Articles
<![CDATA[Transition Program in Malaysia: The Challenges for Students with Special Needs in the Workplace ]]>
<![CDATA[Mohd Syazwan Zainal]]>;
<![CDATA[Mohd Hanafi Mohd Yassin]]>;
<![CDATA[Mohd Mokhtar Tahar]]>
<![CDATA[ Journal of ICSAR Vol 3, No 2 (2019): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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<![CDATA[The transition of career begins with vocational skills training conducted in schools according to the capabilities special needs students. Then, the process goes on with a workplace training program. The transition program is able to provide students with special needs to improve their working skills as well as gain initial experience at the workplace. This case study was conducted on 5 Master of Special Education from Universiti Kebangsaan Malaysia. This student has implemented a career transition program for students with special needs in their respective areas. Semi-structural interviews were conducted using instruments constructed based on past studies. Findings show that there are various challenges faced by students with special needs while undergoing training at the workplace. Among the challenges face by students with special needs are problem of adapting to the working environment, communication skills, difficulty to understand instruction, students’ attitude completing task, relationships at the workplace and perception towards special needs students. However, through this career transition program, it can provide students with special needs with the initial experience of work skills required at the workplace. This program is able to contribute to a better quality of life after completing their education at the school level.]]>
<![CDATA[Teacher Readiness towards the Offer of Malaysian Skills Certificate in Special Education Integration Programme in Secondary Schools ]]>
<![CDATA[Suhaina Suriman]]>;
<![CDATA[Mohd Mokhtar Tahar]]>
<![CDATA[ Journal of ICSAR Vol 2, No 1 (2018): January ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v2i12018p001
<![CDATA[The Malaysian Skills Certificate (SKM) is a skill certificate awarded to the students with special needs (MBK) who learn in Special Education Integration Program (PPKI) in secondary schools after 5 years of learning duration beginning the year 2017. This certification is to provide opportunities for more MBK to be recognised in terms of skills that they possess and to produce more skillful learners among MBK. Therefore, the purpose of this study is to identify the level of teacher readiness in the aspects of knowledge, skills and attitude of secondary PPKI teachers towards SKM offerings. This study is based on the Thorndike theory by modifying the Shullman PKIK Model, Katz Model and ABC Attitude Model. This descriptive and inference review study uses a five-point Likert scale questionnaire as an instrument. A total of 30 special PPKI Special Education teachers were purposely selected in the Petaling Perdana district. The data obtained were analyzed using SPSS software. The findings show that teachers’ knowledge level is high, skills are moderate, and teachers’ attitude is high. The independent T-test shows no significant difference between teachers’ level of knowledge based on gender. One-way ANOVA test shows that there is no significant difference between teachers’ skills and teaching experience and there is no difference between teachers’ attitude based on teacher’s academic qualification. The researcher hopes that the findings would help the Ministry of Education to improve the skills of the teachers by giving SKM recognition to them before conducting vocational teaching. The success of teachers in training MBK students in vocational fields can produce students who are competitive, skillful and have a career that can contribute to themselves, families, communities and the country]]>
<![CDATA[Mathematical Learning Approach for Special Education Pupils: The Effectiveness of Mauselis Board in Improving Adding Skills ]]>
<![CDATA[Ali Imran Mad Amin]]>;
<![CDATA[Mohd Mokhtar Tahar]]>;
<![CDATA[Aina Hafizah Zakaria]]>
<![CDATA[ Journal of ICSAR Vol 4, No 2 (2020): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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<![CDATA[Mathematic learning difficulties are common, significant, and worthy of serious attention. Many issues that have had an impact on bilingual education have also had an impact on Special Education. One of the issues is, adding skill. Adding skill is one of the most crucial skills that every pupil needs to acquire with learning disabilities. The use of ‘MauSeLis Board’ (Maujud-Sebut-Tulis) which means ‘Concrete-Pronounce-Write’ in the classroom has been an effective tool for helping Special Education pupils in building up their skills in adding and reading the numbers aloud. This study investigates the improvement of the pupils with learning disabilities’ adding skill in Mathematic subject at school. The study's sole objective was (i) to identify the Mauselis board's effectiveness in Mathematical subjects among Special Education pupils. The MauSeLis board was invented for teaching and learning purposes based on the Bruner Theory and CRA Model (Concrete-Pictorial-Abstract). The data collection was conducted through pre-test and post-test conducted on 20 pupils with learning disabilities as respondents in Negeri Sembilan, Malaysia. The study found significant differences in terms of their adding-questions scores before and after using MauSelis Board in teaching and learning sessions. Quantitative data were analyzed using descriptive statistics such as frequency and percentage to describe the Pre and Post Test results. The research study's finding showed a positive result as the Special Education pupils who involved in the study showed consistent improvement throughout the sessions. This study also found that MauSeLis Board in teaching and learning sessions is a highly effective approach that develops a deep and better understanding of mathematic skill among the Special Education pupils as well as contributing to active, fun, and meaningful learning session. In conclusion, this study summarises that the teaching and learning approach among special needs pupils should emphasize effective hands-on activities rather than rote learning.]]>
<![CDATA[Tantrum Behavior Modification for Autistic Student at Secondary School Using Social Stories Technique ]]>
<![CDATA[Noriah Binti Sha'arani]]>;
<![CDATA[Mohd Mokhtar Tahar]]>
<![CDATA[ Journal of ICSAR Vol 1, No 2 (2017): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v1i22017p140
<![CDATA[Autistic children have some social problems including weakness in bilateral interaction, communication problems and lack of imagination. The objectives of this study were to examine the effectiveness of social stories technique in reducing the duration of a student autistic tantrum and elimination of the problem tantrum. This study is a case study that builds quantitative behavior classical conditioning theory expounded by Ivan Pavlov and combined with the ADDIE Model. Observations carried out over a period of 20 days to see the effectiveness of social stories technique for changing the negative behavior of autistic students studying in a secondary school. The method of A-B where A represents the baseline phase and B-phase intervention represents. Social stories read to sample every day before the teaching begins within 10 minutes. The results of this study found that social stories technique successfully reduced the tantrum behavior study. However, tantrum behavior is still failing to be completely eliminated, but there is a significant reduction of the behavior. Through this study, it was found the use of social stories can reduce negative behaviors in autistic teenager. It is hoped that this study can serve as a guide and ideas for teachers to diversify the techniques to modify negative behavior among pupils in special education. We hope this study can be uplifting and inspiring teachers that negative behavior autistic students can be changed with the right technique.]]>
<![CDATA[The Sign Language Learning in Deaf Student and Special Education Teacher in Integration Program of Hearing Problem ]]>
<![CDATA[Mohd Hanafi Mohd Yasin]]>;
<![CDATA[Mohd Mokhtar Tahar]]>;
<![CDATA[Safani Bari]]>;
<![CDATA[Faten Nazren Manaf]]>
<![CDATA[ Journal of ICSAR Vol 1, No 2 (2017): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v1i22017p166
<![CDATA[This study aims to identify how to learn sign language by deaf students and the level of mastery of sign language by students and teacher of the deaf at a state school in Melaka. In addition, this research would also like to know the major obstacles faced by deaf students and teachers who learn sign language. The instrument that is used in this study is a questionnaire. The respondents contain 50 deaf students and 10 special education teacher of the deaf. Research instrument contains 4 main parts: demographic, the level of mastery of sign language, way to learn sign language and the challenges and obstacles encountered during the study of sign language. Research findings are analyzed using Statistical Package for the Social Science (SPSS) version 22.0 involving the use of descriptive statistics such as frequency, percentage and mean. Research findings indicate that the level of mastery of sign language for problematic pupils hearing and special education teachers is at mid-level. They completely use (KTBM) Kode Tangan Bahasa Melayu (Hand Code of Malay Language) in their daily teaching and communication. In addition, the way to learn sign language for deaf student is through the book while special education teachers also learn it through colleagues. The research also found that challenges as well as the obstacles often encountered to learn sign language for deaf students and special education teachers of the deaf are lack of source reference book of sign language. It is suggested that reference materials such as book and ICT are augmented in all integration program and special education of the deaf]]>
<![CDATA[Teachers’ Views on Classroom Infrastructure Facilities in Special Education Integration Program in Primary School ]]>
<![CDATA[Norwahidah Mihat]]>;
<![CDATA[Mohd Hanafi Mohd Yassin]]>;
<![CDATA[Mohd Mokhtar Tahar]]>
<![CDATA[ Journal of ICSAR Vol 3, No 1 (2019): January ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v3i12019p054
<![CDATA[The main aim of the research is to ensure effective lesson and produce best impact in classroom by providing conducive and comfortable condition. The objective of this research is to obtain Special Education Teachers’ views regarding the Special Education Integration Program (PPKI) in primary school in Seremban, Negeri Sembilan. This research was conducted quantitatively based on Maslow’s hierarch needs theory. A random sampling method is used in gathering the research data involving 137 special education primary school teachers. The research instrument is an adaptation from the questionnaire of the special education infrastructure needs in Malaysia. The data were analyzed descriptively. The findings showed that the level of special education classroom facilities special education teachers’ views is at moderate level. The research concludes that improvements in infrastructure facilities need to be done to meet the UDL model requirements for the convenience of special education students.]]>
<![CDATA[The Level of Implementation of Co-Teaching and its Differences Among Teachers Teaching in Inclusive Classrooms ]]>
<![CDATA[Mohd Arifudin Ateh]]>;
<![CDATA[Mohd Mokhtar Tahar]]>
<![CDATA[ Journal of ICSAR Vol 4, No 2 (2020): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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<![CDATA[The co-teaching approach has been practiced in inclusive classes in several countries globally, but its implementation in developing countries such as Malaysia is still early. Therefore, this study aims to survey the implementation of co-teaching components in inclusive classrooms. This quantitative study adapted the questionnaire from Hussin (2017) administered to 20 mainstream teachers and 20 special education teachers in a district in the state of Selangor, Malaysia. The entire items have a reliability level of 0.908. The data analyzed using descriptive analysis and inference analysis. Vygotsky's Constructivist Theory underlying this study and the model of co-teaching by Friend and Cook were adapted. The findings showed that the implementation level of the co-teaching components was at a moderate level (Mean = 3.90, SD = 0.42), and there was no difference between teacher categories towards the implementation of the co-teaching components with t (38) = -0.387, p= 0.701 (p> 0.05). Those findings indicated that the co-teaching components' implementation level could be further enhanced through the teachers' training and professional development. The initiatives can improve the teacher's understanding of the co-teaching components for more effective implementation. In addition, the combination of field expertise and an equivalent commitment from mainstream and special education teachers will positively impact the teaching and learning process in the inclusive classroom. In conclusion, the tremendous implementation of co-teaching components can improve teaching quality in inclusive education classes and fulfill the special education students’ needs and access to education.]]>
<![CDATA[Competency Level of Special Education Integration Program Teachers in Conducting Assessment on Students with Learning Disabilities ]]>
<![CDATA[Nadiah Abu Bakar]]>;
<![CDATA[Mohd Mokhtar Tahar]]>
<![CDATA[ Journal of ICSAR Vol 3, No 1 (2019): January ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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DOI: 10.17977/um005v3i12019p084
<![CDATA[The purpose of this research was to identify the level of knowledge, skills and attitude of the Integrated Special Education Program (PPKI) teachers in conducting assessment of students’ learning disabilities in four primary schools in the Federal Territory of Kuala Lumpur, Malaysia. This research is based on Theory of Behaviorism founded by Thorndike and Iceberg Competency Model. The research design was quantitative with the population consisting of 50 PPKI teachers while the samples of the research were 44 teachers selected by simple random sampling method. The instrument was a questionnaire adapted from Sulaiman (2008) and confirmed with Alpha Cronbach. The data were analyzed using descriptive statistics, percentage, frequency and mean. The results showed that the level of knowledge of PPKI teachers was high with mean score, the level of skill was moderate, and the level of attitude was high. It is concluded that PPKI teachers have good knowledge of the assessment process on students with learning disabilities but require additional training and courses to improve their skills.]]>
<![CDATA[Implementation of Career Transition Programme in Vocational Skills for Students with Learning Disabilities ]]>
<![CDATA[Mohamad Fitri Tordin]]>;
<![CDATA[Mohd Mokhtar Tahar]]>
<![CDATA[ Journal of ICSAR Vol 5, No 2 (2021): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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<![CDATA[The aim of this research is to investigate the implementation programme from three (3) objectives namely identifying the parents’ (family) level of cooperation and the level of cooperation given by employers (industry) also the relationship between the two parties. A quantitative method based on Ecological Theory and Taxonomy for Transition Programming Model. In ensuring validity, the questionnaire was reviewed by an expert who is a university lecturer and also well-versed in the Special Education field. In terms of reliability, all of the items have the Cronbach Alpha coefficient of (> 0.65). Purposive sampling was used where 40 participants were included. Descriptive statistics was used to identify the percentage (%) and frequency (f) of respondents’ and inferential statistics well as Spearman Correlation Test were used to explain and test the hypothesis. The findings show that the mean scores for both the level of cooperation given by parents (family) and the level of cooperation given by employers (industry) are very high. However, there is no linear relationship (low level) between the cooperation given by parents (family) and employers (industry). In conclusion, this programme should be implemented in government and non-government school especially schools with Special Education Integration Programme with the cooperation from all parties.]]>
<![CDATA[Therapeutic Impact of Fun Learning on Depression Level Among Students at Selected School in Hospital ]]>
<![CDATA[Premma Kandasamy]]>;
<![CDATA[Mohd Mokhtar Tahar]]>
<![CDATA[ Journal of ICSAR Vol 4, No 2 (2020): July ]]>
Publisher : <![CDATA[Department of Special Education ]]>
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<![CDATA[This study aims to look at the effectiveness of therapeutic use of amusement on Depression In School In The Hospital. This study aimed to identify levels of depression among SDH students through behavioral observation using the DSM-5 scale and to explain the therapeutic impact of the amusement-based approach on the depression of SDH students using the Child Depression Inventory. This study used a qualitative approach to collect data. Therefore, this study uses approaches such as observations and interviews. The study population was SDH students/patients at the University of Malaya Medical Centre. The sample consisted of 24 SDH students selected for purposive sampling. Two research instruments used in this study were DSM -5 and Child Depression Inventory. This study shows that the therapeutic effect of education has been successful in reducing the depression of School In hospital students. Overall, this study shows that the effect of therapeutic use on entertainment is an appropriate and effective form of intervention.]]>
