Parental Support in the Learning of Students with Deaf and Hard of Hearing at Home

Education policy encourages parental support as a mechanism for improving learning outcomes. This survey was conducted to determine how well parents can contribute to academic achievement in the special education needs (SEN) among deaf and hard of hearing students. This study uses the Epstein Parent involvement Model and Bronfenbrenner Ecological Theory.  A set of 20 questionnaire items with a five-point Likert scale adapted from this study by the Ministry of Education Malaysia was used. A total of 22 students from a secondary school in Seremban were selected for the purpose of this study. The data were analyzed descriptively and in inference using Statistical Package for the Social Sciences (SPSS) version 25 to obtain scores. The Pearson correlation test shows that the relationship between deaf and hard of hearing students' academic achievement and parental support is a strong and significant positive relationship (p <0.05). The findings show low parental support with deaf and hard of hearing students' academic achievement, which is also a low level. Overall, the study found that parents need to pay close attention to providing a home-based learning environment, social interaction, communication, and academic support to help children develop their potential self and achieve better student academic achievement

Trainee Teachers Level of Willingness for Inclusive Education

Every student at the Teacher Education Institute (IPG) has now been given an inclusive education course so they know about its implementation at school. Therefore, this research looks at how far the willingness of new teachers to be placed in schools with inclusive education. It was conducted in IPG in Sabah which involved 50 trainees from 5 different courses and took the Inclusive Education subject. It is a survey of quantitative reviews and uses questionnaires for data collection. The data were analyzed using Statistical Packages for the Social Science (SPSS) to see the frequencies, percentage and mean descriptive analysis. Besides, five trainee teachers from five different courses were interviewed to identify barriers that may interfere with the trainee teachers’ willingness for inclusive education. The results showed that 86 % of the trainee teachers are ready to accept special need students without prejudice and 84 % are willing to approach and recognize special needs students in their classroom. The findings also showed that there was no significant difference in the readiness of the IPG trainee in the implementation of inclusive education based on gender namely t = -0.270 with P = 0.811 greater than 0.05 (P <0.05). The trainee teachers should be able to meet the needs of students with disabilities in school. The success of inclusive education rests on teacher preparation gearing towards inclusive education. However, continuous guidance is essential to help produce qualified teachers, especially in understanding the underlying philosophy of inclusive education

The Application of Epstein’s Model in the Implementation of Career Transition Programme for Students with Learning Disabilities

The career transition programme is a programme implemented to prepare students with special needs (SSN) to face future working environment. Parents are among the factors contributing to the successful completion of SSN’s career transition programme. This survey was conducted to identify the level of involvement of SSN parents in the implementation of career transition programmes in schools. The instrument used in this study was a questionnaire consists of 48 items with five points Likert scale. This questionnaire was developed based on six elements of Epstein’s Parental Involvement Model: i) parenting, ii) communication, iii) decision making, iv) learning at home, v) collaboration with the community and vi) voluntary assistance. This study involved 30 respondents comprising parents of SSN who had undergone a career transition programme at Special Education Integrated Program (PPKI) at four secondary schools in Seremban, Negeri Sembilan. The data were analysed descriptively using SPSS software. The findings show that parents’ involvement is high in terms of communication and voluntary assistance while their involvement in parenting, decision-making, home-based learning, and collaboration with the community is at moderate level. Parents’ education level was found to have no significant relationship with the level of parental involvement except for communication and voluntary aspects. The findings of this study can give some insights to policy makers to increase parents’ level of involvement in the context of planning and the implementation of programmes to support SSN’s readiness for the career realm. Parents are encouraged to improve their advocacy skills and awareness on the importance of their roles in the career transition

Collaborative of Guardians in the Early Intervention Program of Pre-School Hearing Students at The Special Education School

Collaboration is the most important aspect for special students, especially those with deaf and hard of hearing (DHH). This study was conducted aimed to explore the understanding and collaborative effectiveness of early intervention of DHH peoples from the guardians perspective. The design of this study uses a fully qualitative case study in the Johor Bahru Special Education School (JBSES). The interview method was used to obtain data involving three guardians pre-school students at JBSES. The theory used in this study is Bronfrenbrenner’s Theory of Ecology. The model used is the Bronfrenbrenner ecological social model. The findings of the study indicate the extent of the effectiveness of collaboration in early intervention for DHH students where parents are understanding and participated in all activites in the school. Most of the parents contributed to the school activities. Other than that there is support from Non Governments Organisation (NGOs) and the outside parties to the school

Teacher Training To Increase Teacher’s Competency In Teaching Autism Child

Autism teacher that is competence is able to educate autism child that are increasing throughout the year. The aim of this study is to identify the competency of special education teacher in teaching autistic child and curriculum in teacher training. This study used quantitative approaches and questionaire is built to collect the data. A total of 107 primary teachers in Jasin Melaka have been selected by purposive sampling for this survey. The study found that special education teachers are less competency in using evidence based teaching for autism. Data shows that most of the teachers have not received any training in how to teach autistic child during teaching training in university or teacher training center. This study is important to modify the current teacher training course related to autism to increase the quality of teachers. 

The Impact of Supply Chain Social Capital on Market Orientation: The Buyer Perspective

Developing the strength of social ties between buying and supplying organizations is increasingly cited as a critical differentiator of high and low performers in global supply chains. While the creation of relational capital within an organization is a relatively well-identified concept in organizational research, comparatively little research exists on the bonding and bridging social ties that create relational value in supply chains. In our research, we extend theoretical models of group social conduits into this context and develop a model that posits the impact of social capital on the reactive and proactive market orientation between buyers and suppliers. Results from our study of 114 technology-based companies in Malaysia suggest that formal social capital are important in the creation of relational capital, which in turn can lead to improving market orientation eventually supplier relationship outcomes. Formal bridging social capital conduits appear to play a lesser role in deriving these benefits

The Level of Knowledge and Skills of Special Education Teachers in Teaching with the use of Learning Through Play Method

Children construct knowledge through a meaningful play. Playing is a norm for each child; hence they are more inclined to learn through play. Children’s playing activities have to be significantly planned by teachers to obtain a quality product. Therefore, this study was conducted to identify the level of knowledge and skills in teaching with the use of learning through play method. The research samples consisted of 44 teachers from 9 schools with the Integrated Special Education Programme in the district of Kinta Selatan, Perak, Malaysia. This quantitative research used survey through a questionnaire that was adapted from Norhaya Isa. The questionnaire had 3 sections which were teachers’ demography, the level of knowledge in teaching using the learning through play method, and the level of skills in teaching using the learning through play method. The research findings were analysed descriptively using the Statistical Package for the Social Sciences (SPSS) Version 22.0. A pilot study was conducted and the coefficient value Alpha Cronbach was high which was 0.937. A descriptive analysis of the mean scores showed that the teachers’ levels of knowledge and skills were high. In conclusion, the research findings showed that teachers’ level of knowledge and skills in implementing teaching and learning through the learning through play method is vital in producing successful special needs pupils. Therefore, teachers need to improve their knowledge as well as to vary their skills in using the various methods of teaching and learning

Teacher's perspective on infrastructure of special education's classroom in Malaysia

AbstractTo provide children with special needs with comfortable, safe, and controlled learning, it is important to create continuity in the environment so that they would have equal access to education like typical students. Therefore, the specific infrastructure, such as barrier-free facilities, wheelchair access, a comfortable classroom, and safety aspects, should be taken into account for purposes of teaching and learning. Studies conducted in the form combine qualitative and quantitative aspects and involve observation, interviews, and questionnaires, with teachers and school administrators as respondents. The findings showed that 37.7 percent of the respondents are not sure about the classroom space needed by each special education student. Approximately 30 percent of the respondents also are uncertain, given the financial allocation for special education integration program. In addition, the majority of respondents (53.6%) are satisfied with the location of the special education program at their school, located on the ground floor of each building. Approximately 55.8 percent of the respondents agreed that the special education classroom in their schools have adequate lighting, and 52 percent agreed that there is good air circulation. However, 41.9 percent of the respondents did not agree with the space available for learning process because it does not match the capacity of students and teachers at a time. Some respondents indicated that insufficient infrastructure, especially for basic amenities, such as chairs, tables, fans, teaching aids (BBM), LCD facilities, computers, and others. In conclusion, the integration of special education programs needs much improvement especially in the accessibility of special needs students so that their right to have an education does not remain neglected. Therefore, the development of infrastructure and special education classroom modifications should be done using a certified standard

Penggunaan Bahasa Isyarat Malaysia (BIM) di dalam terjemahan maksud surah al-Fatihah

Bahasa isyarat merupakan suatu bentuk komunikasi yang digunakan oleh golongan kurang upaya pendengaran (GKUP) kerana penggunaan bahasa isyarat memudahkan komunikasi golongan kurang upaya pendengaran dan memberi peluang kepada GKUP untuk meluahkan rasa, pendapat, idea, perasaan dan sebagainya. Bahasa Isyarat Malaysia (BIM), menurut Lim (2006) merupakan bahasa utama untuk orang kurang upaya pendengaran di Malaysia. Sehubungan itu, kajian ini bertujuan untuk mengenal pasti penggunaan BIM dalam terjemahan maksud surah Al-Fatihah. Kajian ini melibatkan 10 orang golongan kurang upaya pendengaran (GKUP) yang berkemahiran dalam mengaplikasikan BIM dalam terjemahan surah Al-Fatihah. Surah Al-Fatihah dijadikan sebagai satu surah pilihan dalam kajian ini kerana surah ini merupakan ummul kitab atau ibu dalam Al-Quran. Kajian ini dijalankan secara temu bual separa struktur dengan 10 orang kurang upaya pendengaran. Dapatan kajian menunjukkan terdapat dua persepsi GKUP terhadap kepentingan BIM dalam terjemahan Surah Al-Fatihah iaitu BIM dapat memberi kefahaman kepada golongan kurang upaya pendengaran terhadap terjemahan maksud Surah Al-Fatihah. Selain itu, BIM dapat memberi penghayatan kepada GKUP terhadap terjemahan maksud surah Al-Fatihah. Oleh itu, kepentingan kajian ini menunjukkan bahawa penggunaan BIM amat membantu GKUP perlu mempelajari Al-Quran kerana ia memberi impak yang besar dalam pemahaman dan penghayatan terhadap isi kandungan Al-Quran

Teacher's perspective on infrastructure of special education's classroom in Malaysia

AbstractTo provide children with special needs with comfortable, safe, and controlled learning, it is important to create continuity in the environment so that they would have equal access to education like typical students. Therefore, the specific infrastructure, such as barrier-free facilities, wheelchair access, a comfortable classroom, and safety aspects, should be taken into account for purposes of teaching and learning. Studies conducted in the form combine qualitative and quantitative aspects and involve observation, interviews, and questionnaires, with teachers and school administrators as respondents. The findings showed that 37.7 percent of the respondents are not sure about the classroom space needed by each special education student. Approximately 30 percent of the respondents also are uncertain, given the financial allocation for special education integration program. In addition, the majority of respondents (53.6%) are satisfied with the location of the special education program at their school, located on the ground floor of each building. Approximately 55.8 percent of the respondents agreed that the special education classroom in their schools have adequate lighting, and 52 percent agreed that there is good air circulation. However, 41.9 percent of the respondents did not agree with the space available for learning process because it does not match the capacity of students and teachers at a time. Some respondents indicated that insufficient infrastructure, especially for basic amenities, such as chairs, tables, fans, teaching aids (BBM), LCD facilities, computers, and others. In conclusion, the integration of special education programs needs much improvement especially in the accessibility of special needs students so that their right to have an education does not remain neglected. Therefore, the development of infrastructure and special education classroom modifications should be done using a certified standard