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Norshidah Mohamad Salleh
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Analysis Of Problems Faced By Special Education Teacher In Teaching The Multiple Disabilities Students Azhar Alias; Norshidah Mohamad Salleh
Journal of ICSAR Vol 1, No 1 (2017): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (341.586 KB) | DOI: 10.17977/um005v1i12017p060


Multiple disabilities were defined as a person with two or more disabilities. It had caused a lot of problems in teaching and learning because they need specific education. The main objective of this study is to identify and determine the priority level of the problems faced by special education teachers in teaching multiple disabilities students. This study was based on Maslow’s Motivational Theory that focusing on Maslow’s Hierarchy of Needs. This survey had implemented questionnaire instrument that had been adapted from Oklahoma Office of Handicapped Concerns: 2001-2002 Disability Assessment Study. Interview protocol was adapted from National Center For Postsecondary Improvement and was implemented to identify other problems. The respondents were 66 special education teachers from 18 schools in Muar distric and 18 others were for interview session that were choosen using purposive sampling. The datas were analyzed using the IBM SPSS Statistic Version 22 by comparing mean and the findings from the interview were analyzed narratively. Both findings were devided into 3 levels which were low, medium and high according to mean value and percentage of respondent agreements. This study had found 12 problems (mean=3.97, s.d=0.916) and the 4 main problems according to priority were (1) lack of specific teaching aids (mean=4.15, s.d=0.808) (2) low self motivation and self confident (mean=4.14, s.d=0.857) (3) lack of aids support (mean=4.12, s.d=0.851) (4) communication problems (mean=4.09, s.d=0.872). The findings from the interview had came up with 15 problems and the 5 main problems according to priority were (1) emotional disturbance and lack of concentration (2) non-condusive environment in the classroom (3) communication problems (4) low cognitive level (5) lack of specific teaching aids. These findings were seen as good indicators for the authorities and special education teachers to develop and improve the education system, teaching pedagogy and high quality level of profesionalism among special education teachers.
Learning Support for Students with Special Needs at a Public University from the Perspective of Non Academic Staffs Manisah Mohd. Ali; Tarmizi Ahmad; Norshidah Mohamad Salleh; Rosadah Abd. Majid
Journal of ICSAR Vol 2, No 1 (2018): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (303.504 KB) | DOI: 10.17977/um005v2i12018p078


Learning support can be defined as support, assistance or services delivered to students with special needs to ensure that they gain full benefit from the teaching and learning process. This research was conducted to look at the learning support received by students with special needs while pursueing their study at a university. This is a case study at a public university in Malaysia. Samples were 6 non academic staffs serving various departments and units at the university. The instrument used to gather the data, was an interview protocol to survey learning support delivered by the non academic staff to students with special needs. The qualitative data was analyzed to describe forms of learning supports delivered to students with special needs. This study found that learning supports provided by the non academic staffs for students with special needs was at average level. The learning support provided include aspects on financial, motivation, career programs, special workshops and demonstrations methods, offering information package, and informing faculties as well as lecturers about the enrolment of students with special needs at the university. This study has implications on the staff professional development programme.