Teacher-Centered Strategies in Student Learning: A Case Study for Student Transition at Genius Kurnia

  • Nilam Suhana Binti Othman GENIUS Kurnia Centre, GENIUS Division, Ministry of Education, MALAYSIA
  • Zaliha Binti Mamat GENIUS Kurnia Centre, GENIUS Division, Ministry of Education, MALAYSIA
  • Wan Mazian Binti Wan Mahmud GENIUS Kurnia Centre, GENIUS Division, Ministry of Education, MALAYSIA
  • Nur Adia Syafika Binti Mohd Noh GENIUS Kurnia Centre, GENIUS Division, Ministry of Education, MALAYSIA
Keywords: Autism, Teacher-centered strategies, Student learning, Inclusive program, Special need education, Early intervention, Child readiness

Abstract

Inclusion defined as having a full and active part in the life of the mainstream kindergarten or school. The curriculum may be necessary to promote shared learning experiences and social interaction between children with and without disabilities. Children with disabilities need to have readiness to be in an inclusion classroom. Therefore, the purpose of this study was to identify the readiness of the transition class students at GENIUS Kurnia by using a teacher-centered strategy as an intervention. These children need to have the readiness to attend an inclusive education program. Readiness in this study was identified based on 4 domains: attention, problem-solving, language and communication, socio-emotional and behavioral during learning. A case study had been conducted to 7 students at GENIUS Kurnia’s transition class that meet the following criteria: the students have attended at least 3 months in the transition class, are able to follow 6 to 10 routine instructions independently, able to sit at a desk for more than 10 minutes independently, showed minimal challenging behaviors and possess skills in pre-academic learning. Instrument Senarai Semak Kesediaan Inklusif Murid Berkeperluan Khas adapted from Garis Panduan Program Pendidikan Inklusif Murid Berkeperluan Khas Kementerian Pendidikan Malaysia, 2018. 24 items were used in this study together with observations and anecdotal records. Based on the findings, the study samples showed high readiness in the domains of attention and problem solving. A moderate readiness was observed in the language and communication domain as well as the socio- emotional and behavioral domain. In conclusion, teacher-centered strategies used for student transitions at GENIUS Kurnia Centre are proven adaptable. It can be used as a reference for future research topics about learning strategies for special needs students in preparation for the Inclusive Education Program in schools. However, the limitation of this study was the small samples of autism kids with not challenging behavior and already having their early intervention at GENIUS Kurnia for more than a year.

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Published
2021-12-07
How to Cite
Othman, N. S., Mamat, Z., Wan Mahmud, W. M., & Mohd Noh, N. A. S. (2021). Teacher-Centered Strategies in Student Learning: A Case Study for Student Transition at Genius Kurnia. Jurnal Pendidikan Bitara UPSI, 14, 77-88. https://doi.org/10.37134/bitara.vol14.sp2.9.2021