Special Education [SE]

EXPLORING THE TEACHING AND FACILITATION PRACTICES OF REMEDIAL TEACHERS

2025-02-10T20:46:52+08:00

Remedial education is an area that is specific to students who are less proficient in the basic skills of reading, writing and arithmetic. This study aims to explore the teaching and facilitation practices of remedial teachers in the Rembau district, focusing on their efforts to support students in mastering the basic 3R skills (reading, writing, and arithmetic). Using a qualitative approach, the study involved semi-structured interviews with 10 special education remedial teachers. The findings reveal that these teachers adopt student-centred, individualized approaches and utilize interactive teaching aids to tailor instruction to the individual needs of students. Additionally, the integration of educational technology, play-based learning activities, fostering of social skills, and emphasis on repetition and continuous practice were identified as key strategies in teaching. The implications of this study highlight the need for ongoing support for special education remedial teachers, in line with the Ministry of Education Malaysia’s (MOE) policy emphasizing inclusive and quality education. This study recommends providing more resources, professional training, and collaboration among stakeholders to enhance teaching effectiveness and ensure remedial students receive equitable educational opportunities.

ANALYSIS OF PARENTS' COMMITMENT IN THE IMPLEMENTATION OF THE CAREER TRANSITION PROGRAM FOR SPECIAL EDUCATION STUDENTS IN NEGERI SEMBILAN

2025-02-10T20:53:41+08:00

Parents and families serve as support systems in realizing the Career Transition Program (CTP), yet the knowledge and commitment of parents toward this program are still under-researched. Therefore, this study was conducted to explore parents' understanding of CTP and to assess their commitment to implementing the program for Special Education Needs Students (SENS). This study is qualitative and utilizes semi-structured interviews. Six parents of SENS who are currently undergoing CTP in the Special Education Integration Program (SEIP) were selected from six districts in Negeri Sembilan as respondents. Interview data were analyzed using thematic analysis. The findings of the study from the aspect of parental knowledge were explained based on the meaning of the knowledge and the benefits gained from CTP. Meanwhile, the aspect of commitment was examined in terms of the time, energy, and financial involvement required for CTP. The interview analysis revealed that all parents lack sufficient understanding and knowledge of CTP implementation due to the lack of exposure and detailed explanations given to them. The researcher hopes that this study will provide important information to those looking to implement CTP in schools running the Special Education Integration Program.

EXPLORING SPECIAL EDUCATION TEACHERS' KNOWLEDGE IN MANAGING THE BEHAVIOR OF AUTISTIC STUDENTS

2025-02-10T21:02:56+08:00

This study aims to identify the knowledge of special education teachers in managing the behavior of students with autism. The research was conducted at PPKI (Special Education Integration Program) in schools within the Petaling Utama District, involving 10 special education teachers with at least five years of experience. Behavior management is a critical aspect of enhancing the readiness of students with autism to learn in the classroom. Therefore, teachers must possess comprehensive and in-depth knowledge of behavior management for practical application. The study employed a semi-structured interview method conducted online via Google Meet. The data analysis was performed using thematic analysis through the Atlas.ti application. The findings highlight the need for teachers' knowledge regarding the foundational understanding of disruptive behaviors in students with autism, strategies for behavior management, positive and negative reinforcement, awareness of behavior components in the Special Education Curriculum, and the implications of behavior management on effective teaching and learning (PdPc). The results of this study can serve as a reference and basis for improving educational systems that emphasize the importance of managing the behavior of students with autism, ensuring better learning outcomes and a conducive classroom environment.

EXPLORING THE CHALLENGES OF SPECIAL REMEDIAL TEACHERS IN IMPLEMENTING MATHEMATICS TEACHING STRATEGIES

2025-02-10T21:08:52+08:00

The Special Remedial Programme in Malaysia was introduced in the 1960s by the Ministry of Education Malaysia to assist primary school students who face difficulties in mastering basic literacy and numeracy skills (3M). This initiative continues to be strengthened through Programme such as LINUS and Primary Literacy and Numeracy (PLaN). However, various challenges are faced by teachers in implementing Mathematics instruction, especially for students with special needs. This study aims to explore the challenges faced by special education teachers in teaching Mathematics and their strategies for overcoming them. It uses a phenomenological design with five special education teachers from Sepang as the sample, selected using purposive sampling techniques. Data were collected through semi-structured interviews and analysed using a thematic analysis approach. Research findings indicate that teachers face challenges such as the diversity of students' ability levels, lack of resources and teaching aids, time constraints for concept repetition, and low student motivation. Teachers overcome these challenges with creativity in teaching, including the use of contextual learning and interactive activities. The implications of the study suggest the need for enhanced professional training, the provision of relevant teaching resources, and the integration of technology to improve the effectiveness of Mathematics teaching. This study highlights the importance of holistic support for Special Education teachers and provides guidelines to improve pedagogical practices, thereby increasing students' chances of mastering Mathematics.

THE EFFECTIVENESS OF MUSIC INTEGRATION IN LEARNING AND FACILITATION SESSIONS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: PERSPECTIVES OF SPECIAL EDUCATION TEACHERS

2025-02-10T21:19:09+08:00

The element of entertainment such as the use of music should be widely implemented in classrooms especially for Special Education Needs students to help enhance their learning process. This study was conducted to identify the effectiveness of incorporating music in the teaching and facilitating process of Special Education Needs students from the perspective of Special Education teachers. This study is a quantitative descriptive design and uses a questionnaire as an instrument for data collection. Convenience sampling was applied involving 31 respondents from 8 Special Education schools in Tuaran district. The findings were analyzed descriptively using SPSS software. The results indicated a high mean score regarding the effectiveness of music in the teaching and learning process for Special Education Needs students. Overall, this study demonstrates that the integration of music in teaching and learning has the potential to enhance the quality of learning process in classroom for students with special needs. The findings confirm that music can improve the attention, comprehension and engagement of Special Needs Students during learning sessions. Therefore, teachers are encouraged to creatively utilize music as a teaching aid tailored to the individual needs of each student to ensure a more effective and impactful learning outcomes.

EXPLORING INFRASTRUCTURE FACILITIES FOR PERSONS WITH DISABILITIES (PWD) TRAINEES IN TVET TRAINING INSTITUTIONS

2025-02-10T21:27:45+08:00

This study aims to explore the support provided to Persons with Disabilities (PWD) trainees at GIATMARA, identify the barriers faced by PWD trainees, and examine the physical infrastructure facilities available for PWD trainees at GIATMARA training centers. Disability-friendly infrastructure is a critical component in ensuring accessibility, effective learning, and social integration for PWD trainees. This research employs a descriptive approach through case studies at selected GIATMARA centers. Data were collected using unstructured interviews and analyzed thematically. The results reveal that although several initiatives have been implemented to meet the needs of PWDs, there are still shortcomings in infrastructure design, facility maintenance, and management awareness of the specific needs of PWD trainees. The study recommends improvements such as the provision of dedicated pathways, learning aids, and the implementation of staff training programs to enhance understanding of the needs of this group. The findings of this study are significant in empowering PWDs through more inclusive and disability-friendly vocational education at GIATMARA.

THE LEARNING THEORY OF B.F. SKINNER AND TEACHING STRATEGIES FOR ADHD STUDENTS

2025-02-10T21:36:43+08:00

Attention Deficit Hyperactivity Disorder (ADHD) presents significant challenges in educational settings, particularly in managing attention, impulsivity, and hyperactivity in students. This article explores the application of B.F. Skinner's operant conditioning theory to develop effective teaching strategies for ADHD students. The goal is to review and analyse how behavioural reinforcement methods can be used to help ADHD students focus, complete tasks, and reduce disruptive behaviours. The methodology includes reviewing scholarly articles and research that apply Skinner's theory to special needs education, particularly ADHD. The findings suggest that positive reinforcement, structured learning environments, and behaviour modification are effective in promoting desired behaviours in ADHD students. The implications of this research are significant for educators, suggesting that a consistent, structured approach using reinforcement can improve educational outcomes for students with ADHD.

TEACHING STRATEGIES OF ABRAHAM MASLOW'S HIERARCHY OF NEEDS THEORY IN SPECIAL EDUCATION

2025-03-06T09:24:26+08:00

Abraham Maslow's hierarchy of needs theory provides an important framework for understanding human motivation and learning, especially in the context of special education for children with special needs. The main issue faced by these children is the difficulty in fulfilling basic needs, such as physiological and safety needs, which often hinders them from reaching their full potential in a learning environment. The purpose of this article is to explore how Maslow's theory can be applied to more effectively support the learning and development of children with special needs. The methodology used is a literature review that evaluates previous articles on the application of Maslow's theory in special education. The study findings indicate that by meeting basic needs such as nutrition, safety, and emotional support, children with special needs show improvements in motivation, focus, and academic achievement. The implications of this study emphasize the importance of a holistic approach in special education, where children's emotional and physical needs are given the same attention as academic needs. This suggests that educational strategies based on Maslow's theory can enhance the well-being and learning effectiveness of children with special needs.

JEAN PIAGET COGNITIVE LEARNING THEORY AND STUDENT TEACHING STRATEGIES WITH SPECIAL EDUCATION NEEDS

2025-03-21T20:43:08+08:00

The field of education is an important area of producing useful human capital in the future. Thus, the Special Education Division does not miss the various alternatives or methods for producing students with special education (MBPK) who are capable of adapting to their daily lives. This study aims to study the application of Jean Piaget's cognitive learning theory in formulating appropriate teaching strategies for Pupils with special education. The main issue raised is the challenge in adjusting the teaching approach to the level of cognitive development of students with different special needs. This study uses a qualitative approach by involving observation and interviews of special education teachers in several schools. The findings show that the application of piaget principles such as learning through experience, cognitive adaptation (accommodation), and active interaction can enhance the understanding and skills of special needs students. Studies have also found that the use of strategies such as student-centered learning, the use of appropriate teaching aids, and hands-on activities are more effective in supporting their cognitive development. The implications of this study suggest that teaching tailored to the level of cognitive development of students, based on Piaget's theory, can enhance the effectiveness of learning among students with special education needs, thus helping them achieve the best potential in education.

COGNITIVE LEARNING THEORY OF PIAGET AND TEACHING STRATEGIES FOR SPECIAL EDUCATION STUDENTS

2025-03-21T20:50:33+08:00

Teaching and learning for Special Education Students (MBPK) face various constraints and challenges in ensuring that they can follow all the teaching and learning processes provided by teachers. Accordingly, this study focuses on Piaget’s cognitive learning theory and its application in MBPK teaching strategies. The data collection method used is secondary data obtained from local and international studies that focus on the application of Piaget’s cognitive theory. Through in-depth analysis, it was found that the application of Piaget’s cognitive theory significantly influences the effectiveness of formulating teaching strategies for MBPK. Therefore, the implications of this study can serve as a reference and guide for teachers to address MBPK teaching and learning issues. Consequently, it provides MBPK with the opportunity to compete academically and build their knowledge for their future careers.

B.F. SKINNER’S LEARNING THEORY AND TEACHING STRATEGIES FOR SPECIAL EDUCATION STUDENTS

2025-03-21T20:56:31+08:00

One of the main issues in teaching students with special educational needs is the lack of effective teaching methods that are tailored to individual needs. B.F. Skinner’s learning principles emphasize reinforcement and behaviour shaping, offering methods that can be used to improve learning outcomes and behaviour in special education students. The purpose of this article is to evaluate Skinner’s theory in the context of special education and to examine various teaching approaches based on this theory. The methodology used involves a literature review, analysing recent articles on the application of Skinner’s theory in teaching special education students. This study explores how positive reinforcement, negative reinforcement, and behaviour shaping are utilized in special education teaching strategies. The findings indicate that special education students can achieve higher motivation, reduce negative behaviours, and complete difficult tasks more easily. The implications of this study highlight the importance of teachers planning and implementing teaching approaches that are adapted to the needs of students.

MULTIPLE INTELLIGENCE THEORY BY HOWARD GARDNER AND TEACHING STRATEGIES FOR ADHD

2025-03-21T21:02:33+08:00

The increasing prevalence of Attention Deficit Hyperactivity Disorder (ADHD) in classrooms poses significant challenges for educators, as traditional teaching methods often fail to meet the unique learning needs of these students. ADHD students struggle with attention, impulse control, and hyperactivity, which can hinder academic success. This article explores the application of Howard Gardner’s Multiple Intelligence (MI) Theory as a strategy for teaching ADHD students, aiming to create a more inclusive and effective learning environment. The purpose of this review is to investigate how MI theory, which views intelligence as multifaceted, can be integrated to improve engagement, academic performance, and behavior. Using a literature review methodology, the article analyzes recent studies on MI-based teaching strategies. Key findings show that MI strategies significantly enhance student engagement, academic outcomes, and positive behavioral changes. The review concludes that MI theory has the potential to transform educational practices for ADHD students, fostering more equitable and personalized learning environments.

CARL ROGERS' HUMANISTIC LEARNING THEORY AND TEACHING STRATEGIES FOR SPECIAL EDUCATION STUDENTS WITH DOWN SYNDROME

2025-03-21T21:07:51+08:00

Carl Rogers' Humanistic Learning Theory emphasizes the holistic development of individuals, where students are viewed as having the full potential to grow if given a supportive environment. In the context of teaching special education students, especially those with Down syndrome, this approach serves as a foundation for developing teaching strategies that emphasize building positive relationships, empathy and psychological support. However, a common issue in special education is the difficulty in deeply understanding the emotional and cognitive needs of these students which presents challenges in implementing appropriate teaching strategies. The purpose of this article is to examine how Carl Rogers' humanistic learning theory can be applied in teaching students with Down syndrome and to explore the most effective teaching strategies to enhance their learning experience. The article uses a literature review methodology, analysing and synthesizing previous studies related to humanistic learning theory and the teaching of Down syndrome students. The findings suggest that a student-centred humanistic approach can help improve learning motivation, active engagement and social development for Down syndrome students. Strategies such as collaborative learning, open communication and consistent emotional support are seen as key components in creating a conducive learning environment for them. The implications of these findings suggest that educators and policymakers in special education should integrate elements of humanistic theory into the curriculum and provide specific training for teachers to understand and support the unique needs of Down syndrome students.