Education is the basic right of all human beings and in terms of philosophy, all individuals in the world have the right to equality to get access to education. Children with special needs consist of children who have learning difficulties. Therefore, individuals like this need modifications to the curriculum and teaching methods so that they can optimally realize their potential. In line with the concept of education for all, the Inclusive Education Program (PPI) was introduced as a noble effort to provide equal educational opportunities to all students with special needs, regardless of their disabilities. Appropriate assistance will be given to students with special needs to enable them to engage in inclusive teaching and learning with their peers in the mainstream. The purpose of writing this concept paper is to discuss the challenges faced, namely the knowledge, readiness, and level of use of inclusive teaching techniques among mainstream teachers who teach special education students. This qualitative study has used data collection methods through library research as well as content analysis of ten articles that describe research related to the Inclusive Education Program (PPI). The findings of this study are based on thematic aspects of knowledge,readiness, and the level of use of inclusive teaching techniques measured based on the experience of the teachers involved. It is hoped that the findings of this study will benefit mainstream teachers in their teaching in addition to giving MBK the opportunity to get an equal education without discrimination.
{"title":"INCLUSIVE EDUCATION PROGRAMS IN MALAYSIA: TEACHERS' CHALLENGES IN IMPLEMENTATION","authors":"Noor Hasriza, Abu Bakar, Mohd Norazmi Nordin","doi":"10.59055/se.v2i1.17","DOIUrl":"https://doi.org/10.59055/se.v2i1.17","url":null,"abstract":"Education is the basic right of all human beings and in terms of philosophy, all individuals in the world have the right to equality to get access to education. Children with special needs consist of children who have learning difficulties. Therefore, individuals like this need modifications to the curriculum and teaching methods so that they can optimally realize their potential. In line with the concept of education for all, the Inclusive Education Program (PPI) was introduced as a noble effort to provide equal educational opportunities to all students with special needs, regardless of their disabilities. Appropriate assistance will be given to students with special needs to enable them to engage in inclusive teaching and learning with their peers in the mainstream. The purpose of writing this concept paper is to discuss the challenges faced, namely the knowledge, readiness, and level of use of inclusive teaching techniques among mainstream teachers who teach special education students. This qualitative study has used data collection methods through library research as well as content analysis of ten articles that describe research related to the Inclusive Education Program (PPI). The findings of this study are based on thematic aspects of knowledge,readiness, and the level of use of inclusive teaching techniques measured based on the experience of the teachers involved. It is hoped that the findings of this study will benefit mainstream teachers in their teaching in addition to giving MBK the opportunity to get an equal education without discrimination. ","PeriodicalId":239902,"journal":{"name":"Special Education [SE]","volume":"45 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140257489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research aims to study the impact of fine motor training on improving handwriting legibility of students with special educational needs (SEN) in a Special Education Integrated Programme (SEIP) in the Pitas area. Besides, the study also aims to assess the existing level of handwriting legibility of students with special educational needs (SEN). Using a quantitative approach through quasi-experimental methods, the study involved pre-post testing of unbalanced groups that both groups of respondents had almost the same characteristics. The sample selection is purposefully sampled, i.e. the selected respondents have almost the same characteristics of handwriting skills and involve four students with special educational needs divided into two groups, the control group, and the treatment group. The instrument used is an adaptation of the Handwriting Legibility Scale (HLS) which has been translated into Bahasa and modified according to the study's relevance. Data obtained through pre, and post-tests were then analysed using descriptive analysis involving averages (min) through Microsoft Excel software. Findings show that fine motor training can improve handwriting legibility of students with special educational needs by an average of (min) 15 scores and indicate an increase in the level from very poor to moderate. Fine motor skills are important to master for all students with special educational needs as these skills have a huge positive impact on their quality of life in the future. Fine motor training was also seen to have an impact on handwriting skills as well as handwriting legibility of students with special educational needs.
本研究旨在探讨在皮塔斯地区的特殊教育综合计划（SEIP）中，精细动作训练对提高有特殊教育需要（SEN）学生手写可读性的影响。此外，研究还旨在评估有特殊教育需要（SEN）学生现有的手写可读性水平。本研究采用准实验法进行定量分析，对两组受访者的特征几乎相同的非平衡组进行前后测试。样本的选择是有目的的，即被选中的受访者在手写技能方面具有几乎相同的特征，涉及四名有特殊教育需要的学生，分为两组，即对照组和治疗组。所使用的工具是手写可读性量表（HLS）的改编版，该量表已被翻译成巴哈萨语，并根据研究的相关性进行了修改。然后，通过 Microsoft Excel 软件使用平均值（分钟）进行描述性分析，对通过前测和后测获得的数据进行分析。研究结果表明，精细动作训练可提高有特殊教育需求的学生的手写可读性，平均提高（分钟）15 分，并表明其水平从极差提高到中等。对于所有有特殊教育需求的学生来说，掌握精细动作技能非常重要，因为这些技能对他们今后的生活质量有着巨大的积极影响。精细动作训练对有特殊教育需要的学生的手写技能和手写可读性也有影响。
{"title":"EFFECTS OF FINE MOTOR TRAINING IN IMPROVING THE LEGIBILITY OF HANDWRITING OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS","authors":"Audrey Saile, Mohd Hanafi, Mohd Yasin","doi":"10.59055/se.v2i1.10","DOIUrl":"https://doi.org/10.59055/se.v2i1.10","url":null,"abstract":"The research aims to study the impact of fine motor training on improving handwriting legibility of students with special educational needs (SEN) in a Special Education Integrated Programme (SEIP) in the Pitas area. Besides, the study also aims to assess the existing level of handwriting legibility of students with special educational needs (SEN). Using a quantitative approach through quasi-experimental methods, the study involved pre-post testing of unbalanced groups that both groups of respondents had almost the same characteristics. The sample selection is purposefully sampled, i.e. the selected respondents have almost the same characteristics of handwriting skills and involve four students with special educational needs divided into two groups, the control group, and the treatment group. The instrument used is an adaptation of the Handwriting Legibility Scale (HLS) which has been translated into Bahasa and modified according to the study's relevance. Data obtained through pre, and post-tests were then analysed using descriptive analysis involving averages (min) through Microsoft Excel software. Findings show that fine motor training can improve handwriting legibility of students with special educational needs by an average of (min) 15 scores and indicate an increase in the level from very poor to moderate. Fine motor skills are important to master for all students with special educational needs as these skills have a huge positive impact on their quality of life in the future. Fine motor training was also seen to have an impact on handwriting skills as well as handwriting legibility of students with special educational needs.","PeriodicalId":239902,"journal":{"name":"Special Education [SE]","volume":"17 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140257961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parenting stress is experienced when demand exceeds the capabilities and resources that parents have. This study aims to compare the level of parental stress between parents of atypical children and typical children. A survey has been conducted with 46 parents of atypical children and 54 parents of typical children who were selected around Selangor. The Parenting Stress Index-Short Form (PSI-SF), which is formed from three domains: (1) parental distress, (2) parent-child dysfunctional interaction, and (3) difficult child, has been used to measure the level of parenting stress. The samples were asked to fill out the PSI-SF questionnaire, and the data collected was then analyzed with the Statistical Package for Social Sciences, version 27.0. The result showed that there was a significant difference in parenting stress levels between parents of atypical children and typical children. The mental health of atypical parents is greatly affected not only by the stress of daily life, work, marital problems, interpersonal relationships, and so on. Many of them also feel lonely and isolated since their worries and anxiety are not being understood. The implication of this study is to create awareness among parents of atypical children about their state of mental health before it reaches levels of depression. Therefore, appropriate support and assistance are needed by this group of parents in order to improve their quality of life and family relationships.
{"title":"PARENTING STRESS: COMPARISON BETWEEN PARENTS OF ATYPICAL CHILDREN AND TYPICAL CHILDREN","authors":"Wong Siea Liang, Mohd Mokhtar Tahar","doi":"10.59055/se.v2i1.21","DOIUrl":"https://doi.org/10.59055/se.v2i1.21","url":null,"abstract":"Parenting stress is experienced when demand exceeds the capabilities and resources that parents have. This study aims to compare the level of parental stress between parents of atypical children and typical children. A survey has been conducted with 46 parents of atypical children and 54 parents of typical children who were selected around Selangor. The Parenting Stress Index-Short Form (PSI-SF), which is formed from three domains: (1) parental distress, (2) parent-child dysfunctional interaction, and (3) difficult child, has been used to measure the level of parenting stress. The samples were asked to fill out the PSI-SF questionnaire, and the data collected was then analyzed with the Statistical Package for Social Sciences, version 27.0. The result showed that there was a significant difference in parenting stress levels between parents of atypical children and typical children. The mental health of atypical parents is greatly affected not only by the stress of daily life, work, marital problems, interpersonal relationships, and so on. Many of them also feel lonely and isolated since their worries and anxiety are not being understood. The implication of this study is to create awareness among parents of atypical children about their state of mental health before it reaches levels of depression. Therefore, appropriate support and assistance are needed by this group of parents in order to improve their quality of life and family relationships.","PeriodicalId":239902,"journal":{"name":"Special Education [SE]","volume":"46 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140077189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nur Hajati Anwar, Mohd Hanafi, Mohd Yasin, Nur Hajati, Anwar
Autism spectrum disorder is a neurological disorder that occurs in children that causes their neurodevelopment to be disturbed. Most studies show that autism spectrum disorder causes individuals to experience deficits or problems in terms of language and communication, social skills and behavioral patterns. This study aims to examine the effectiveness of music therapy in behavioral modification for students with autism. The study is a Single Subject Research Design and uses the ABA design. The sample of this study consists of two students, a male student and a female student who are between 11 and 13 years old. Both study samples are students with special needs in the autism category and have the same characteristics of behavioral problems. The research instrument used in this study is a questionnaire using Strengths and Difficulties Questionnaire (SDQ) and direct observation methods as well as pre and post-tests used for the data collection process and analyzed using Microsoft Excel. The findings of this study show that music therapy is effective in changing student behavior with the pre-test showing that both samples reached the baseline set for 10 minutes and the post-test showing an increase in the average time of both samples following learning activities for more than 20 minutes and the overall min is 9.6 minutes.
自闭症谱系障碍是一种发生在儿童身上的神经系统疾病，会导致他们的神经发育受到干扰。大多数研究表明，自闭症谱系障碍会导致个体在语言和沟通、社交技能和行为模式方面出现缺陷或问题。本研究旨在探讨音乐疗法对自闭症学生行为矫正的有效性。本研究采用单课题研究设计和 ABA 设计。本研究的样本包括两名学生，一名男生和一名女生，年龄在 11 至 13 岁之间。两个研究样本都是有特殊需要的自闭症学生，具有相同的行为问题特征。本研究使用的研究工具是一份使用优势与困难问卷（SDQ）的调查问卷，数据收集过程中使用了直接观察法以及前测和后测，并使用 Microsoft Excel 进行分析。研究结果表明，音乐疗法能有效改变学生的行为，前测结果显示，两个样本都达到了设定的 10 分钟基线，后测结果显示，两个样本在学习活动后的平均时间都增加了 20 分钟以上，总体分钟数为 9.6 分钟。
{"title":"THE USE OF MUSIC THERAPY IN INSTRUCTION COMPLIANCE FOR STUDENTS WITH AUTISM","authors":"Nur Hajati Anwar, Mohd Hanafi, Mohd Yasin, Nur Hajati, Anwar","doi":"10.59055/se.v2i1.18","DOIUrl":"https://doi.org/10.59055/se.v2i1.18","url":null,"abstract":"Autism spectrum disorder is a neurological disorder that occurs in children that causes their neurodevelopment to be disturbed. Most studies show that autism spectrum disorder causes individuals to experience deficits or problems in terms of language and communication, social skills and behavioral patterns. This study aims to examine the effectiveness of music therapy in behavioral modification for students with autism. The study is a Single Subject Research Design and uses the ABA design. The sample of this study consists of two students, a male student and a female student who are between 11 and 13 years old. Both study samples are students with special needs in the autism category and have the same characteristics of behavioral problems. The research instrument used in this study is a questionnaire using Strengths and Difficulties Questionnaire (SDQ) and direct observation methods as well as pre and post-tests used for the data collection process and analyzed using Microsoft Excel. The findings of this study show that music therapy is effective in changing student behavior with the pre-test showing that both samples reached the baseline set for 10 minutes and the post-test showing an increase in the average time of both samples following learning activities for more than 20 minutes and the overall min is 9.6 minutes. ","PeriodicalId":239902,"journal":{"name":"Special Education [SE]","volume":"24 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140258104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emotional disturbance and regulation are key elements in special education classes but are still understudied. This study explores the topic of the emotions of students with special educational needs (SEN). The objective of this study is to examine the level of special education teachers' knowledge of (i) emotional disturbance and (ii) emotional regulation in SEN students. This study uses a quantitative approach in the form of survey as research design. A total of 74 primary school special education teachers were involved as respondents through a simple random sampling technique. Instrument used is a questionnaire adapted from the Emotion Regulation Skills Questionnaire by Mirabile (2014). Cronbach's Alpha validity obtained for the instrument after adaptation and pilot study was .838. Data was collected by distributing online questionnaire to the population of primary special education teachers through social media. Descriptive analysis was conducted on collected data through Statistical Package for Social Sciences (SPSS) software and summarized in table form. The findings of this study show a high level of special education teachers' knowledge of emotional disturbance in SEN students (mean=3.56) while teachers' knowledge of emotional regulation in SEN students recorded a moderate level (mean=2.94). Special education teachers have basic knowledge of emotions in SEN students but yet to reach the optimal level. The planning and implementation of learning in special education classes needs to emphasize the importance of regulating students' emotions and the role of teachers in emotions coregulations with SEN students.
情绪干扰和调节是特殊教育课堂的关键因素，但研究还不够充分。本研究探讨特殊教育需要学生的情绪问题。摘要本研究旨在探讨特殊教育教师对特殊教育学生(i)情绪障碍及(ii)情绪调节的认知水平。本研究采用调查形式的定量方法作为研究设计。采用简单随机抽样的方法，对74名小学特殊教育教师进行调查。使用的工具是一份问卷，改编自Mirabile(2014)的情绪调节技能问卷。经适应和初步研究，该仪器的Cronbach's Alpha效度为0.838。通过社交媒体向小学特殊教育教师人群发放在线问卷，收集数据。通过SPSS (Statistical Package for Social Sciences)软件对收集到的数据进行描述性分析，并以表格形式汇总。本研究结果显示，特殊教育教师对特殊教育学生情绪障碍的知识水平较高(平均=3.56)，而对特殊教育学生情绪调节的知识水平为中等(平均=2.94)。特殊教育教师对特殊教育学生的情绪有基本的了解，但尚未达到最佳水平。特殊教育课堂学习的规划与实施需要强调调节学生情绪的重要性以及教师在特殊教育学生情绪协同调节中的作用。
{"title":"TEACHERS' KNOWLEDGE LEVEL OF EMOTIONAL DISTURBANCE AND REGULATION OF STUDENTS WITH SPECIAL EDUCATION NEEDS","authors":"Wan Mei Qi, Mohd Norazmi bin Nordin","doi":"10.59055/se.v1i1.7","DOIUrl":"https://doi.org/10.59055/se.v1i1.7","url":null,"abstract":"Emotional disturbance and regulation are key elements in special education classes but are still understudied. This study explores the topic of the emotions of students with special educational needs (SEN). The objective of this study is to examine the level of special education teachers' knowledge of (i) emotional disturbance and (ii) emotional regulation in SEN students. This study uses a quantitative approach in the form of survey as research design. A total of 74 primary school special education teachers were involved as respondents through a simple random sampling technique. Instrument used is a questionnaire adapted from the Emotion Regulation Skills Questionnaire by Mirabile (2014). Cronbach's Alpha validity obtained for the instrument after adaptation and pilot study was .838. Data was collected by distributing online questionnaire to the population of primary special education teachers through social media. Descriptive analysis was conducted on collected data through Statistical Package for Social Sciences (SPSS) software and summarized in table form. The findings of this study show a high level of special education teachers' knowledge of emotional disturbance in SEN students (mean=3.56) while teachers' knowledge of emotional regulation in SEN students recorded a moderate level (mean=2.94). Special education teachers have basic knowledge of emotions in SEN students but yet to reach the optimal level. The planning and implementation of learning in special education classes needs to emphasize the importance of regulating students' emotions and the role of teachers in emotions coregulations with SEN students.","PeriodicalId":239902,"journal":{"name":"Special Education [SE]","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130014002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mastery of reading skills of SENS (learning) is at a weak level and needs to be paid attention to. This issue is due to the cognitive disabilities and behavioral problems of SENS (learning) that need to be managed and dealt with by teachers in each teaching and learning session (PDP) specifically in Malay reading skills. Therefore, this study was conducted to increase active participation in PDP and improve the reading skills of open syllables, consonants, and vowels (CV) in Malay by applying a multisensory approach in PDP. This study is an action study. The study respondents consisted of eight special educational needs students (SENS) in class P3. The students consisted of one student with global development delay (GDD), one student with autism spectrum disorder (ASD), and six students with intellectual disability (ID) recognized by medical experts. Data were collected through a pre-and post-test checklist conducted over eight four-week PDP sessions. The study’s findings show an increase in the development of open quarter reading at various levels during the study period. The implications of this study open up space for teachers to be more creative in applying a multisensory approach in PDP sessions to SENS for specific learning in improving Malay reading skills and also other subjects.
{"title":"THE EFFECTIVENESS OF A MULTISENSORY APPROACH IN IMPROVING OPEN SYLLABIC READING SKILLS OF SPECIAL EDUCATION NEEDS STUDENTS (SENS)","authors":"Siti Zairin, Mohd Norazmi Nordin","doi":"10.59055/se.v1i1.8","DOIUrl":"https://doi.org/10.59055/se.v1i1.8","url":null,"abstract":"Mastery of reading skills of SENS (learning) is at a weak level and needs to be paid attention to. This issue is due to the cognitive disabilities and behavioral problems of SENS (learning) that need to be managed and dealt with by teachers in each teaching and learning session (PDP) specifically in Malay reading skills. Therefore, this study was conducted to increase active participation in PDP and improve the reading skills of open syllables, consonants, and vowels (CV) in Malay by applying a multisensory approach in PDP. This study is an action study. The study respondents consisted of eight special educational needs students (SENS) in class P3. The students consisted of one student with global development delay (GDD), one student with autism spectrum disorder (ASD), and six students with intellectual disability (ID) recognized by medical experts. Data were collected through a pre-and post-test checklist conducted over eight four-week PDP sessions. The study’s findings show an increase in the development of open quarter reading at various levels during the study period. The implications of this study open up space for teachers to be more creative in applying a multisensory approach in PDP sessions to SENS for specific learning in improving Malay reading skills and also other subjects.","PeriodicalId":239902,"journal":{"name":"Special Education [SE]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114962280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to identify the readiness of teachers of Special Education which is determined by knowledge, skills, and attitudes toward the use of multimedia teaching aids in the learning of autistic students. This study is a survey that uses a questionnaire as the research instrument. This study was conducted on 45 teachers of autism students in primary schools of Hulu Langat, Selangor who were purposively selected. The analysis of research findings is carried out descriptively and inferentially by using The Statistical Packages for the Social Sciences version 27 (SPSS 27) software. Descriptive analysis in the form of frequency, percentage, mean score, and standard deviation to identify the level of knowledge, skills, and teachers' attitudes toward the use of multimedia teaching aids. While the inferential analysis by Pearson's correlation is used to identify the relationship between each variable (knowledge, skills, and teacher attitudes). The findings show that the level of teacher knowledge (mean = 3.08), and attitude (mean = 3.19) towards the use of multimedia teaching aid is at a high level. While the skills are at a moderate level (mean = 2.80). The Pearson Correlation shows a significant relationship between knowledge and skills (r = 0.833, p < 0.00), a significant relationship between knowledge and teacher attitudes (r = 0.673, p < 0.00) and they were also a significant relationship between skills and teacher attitudes (r = 0.556, p < 0.01).
本研究旨在探讨特殊教育教师在自闭症学生学习中使用多媒体教具的知识、技能和态度所决定的准备程度。本研究是以问卷为研究工具的调查。本研究是针对雪兰莪州Hulu Langat小学的45名自闭症学生教师进行的。研究结果的分析是通过使用社会科学27版统计软件包(SPSS 27)软件进行描述性和推断性分析。以频率、百分比、平均分和标准差的形式进行描述性分析，以确定知识水平、技能水平和教师对使用多媒体教具的态度。而Pearson相关的推理分析用于确定每个变量(知识，技能和教师态度)之间的关系。调查结果显示，教师对多媒体教具使用的知识水平(平均= 3.08)和态度(平均= 3.19)处于较高水平。而技能处于中等水平(平均= 2.80)。Pearson相关分析显示，知识与技能显著相关(r = 0.833, p < 0.00)，知识与教师态度显著相关(r = 0.673, p < 0.00)，技能与教师态度显著相关(r = 0.556, p < 0.01)。
{"title":"READINESS OF PROGRAM TEACHERS TOWARDS THE USE OF MULTIMEDIA TEACHING AIDS IN LEARNING AND SPEAKING OF AUTISTIC STUDENTS","authors":"Nor Aainaa Binti Mohd Isa, Mohd Norazmi Nordin","doi":"10.59055/se.v1i1.4","DOIUrl":"https://doi.org/10.59055/se.v1i1.4","url":null,"abstract":"This study aims to identify the readiness of teachers of Special Education which is determined by knowledge, skills, and attitudes toward the use of multimedia teaching aids in the learning of autistic students. This study is a survey that uses a questionnaire as the research instrument. This study was conducted on 45 teachers of autism students in primary schools of Hulu Langat, Selangor who were purposively selected. The analysis of research findings is carried out descriptively and inferentially by using The Statistical Packages for the Social Sciences version 27 (SPSS 27) software. Descriptive analysis in the form of frequency, percentage, mean score, and standard deviation to identify the level of knowledge, skills, and teachers' attitudes toward the use of multimedia teaching aids. While the inferential analysis by Pearson's correlation is used to identify the relationship between each variable (knowledge, skills, and teacher attitudes). The findings show that the level of teacher knowledge (mean = 3.08), and attitude (mean = 3.19) towards the use of multimedia teaching aid is at a high level. While the skills are at a moderate level (mean = 2.80). The Pearson Correlation shows a significant relationship between knowledge and skills (r = 0.833, p < 0.00), a significant relationship between knowledge and teacher attitudes (r = 0.673, p < 0.00) and they were also a significant relationship between skills and teacher attitudes (r = 0.556, p < 0.01).","PeriodicalId":239902,"journal":{"name":"Special Education [SE]","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130395422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assigning a greater role to the Student Management Assistant (PPM) in the teaching and learning process of Inclusive Education needs to be considered by those interested in its implementation, especially in the aspect of being an MBPK companion throughout the inclusive class. However, various things need to be looked at so that the competence of PPM as a support service in the teaching and learning process of Inclusive classes can be relevant and successfully implemented to help overcome the issues that exist in the implementation of Inclusive Education. Therefore, this study was carried out based on the objectives of identifying the PPM context that supports MBPK at PPI as well as knowing the level of PPM knowledge concerning the core competencies of educating MBPK at PPI, besides seeing the need for further training for the field of PPM duties. The research methodology is descriptive quantitative research using the survey method. The instrument was distributed to 100 PPM Special Education students in the Pasir Gudang district, Johor. The data were analysed using the Statistical Package for the Social Sciences (SPSS) software version 26. The findings showed that the level of knowledge in aspects of PPM tasks in PPI management was high. There was also a significant relationship between the level of readiness and PPM efficiency for MBPK management in PPI in addition to the need to strengthen training aspects for PPM efficiency.
{"title":"INCLUSIVE EDUCATION PROGRAM: THE ROLE OF STUDENT MANAGEMENT ASSISTANTS (PPM) IN THE TEACHING AND LEARNING PROCESS","authors":"Maryati Abd Wahab, Mohd Norazmi Nordin","doi":"10.59055/se.v1i1.5","DOIUrl":"https://doi.org/10.59055/se.v1i1.5","url":null,"abstract":"Assigning a greater role to the Student Management Assistant (PPM) in the teaching and learning process of Inclusive Education needs to be considered by those interested in its implementation, especially in the aspect of being an MBPK companion throughout the inclusive class. However, various things need to be looked at so that the competence of PPM as a support service in the teaching and learning process of Inclusive classes can be relevant and successfully implemented to help overcome the issues that exist in the implementation of Inclusive Education. Therefore, this study was carried out based on the objectives of identifying the PPM context that supports MBPK at PPI as well as knowing the level of PPM knowledge concerning the core competencies of educating MBPK at PPI, besides seeing the need for further training for the field of PPM duties. The research methodology is descriptive quantitative research using the survey method. The instrument was distributed to 100 PPM Special Education students in the Pasir Gudang district, Johor. The data were analysed using the Statistical Package for the Social Sciences (SPSS) software version 26. The findings showed that the level of knowledge in aspects of PPM tasks in PPI management was high. There was also a significant relationship between the level of readiness and PPM efficiency for MBPK management in PPI in addition to the need to strengthen training aspects for PPM efficiency.","PeriodicalId":239902,"journal":{"name":"Special Education [SE]","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129375506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parental involvement has been seen as a factor that contributes to the quality of children's education. Collaborations between parents, teachers and schools are seen to be able to help parents of students with special educational needs (SEN), in providing exposure and sexual education for their children. Parents are the closest people to students with SEN; therefore, it is very important to understand how parents can help their children dealing with sexuality issues. To address this need, this paper is written with the aim to discover parental involvement from the perspective of sexual education through Epstein's Parental Involvement Model and from the spiritual aspect through Al-Ghazali's Philosophical Model.
{"title":"THE REVIEW MODEL ON THE PARENTAL INVOLVEMENT OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN SEXUAL EDUCATION","authors":"Fasha Ishak, Mohd Norazmi Nordin","doi":"10.59055/se.v1i1.3","DOIUrl":"https://doi.org/10.59055/se.v1i1.3","url":null,"abstract":"Parental involvement has been seen as a factor that contributes to the quality of children's education. Collaborations between parents, teachers and schools are seen to be able to help parents of students with special educational needs (SEN), in providing exposure and sexual education for their children. Parents are the closest people to students with SEN; therefore, it is very important to understand how parents can help their children dealing with sexuality issues. To address this need, this paper is written with the aim to discover parental involvement from the perspective of sexual education through Epstein's Parental Involvement Model and from the spiritual aspect through Al-Ghazali's Philosophical Model.","PeriodicalId":239902,"journal":{"name":"Special Education [SE]","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121565995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Early intervention programme services in special education can be said to be support and assistance services to optimally develop children’s development and potential. The purpose of the study is to identify the level of readiness of parents for students with special educational needs in early intervention programme services. This study was carried out with a quantitative approach of questionnaire survey design. This study is based on the Epstein Model (1995). The study sample involved 138 parents of children with special educational needs from the Johor Bahru district using a simple random sampling method. Data was collected using a questionnaire adapted from the Special Education Teacher Questionnaire Part A and Part B instrument. Data analysis was conducted using descriptive statistics. Based on the findings of the study, it can be found that the level of parental readiness in the early intervention programme is at a high level. This study can provide important input and awareness to parents of children with special education needs, special education teachers and the parties concerned about the effectiveness and importance of early intervention programme for children with special education needs.
{"title":"READINESS LEVEL OF PARENTS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN EARLY INTERVENTION PROGRAMME SERVICES","authors":"Lo Wen Huey, Mohd Norazmi Nordin","doi":"10.59055/se.v1i1.6","DOIUrl":"https://doi.org/10.59055/se.v1i1.6","url":null,"abstract":"Early intervention programme services in special education can be said to be support and assistance services to optimally develop children’s development and potential. The purpose of the study is to identify the level of readiness of parents for students with special educational needs in early intervention programme services. This study was carried out with a quantitative approach of questionnaire survey design. This study is based on the Epstein Model (1995). The study sample involved 138 parents of children with special educational needs from the Johor Bahru district using a simple random sampling method. Data was collected using a questionnaire adapted from the Special Education Teacher Questionnaire Part A and Part B instrument. Data analysis was conducted using descriptive statistics. Based on the findings of the study, it can be found that the level of parental readiness in the early intervention programme is at a high level. This study can provide important input and awareness to parents of children with special education needs, special education teachers and the parties concerned about the effectiveness and importance of early intervention programme for children with special education needs.","PeriodicalId":239902,"journal":{"name":"Special Education [SE]","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127184288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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