with special educational needs in TVET subjects. Improving the knowledge and skills of Design and Technology trainee teachers at the Technical Education Campus Teacher Education Institution will have a positive impact on the effectiveness of the teaching and learning delivered by the trainee teachers, which in turn can improve the quality of learning for Special Needs Students (SNS) in the classroom. In conclusion, every trainee teacher needs to be given sufficient training and education to help Special Needs Students (SNS) in Design and Technology subjects.