Jurnal Pendidikan Bitara UPSI (BITARA) [eISSN 2821-3173]. Published twice a year (April & October) by Faculty of Human Development, Sultan Idris Education University. It published academic writings and refereed research reports regarding issues on education. Articles are published in Malay and English. The editorial contents are ownership of Sultan Idris Education University. The authors of signed contributions are alone responsible for statements and opinion in them. All articles that have been submitted will be evaluated through double blind method where the writer and the evaluator did not know each other. BITARA supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC).
Pembangunan dan persepsi kebolehgunaan Kit Permainan Immunology Sircus bagi standard kandungan Pertahanan Badan Tingkatan 2
Kajian ini bertujuan untuk membangunkan kit permainan Immunology Sircus bagi standard kandungan Pertahanan Badan Sains Tingkatan 2. Pembangunan kit permainan Immunology Sircus berpandukan model ADDIE. Instrumen yang digunakan dalam kajian ini adalah borang penilaian kesahan muka dan kandungan dan borang soal selidik persepsi kebolehgunaan yang melibatkan skala Likert empat mata. Kesahan dilakukan oleh dua orang pensyarah Kimia dan dianalisis menggunakan rumus peratus kesahan pakar. Nilai kesahan muka dan kandungan dan kesahan soal selidik persepsi yang diperolehi adalah 98.75% dan 100%. Kedua-duanya berada di tahap boleh diterima. Nilai kebolehpercayaan yang direkodkan iaitu nilai pekali Alpha Cronbach bagi soal selidik kebolehpercayaan adalah 0.836. Borang soal selidik persepsi kebolehgunaan pula diedarkan kepada 118 orang responden yang terdiri daripada pelajar Tingkatan 2 di sebuah sekolah di daerah Marang, Terengganu secara persampelan mudah. Data dianalisis menggunakan kaedah analisis deskriptif untuk mendapatkan nilai min, sisihan piawai, kekerapan dan peratusan. Nilai purata min bagi setiap konstruk adalah 3.62 (reka bentuk), 3.62 (kebolehgunaan) dan 3.70 (kepuasan) dan berada di tahap tinggi. Kesimpulannya, kit permainan Immunology Sircus mempunyai nilai kesahan dan intepretasi min yang tinggi. Implikasinya, kajian ini adalah dapat membantu pelajar tingkatan dua lebih memahami standard kandungan Pertahanan Badan dan meningkatkan pencapaian pelajar dalam subjek Sains.
Copyright (c) 2025 Nurulain Nazurah Mahathir Iskandar, Wan Mohd Nuzul Hakimi Wan Salleh http://creativecommons.org/licenses/by-nc-sa/4.0
Teaching practices of excellent Special Education teachers in Malaysia: A Conceptual review
The third wave of the Malaysian Education Blueprint (2021–2025) reinforces the imperative of equitable, high-quality educational access for students with disabilities across urban and rural contexts, directly aligning with Malaysia’s national commitment to Sustainable Development Goal 4. Despite progressive policy ambitions, special education teaching in Malaysia remains constrained by outdated pedagogical practices and insufficient adaptation to heterogeneous learner needs. Recent government statistics indicate a significant increase in the number of students with special educational needs—from 88,118 in 2022 to 97,494 in 2023—underscoring the urgency for enhanced teacher competencies and innovative classroom approaches. This study uses a conceptual review approach to policy, theory and empirical studies. This conceptual review synthesises Malaysian policy frameworks, theoretical models, and educational scholarship, with particular reference to the role of Excellent Teachers (Guru Cemerlang Pendidikan Khas) and Slavin’s (1994) Model of Effective Teaching. The paper explores the dimensions of pedagogical mastery, differentiated instruction, and stakeholder engagement, establishing a conceptual foundation to guide future empirical research and reform. In doing so, it positions effective teaching practices as pivotal for realising inclusive education and advancing Malaysia’s SDG 4 agenda. This study contributes to the development of a conceptual model of effective teaching practices in special education as well as serving as a basis for future empirical research.
Copyright (c) 2025 Hifzan Mat Hussin, Kama Shaffeei, Nurul Iman Ahmad Bukhari, Nur Amalina Samsudin http://creativecommons.org/licenses/by-nc-sa/4.0
Pembangunan E-Modul Interaktif Hidangan Roti untuk Murid Berkeperluan Khas di Kolej Vokasional
Kajian ini bertujuan untuk membangunkan E-Modul Interaktif bagi Hidangan Roti untuk Murid Berkeperluan Khas Kolej Vokasional. E-Modul Interaktif ini direka khas untuk menyokong gaya pembelajaran yang berbeza dan memastikan keterlibatan murid yang optimum. Kajian ini berasaskan pendekatan reka bentuk dan pembangunan (DDR) yang merupakan antara kaedah yang terkenal dalam penyelidikan pendidikan untuk membangunkan modul. Terdapat tiga fasa iaitu fasa analisis keperluan, fasa rekabentuk dan pembangunan dan fasa penilaian dengan sampel yang berbeza bagi setiap fasa. Dapatan pada fasa satu dengan menemubual tiga orang pakar menunjukkan terdapat keperluan membangunkan E-Modul Interaktif hidangan roti dengan memasukkan elemen audio, visual dan kuiz. Fasa reka bentuk dan pembangunan dijalankan untuk mendapat kesahan daripada tiga orang pakar yang dipilih. Dapatan dalam fasa ini menunjukkan kesahan yang positif diberi oleh tiga orang pakar dengan purata keseluruhan ialah 99%. Dapatan pada fasa penilaian kebolehgunaan menunjukkan peratusan murid memberi penilaian pada skala sesuai dan sangat sesuai terhadap kebolehgunaan ialah 98% (n=20), mudah digunakan 96% (n=20) dan kepuasan terhadap e-modul interaktif ialah 99% (n=20). Implikasi kajian menunjukkan E-Modul Interaktif memberi kesan yang baik terhadap pemahaman murid mengenai topik hidangan roti dan menjadi bahan bantu mengajar yang menarik kepada murid bekeperluan khas.
Copyright (c) 2025 Anis Najihah Muftar, Mohd Nazri Abdul Raji http://creativecommons.org/licenses/by-nc-sa/4.0
Breaking barriers: Harnessing project-based learning to empower students with learning disabilities
This study examines the effectiveness of Project-Based Learning (PBL) as an instructional approach for students with learning disabilities (LD). It focuses on how PBL promotes autonomy, collaboration, critical thinking, and problem-solving skills among students with diverse learning needs. Using a qualitative research approach, the study reviews existing literature on PBL and learning disabilities, as well as case studies from four schools that implemented PBL strategies. The case studies involved a period of 8 weeks, with interviews conducted with 10 educators and analysis of student portfolios to understand the practical application of PBL in inclusive classrooms. The study highlights the significant impact of PBL on student engagement and motivation. PBL helps students with LD by fostering a more dynamic learning experience compared to traditional passive learning environments. It promotes critical thinking, enhances collaboration, and supports self-regulation. The integration of assistive technologies, such as speech-to-text applications, proved crucial in supporting students’ cognitive development and keeping them motivated. Challenges identified include cognitive overload, executive function difficulties, and the need for individualized support. The study discusses how these challenges can be mitigated through differentiated instruction, clear scaffolding, and appropriate use of assistive technologies. The paper concludes that PBL can empower students with LD when thoughtfully structured and supported with the right tools. Practical implications for educators include the need for professional development in PBL strategies, the integration of assistive technology, and the importance of providing tailored support structures for students.
Copyright (c) 2025 Bong Lie Chien, Vestly Kong Liang Soon, Suresh Kumar Kuppusamy http://creativecommons.org/licenses/by-nc-sa/4.0
Gema Tanpa Suara: Pembangunan Modul Geometri Berasaskan Metaverse bagi Murid Ketidakupayaan Pendengaran di Malaysia
Dalam era pascapandemik, metaverse muncul sebagai inovasi berimpak tinggi dalam pendidikan, namun aplikasinya dalam pendidikan khas di Malaysia masih kurang diterokai. Bagi murid ketidakupayaan pendengaran (MKP), metaverse berpotensi mewujudkan ruang pembelajaran maya interaktif yang merapatkan jurang akses dan memperkayakan pengalaman inklusif. Literatur menunjukkan MKP kerap bergelut memahami konsep geometri, terutamanya peralihan 2D–3D yang menuntut pendekatan berfokus visual-spasial dan kinestetik. Kertas konsep ini membentangkan pembangunan modul geometri berasaskan metaverse (GeoMETriA) untuk memenuhi keperluan tersebut. Objektifnya: (1) meneroka potensi metaverse sebagai medium pembelajaran interaktif bagi MKP, (2) mengenal pasti ciri pembelajaran imersif yang inklusif dan mesra MKP, dan (3) menentukan teori pembelajaran yang menyokong reka bentuk modul geometri dalam persekitaran metaverse. Pendekatan konseptual berasaskan tinjauan literatur sistematik digunakan. Kerangka konseptual disintesis daripada literatur pedagogi digital dan dipandu oleh Teori Kognitif Pembelajaran Multimedia (CTML), Model Kognitif-Afektif Pembelajaran Imersif (CAMIL), dan Konstruktivisme Sosial Vygotsky. Modul ini dijangka meningkatkan kefahaman geometri 2D–3D, memupuk efikasi kendiri dan motivasi, serta mengurangkan beban kognitif melalui interaktiviti, scaffolding, dan sokongan sosial-emosi. Implikasi merangkumi pengukuhan pedagogi inklusif berasaskan Reka Bentuk Pembelajaran Sejagat (UDL) dan penyepaduan pembelajaran visual-spasial bagi menyokong transformasi digital pendidikan khas di Malaysia.
Copyright (c) 2025 Chong Ai Peng, Wong Kung-Teck, Vestly Kong Liang Soon http://creativecommons.org/licenses/by-nc-sa/4.0
Tajweed game for children with autism: An interactive game for autism children to learn tajweed
Tajweed knowledge is very important in reciting the Quran.Teaching Tajweed faces specific hurdles during the delivery of education to children who have Autism Spectrum Disorder (ASD). Researchers developed a unique interactive system which was made for autistic students to learn the detailed specifications of Tajweed. The methodology utilizes multisensory learning principles as well as gamification techniques and adaptive technologies to implement visual, auditory and kinesthetic learning elements that optimize the mental and sensory processing needs of ASD children. This study employed a mixed-methods approach, involving 20 children aged 6 to 12 diagnosed with ASD, who participated in a 6-week intervention program consisting of twice-weekly 30-minute sessions. The presented approach receives a detailed description, including design specifications and implementation details, which prioritize evidence-based methods for addressing sensory differences alongside user-specific learning requirements. A pilot test of the educational method produced substantial improvements among participants, ranging from their involvement to their ability to understand and memorize Tajweed principles. Research results demonstrate that customized interactive learning systems create better possibilities for autistic children to learn the Quran effectively and find pleasure in their education. The research adds major importance to inclusive education by developing a new framework which combines classical religious instruction techniques with modern educational reform strategies. The finding carry profound implications for inclusive education, providing a clear mandate to develop policies that ensure the genuine integration of children with special needs into faith-based learning environments.
Copyright (c) 2025 Nadiah Ramlan, Maisarah Saidin , Hayati Hussin http://creativecommons.org/licenses/by-nc-sa/4.0
From research to classroom: A narrative review of assistive technology forlow-functioning pupils
Assistive technology (AT) is increasingly recognised as a powerful enabler of inclusion for pupils with complex intellectual, motor, and communicative disabilities. Yet, practical guidance for its effective use in classrooms remains limited. This narrative review synthesises evidence from 33 studies involving approximately 1,100 pupils (median sample size = 10; intervention durations up to 12 weeks) identified through an AI-assisted systematic search. Two researchers independently screened, appraised, and cross-verified all eligible studies. Across diverse contexts, tools such as eye-gaze systems, speech-generating devices, tablet applications, and speech-to-text software consistently improved expressive communication, early literacy and numeracy, and on-task classroom behaviour—provided they were tailored to individual needs, embedded in explicit teaching routines, and supported by sustained teacher coaching. Without these supports, even advanced technologies produced minimal gains. Beyond academics, AT often enhanced learner agency and peer interaction, suggesting wider psychosocial benefits. These findings highlight the need for ongoing teacher professional development, careful device customisation, and seamless integration of AT into daily learning activities. While the small scale and short duration of most studies limit certainty, the evidence underscores that implementation quality matters more than the novelty of the device. Future large-scale, long-term studies should examine cost-effectiveness and participation outcomes to guide equitable, scalable AT adoption in mainstream education.
Copyright (c) 2025 Rosmalily Salleh, Vaikunthan Rajaratnam http://creativecommons.org/licenses/by-nc-sa/4.0
Parental denial of children with Special Educational Needs (SEN)in preschool setting: A case study
Parental denial of children with special educational needs (SEN) in preschool settings poses significant challenges to early intervention and inclusive education. While parental acceptance can facilitate timely support, many caregivers struggle with denial, often influenced by social stigma, fear of judgment, and skepticism toward professional assessments. This qualitative case study examines parental reluctance through semi-structured interviews conducted with three mothers from a preschool in North Malaysia. The interview data were analyzed using thematic analysis to identify patterns in parental responses and perceptions. The findings reveal two overarching themes: denial and social stigma. The respondents justified their child's behaviors by comparing them to family members, rejecting educators' concerns, and resisting formal diagnoses due to fear of labeling. Skepticism toward teacher assessments and personal doubts about SEN indicators further contributed to their hesitation. Moreover, social stigma played a critical role, as external pressures from extended family and community perceptions discouraged them from seeking professional evaluations. This avoidance of intervention delays critical support, potentially impacting a child's developmental trajectory. The findings underscore the importance of equipping early childhood educators with the skills to engage sensitively with parents, recognize signs of denial, and foster trust in professional assessments. Addressing these barriers requires psychoeducational programs, parent support initiatives, and public awareness campaigns to foster informed decision-making. Strengthening collaboration among parents, educators, and healthcare providers is crucial to bridging the acceptance gap. By promoting a more supportive and well-informed environment, families can be empowered to navigate their child's needs confidently. Ultimately, this study contributes to early childhood education by highlighting the need for culturally responsive engagement strategies and systemic support structures that enable timely identification and intervention for children with SEN, thereby enhancing their educational experiences and long-term well-being.
Copyright (c) 2025 Aznan Che Ahmad, Salizawati Omar, Sivabala Naidu, Ranjit Singh Gill http://creativecommons.org/licenses/by-nc-sa/4.0
Empowering physical activity through ‘Active Fun Play’
Active Fun Play (AFP) is an interactive multi-approach combining Roblox platform with exercise games designed to support children with Autism Spectrum Disorder through an engaging, interactive and inclusive digital learning experience in physical activity. The AFP also incorporates real-world physical activity embedded with exercise games through immersive storyboards creating a seamless blend of virtual and physical world. This purpose of this innovation is to adopt an interactive multi-approach to empower a fun gamified system to help children with ASD to improve their motor skills by connecting their mind and body, encouraging them to plan and execute movements while responding to their environment. The AFP has been implemented within inclusive educational settings in schools which demonstrated a positive impact on the development of physical activity skills among ASD students. The AFP proves its value in inclusive education being more engaging, fun and interactive. Through its interactive capabilities, it provides a safe and stimulating environment where learners can learn and acquire vital physical activity skills at their pace by guaranteeing an enjoyable and accessible education experience for all.
Copyright (c) 2025 Malisa Haziqah binti Mohammad Haffizie, Teo Boon Sian, Chin Ngien Siong, Teng Kie Yin, Michelle Melini Ak Walter, Clarriechel Walter Lakun http://creativecommons.org/licenses/by-nc-sa/4.0
The role of digital technologies in enhancing inclusive education: A systematic review of current trends
The integration of digital technologies in Inclusive Education (IE) has gained significant momentum in recent years, enhancing accessibility, engagement, and personalised learning for diverse learners, including students with Special Educational Needs (SEN). This small-scale systematic review explores the latest trends in digital applications supporting IE, drawing on studies published between 2020 and 2025. Five major academic databases—Scopus, Web of Science, Google Scholar, IEEE Xplore, and Wiley Online Library—were used to identify peer-reviewed literature aligned with the objectives of the review. Adherence to the PRISMA framework enhanced the transparency and replicability of the review process. Key emerging trends include assistive technologies such as speech-to-text and text-to-speech tools, AI-driven personalised learning systems, and game-based learning platforms that support students with SEN. Additionally, immersive technologies such as augmented reality (AR) and virtual reality (VR) are fostering interactive and differentiated instruction, enhancing learning experiences for students with SEN. Mobile learning and cloud-based platforms are also promoting universal design for learning (UDL) principles, ensuring flexibility in content delivery. However, challenges such as the digital divide, teacher training gaps, and concerns over data privacy remain. Addressing these challenges requires strategic investments in infrastructure, professional development, and ethical policies to optimise digital inclusivity. The findings suggest that a thoughtful integration of digital tools can significantly improve inclusivity in education, fostering equity and engagement for all learners. Future research should explore how emerging technologies, such as AI-driven adaptive learning and blockchain-based credentialing, can further enhance inclusive digital education. This review contributes to the growing body of literature on digital inclusivity and highlights implications for policymakers, educators, and researchers seeking to improve accessibility and learning outcomes in diverse educational settings.
Copyright (c) 2025 Teng Kie Yin, Anthea Yulticia Liden, Cassandra Racha John Girrie, Jasnita Naja Dinggat, Lee Hou Yew http://creativecommons.org/licenses/by-nc-sa/4.0
Exploring preservice teachers' affective and behavioural responses towards inclusive education: A qualitative inquiry
This qualitative study explores preservice teachers’ perceptions of inclusive education (IE), focusing on their preparedness, challenges, and emotional and behavioural responses during practicum, as well as strategies that support effective inclusion. Data was collected through semi-structured interviews with six preservice teachers and analysed thematically across two key domains: affective and behavioural. The affective domain highlights preservice teachers’ emotions, attitudes, and values toward IE, while the behavioural domain addresses instructional practices such as differentiated instruction, peer support, and use of assistive technologies. Findings reveal themes including emotional preparedness, communication challenges, instructional adaptation, and classroom management. Although participants demonstrate a strong commitment to inclusion, many feel unprepared to manage classroom dynamics and engage students with special educational needs (SEN), particularly those with autism spectrum disorder (ASD) or hearing impairments. The study underscores the need for experiential learning in teacher education programmes and improved support systems to enhance effective and behavioural competencies in inclusive settings. Despite limitations such as small sample size and reliance on self-reports, this study contributes to ongoing discussions on inclusive teacher training and offers practical recommendations for future research and practice. These limitations were acknowledged to maintain transparency in the findings and to suggest future research directions using triangulation and a broader sample base.
Copyright (c) 2025 Syafiqa Qadrina Mohamad Izan, Nurul Asyhmeera binti Mohammad Zaidi, Amalia Aina binti Rusli, Teng Kie Yin, Lee Hou Yew http://creativecommons.org/licenses/by-nc-sa/4.0
“This is me!”: Creative digital storytelling with teacher–student and AI collaboration
Deaf students often face significant challenges in language learning, resulting in reading literacy levels that consistently lag behind those of their hearing peers, creating barriers to quality education. To address this issue, this study implemented a digital storytelling project in which teachers and deaf students collaboratively crafted storybooks that are deeply rooted in their identities and lived experiences within the school community. This approach makes the storybooks both engaging and meaningful, ensuring that all teachers and deaf students feel included and valued in the storytelling process. Additionally, artificial intelligence (AI) was integrated as a collaborative tool, enriching the storytelling process with innovative resources and support for both teachers and deaf students. Findings from the study indicate significant improvements in deaf students’ reading literacy and engagement, as well as in teachers’ pedagogical practices. Thus, this study proposes a replicable framework for creating digital storytelling project by blending teacher–student creativity and AI support, fostering literacy and cultivating a reading culture in schools. By emphasizing identity-driven narratives, the project bridges the gap in reading literacy outcomes, offering a practical and inclusive approach to deaf education.
Copyright (c) 2025 Julianah Ahmad, Sabariah Sharif, Rosy Talin http://creativecommons.org/licenses/by-nc-sa/4.0
Revolutionising tourism accessibility for the deaf and hard of hearing with XR Technology
Extended Reality (XR) technology has emerged as a powerful tool for enhancing accessibility and inclusiveness across various industries, including tourism. Despite technological advancements, deaf and hard-of-hearing individuals continue to face significant challenges in fully engaging with tourism experiences due to communication barriers and the lack of tailored accommodations. This systematic review explores the potential of XR technologies to improve accessibility for this community, evaluates their effectiveness in addressing existing challenges, and examines their impact on travel experiences. A total of 16 studies were identified through a keyword search in the Scopus and Web of Science databases. The review analyses research methodologies, types of XR technologies utilised—including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—and the advantages and limitations of their implementation. Findings suggest that XR can bridge communication gaps by providing immersive sign language translations, real-time captioning, and interactive visual guides, thereby enabling more engaging, informative, and independent tourism experiences for deaf and hard-of-hearing travelers. However, challenges such as high development and implementation costs, usability concerns, and the absence of standardised guidelines limit widespread adoption. This review highlights the need for user-centred design, active collaboration with the deaf and hard-of-hearing community, and further empirical studies to validate XR solutions. Future research should focus on improving long-term user engagement, enhancing the usability of XR applications, and expanding their integration across different tourism sectors. By addressing these gaps, XR technology can contribute to a more inclusive, accessible, and immersive tourism landscape for all travelers.
Copyright (c) 2025 Mohd Harith Syazwan Samsawi, Suriati Khartini Jali, Mohamad Imran Bandan, Syahrul Nizam Junaini, Sylvester Arnab, Lim Phei Chin, Kuryati Kipli, Sarni Suhaila Rahim http://creativecommons.org/licenses/by-nc-sa/4.0
Development of mobile application to improve the communication ability of autism spectrum disorder children
Children with communication disabilities have difficulty communicating with others, making it difficult to socialize with the people around them. To address this issue, various assistive tools have been developed. However, most existing tools have several limitations, such as being traditional, non-portable, offering a limited selection of sentences, and being available only in English. These limitations hinder children from adding new sentences and make the tools inaccessible to non-English speakers, particularly Indonesian users. Therefore, this study aims to develop a mobile application, Katakan yang Kamu Ingin (KKI), according to the needs of children with autism spectrum disorder and to assess changes in their communication skills after using the application. This study employed Richey and Klein's Design and Development Research method to develop the mobile application KKI. The participants were two nonverbal children with ASD from a special education school. The resulting product was an Android-compatible APK featuring customizable sentence categories and user-friendly audio-enabled communication options. The application also contains menu items such as a selection of sentences commonly used for communicating in a school environment, and the function of adding sentences by the user. Following validation by three expert evaluators, the results indicate that the product is highly feasible, with revisions based on expert suggestions. Observational data on communication performance in subjects A and B show improvements in communication skills across the initial baseline, intervention, and final baseline phases. These findings demonstrate that the KKI mobile application can positively impact the communication abilities of nonverbal ASD children, making it an effective tool for supporting communication in a school setting.
augmentative and alternative communication
children with communication disabilities
Copyright (c) 2025 Zulma Indra Rahmi Putri, Yanuar Khaldun, Toviyani Widi Saputri, Amat Jamaludin, Pujaningsih http://creativecommons.org/licenses/by-nc-sa/4.0
Historical evolution and conceptual definition of differentiated instruction through scholarly lenses
This study examines the concept of differentiated education through a systematic review of literature. A total of 66 pertinent studies were identified by using a multi-step process that involved keyword selection, database searches, and article screening. The historical development of differentiated instruction reveals its roots in the 18th century's focus on individual needs and student-centered learning. However, a lack of consensus on a single definition exists, with scholars offering various conceptualizations that emphasize catering to student diversity and maximizing learning growth. This emphasizes the necessity of a precise and uniform definition to direct efficient application. The paper concludes by suggesting further research on how educators translate these definitions into classroom practices and the impact of different differentiation strategies on student learning outcomes.
Copyright (c) 2025 Mariyam Shareefa http://creativecommons.org/licenses/by-nc-sa/4.0
21st Century learning transformation for special needs students: Redesigning educational spaces in Special Education Schools
The transformation of 21st century education emphasizes inclusivity, innovation, and adaptability to meet the diverse needs of students, including those with special needs. This study explores the impact of redesigning educational spaces in special education schools to enhance learning outcomes for students with unique learning requirements. By integrating principles of universal design, sensory-friendly environments, and collaborative spaces, the research identifies key elements that contribute to creating supportive and stimulating learning environments. According to the Malaysian Education Act 1996, integrated education programs with conducive infrastructure facilities and learning spaces are necessary for students with special needs in line with SDG4 of Education Quality and SSDG9 of UNESCO Infrastructure. Four sub-projects have been planned involving infrastructure, conducive learning spaces, quail farming and economic generation of the Herb Park. This project is implemented with community and industry network certificates. All projects have been implemented within 12 months involving surveys, knowledge transfer, preparation of 21st century learning spaces and communal work. The results of the project effectiveness evaluation showed that the participants had benefited from this project through the addition of knowledge on herb crops, quail farming, 21st century learning and entrepreneurship. On average, 65% of students strongly agree and 32% of students agree that this program is indispensable to them. This shows that programs like this can help students improve their learning performance in the classroom. Furthermore, 68% of students strongly agreed and 19% of students agreed that they really had knowledge of learning in the 21st century classroom. The study employs a quantitative analysis of student engagement. Findings reveal that thoughtfully designed learning spaces not only improve accessibility but also foster emotional well-being, creativity, and active participation among special needs students.
Copyright (c) 2025 Othman Zainon, Siti Radiaton Adawiyah Zakaria, Nurul Syakima Mohd Yusoff, Norhidayah Md. Yunus, Ainur Zaireen Zainudin, Nurul Hana Adi Maimun http://creativecommons.org/licenses/by-nc-sa/4.0
The teachers' Attitudes toward Mnemonic strategies in improving the basic multiplication facts retrieval among Inclusive Primary School students
The current quasi-experimental comparative study investigated the teachers' attitudes toward Mnemonic strategies (Visual Imagery and Story-linking) compared to Traditional Strategies (Rote Learning, Multiplication Quizzes, Daily Multiplication Habit, and Repeated Addition Strategy) in enhancing basic multiplication fact retrieval among Grade 3 students with and without disabilities in 20 inclusive primary schools. A sequential explanatory mixed-methods design was adopted, prioritizing quantitative analysis to establish causal relationships, followed by qualitative exploration for more profound insight. The Non-equivalent Control Group Design (NECGD) was utilized in the quantitative phase, comprising 20 teachers: 10 in the experimental group (Mnemonic strategies) and 10 in the control group (Traditional Strategies). In addition, the authors administered a pre-test and post-test survey, which included questionnaires and open-ended questions, to measure changes in teachers' attitudes before and after the intervention. Moreover, interviews were conducted with the teachers to gather more in-depth qualitative data. Additionally, a Paired-Samples T-test revealed a statistically significant increase in teachers’ positive attitudes toward Mnemonic strategies following a one-day professional development program (t(9) = 15.00, p < 0.001), indicating that exposure to innovative teaching strategies positively influenced the teachers’ attitudes. Although the control group (Traditional Strategies) also showed significant improvement in their attitudes (t (9) = 9.80, p < 0.001), the experimental group demonstrated a more substantial change, suggesting that Mnemonic strategies were more effective in fostering a positive shift in teacher attitudes. The qualitative findings have also supported the quantitative results, highlighting the increasing confidence of teachers in using Mnemonic strategies to assist students with diverse learning needs. These results contribute to the broader discourse on teacher cognition, instructional efficacy, and inclusive pedagogy, underscoring the necessity of sustained professional development programs in promoting adaptive instructional practices.
Copyright (c) 2025 Norimune Kawai, Verra Wulandary http://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of Peer-Mediated Lego-Based Intervention to Improve the Social Skills of Primary School Students with ASD
Peer-mediated LEGO-based interventions have been a promising intervention to enhance the social skills of primary school students with ASD. This study examines the effectiveness of peer-mediated LEGO-based intervention in improving the social skills of primary school students in an integrated government school, looking into the findings, challenges, and recommendations. This LEGO-based intervention is a structured activity focusing on social initiations and responses. A total of 30 students, 10 students with ASD and 20 typically developing students, participated in a seven-week intervention that psychology students facilitated. These students were organized into ten groups, each consisting of two typically developing children and one child diagnosed with ASD. The findings showed a significant improvement in social skills regarding social responses and social initiations from the third week onwards. In addition, there was a slight decrease in the peer prompts by typically developing children post-intervention, which indicates that there are great opportunities for individuals with ASD to develop their independence. However, there are challenges faced during the intervention, which include limited resources, an unconducive environment, and time constraints. Regardless of the challenges, the findings showed a significant increase in social skills among primary school students with ASD. The results have implications that notify important authorities, such as educators and practitioners, to advocate for having a structured social skill intervention accommodated in government schools. Increasing the funds for necessary resources, such as intervention materials and teacher training, helps create an inclusive environment and support the social development of children with ASD.
Copyright (c) 2025 Daashwinni Vijaendren , Anne Noor Sri Juwaneeta Jamaludin http://creativecommons.org/licenses/by-nc-sa/4.0
The effectiveness of early detection and intervention programme for 4-6 years old preschoolers with developmental delays in Malaysia
Early detection and intervention for developmental delays in preschool children are crucial for fostering school readiness skills. In response to this need, the Ministry of Education (MOE), through its Special Education Division, initiated the Early Detection and Intervention Programme for Preschool Children, also known as Program Pengesanan Perkembangan dan Intervensi Murid Prasekolah (ProsPIM) in 2024 to address this need systematically. This study aims to evaluate the effectiveness of ProsPIM in detecting and providing interventions for preschool children with developmental delays across Malaysia, focusing on motor skills, language development, personal-social skills, and cognitive development. A comprehensive developmental screening was conducted using the Senarai Semak Pengesanan Perkembangan (SSP) or Developmental Detection Checklist for children aged 4-6 years. Teachers underwent systematic training, with 9,411 preschool teachers (96.75% of the target population) trained through 96 nationwide workshops. Structured interventions were implemented using the Preschool Student Development Intervention Kit over 3-6 months. Out of 215,920 preschool children screened, 4,134 (1.91%) were identified with developmental delays. The age distribution of affected children was 4 years (3.7%), 5 years (38.8%), and 6 years (57.8%), with a gender distribution of 68% males and 32% females. Post-intervention assessments showed that 2,115 children (51%) achieved age-appropriate developmental milestones after 3-6 months of structured intervention targeting developmental delays. ProsPIM demonstrates significant effectiveness in early detection and intervention for developmental delays among preschool children. The 51% success rate in achieving age-appropriate development suggests that structured early intervention programmes can significantly improve developmental outcomes. These findings support the continued implementation and expansion of systematic early detection and intervention programmes in preschool settings.
Copyright (c) 2025 Mahfuzah Zainol, Iffah Rashida Mazlan, Che’Rozaniza Azizan, Solehah Misron, Rodiah Idris http://creativecommons.org/licenses/by-nc-sa/4.0
Navigating Narratives: An Epistemological Exploration of Visually Impaired Graduates through the Social Model of Disability and Labov’s Analytical Framework
The research process is vital for any research, as it helps to discover issues and reveal new information. Finalising the methodology of the study is important, as it gives the research a clear structure and ensures consistent and reliable data collection and analysis. This study presents the methodological framework employed to explore the perceptions and experiences of visually impaired and blind graduates from a higher educational institute in the Maldives. The study employs a narrative inquiry to explore how individuals make sense of their experiences through storytelling, adopting an epistemological stance. This study employs Vygotsky's sociocultural theory, the emancipatory research paradigm, and Mike Oliver's social disability model as theoretical frameworks to contextualise the stories while also utilising the emancipatory paradigm to amplify the voices of marginalised groups and empower them. Data is gathered from the purposefully selected nine Maldivian visually impaired graduates from a higher educational institute through in-depth, semi-structured interviews. Labov's narrative analytics model is used to analyse the data and identify story themes. Ethical considerations are rigorously followed throughout the study, including informed consent, trusting the participants to tell truthful stories, confidentiality, integrity, sensitivity, and relationships with them. This methodological approach helps us understand the participants' problems and the effects of social interaction, societal support, and attitudes toward visually impaired and blind students. Knowing these makes it easier to create better policies.
Copyright (c) 2025 Visama Hassan, Fathimath Muna, Mcxin Tee http://creativecommons.org/licenses/by-nc-sa/4.0
Integration of Digital Technology in Inclusive Education Program: Challenges and Solutions
The development of digital technology has opened new opportunities in strengthening the implementation of the Inclusive Education Program (IEP). However, the integration of technology in the IEP is still facing various challenges that can affect the effectiveness of special needs student teaching and learning. This study aims to analyze key challenges in the use of digital technology in IEP as well as identify effective solution strategies based on the latest literature review and global best practices. A qualitative approach through systematic analysis of high -indexed articles is used to obtain findings based on empirical evidence. The results show that the main challenges encountered include infrastructure constraints, teachers' digital literacy levels, the effectiveness of inclusive technology design, and institutional support. To overcome this challenge, solutions such as ongoing training for educators, the development of adaptive technology, and strategic cooperation between stakeholders need to be strengthened. The findings of this study contribute to academic discussions in inclusive education as well as provide guidance to policy makers and educational practitioners in strengthening the use of digital technology in IEP.
Copyright (c) 2025 Abdul Aziz bin Busri , Halimah binti Jamil http://creativecommons.org/licenses/by-nc-sa/4.0
Inclusivity at The Workplace: An Inquiry on The Environment of a Person with Special Needs in a Stem-Based Workplace
People with special needs can be found increasingly in the workplace in recent years as there is greater acceptance of diversity, and inclusion. This research uses narrative inquiry to understand the factors/ conditions/ environment that promote or inhibit inclusiveness. This also gives an insight into the challenges faced by an individual who is presently in the laboratory-based workforce. Inclusion in the workplace is crucial for organizations that aim at creating a welcoming and supportive environment for all employees. Using in-depth semi-structured interviews, experiences of the subject were explored to gain a better understanding of the person’s life and work environment. The individual in this research case study has been living with special needs and is now actively working in a research lab in Singapore. Individual experiences seek to understand how various factors interact and contribute to the work environment. The emphasis will be on understanding contextually how different variables and aspects influence the person’s working life. The interview was transcribed and NVivo was used to organize and systematically code into themes or categories. The data was divided into various categories such as background, roles and perceptions of responsibilities, essential skills, support systems to accommodate workers’ needs, communication, and job satisfaction.
Copyright (c) 2025 Jarina Peer, Lisa Ho http://creativecommons.org/licenses/by-nc-sa/4.0
Inclusive education: How to upgrade from a “Technology Porter” to a “Demand Translator”
This article adopts a comprehensive definition of disability, encompassing physical, sensory, mobility, and cognitive impairments, and extends the definition of technology to include various forms of online learning (both distance and blended), assistive technologies (AT) such as screen readers and alternative keyboards, general-purpose technologies like tablets and mobile phones, administrative applications including registration systems, social networking applications, and application-specific technologies such as statistical software. Over the past decade, technological advancements have progressed at a rapid pace, presenting both benefits and challenges for students with disabilities. On one hand, technology has the potential to assist individuals with disabilities in managing the complexities associated with their conditions, thereby facilitating social integration. Conversely, the adverse effects of technological shortcomings on disability education are often overlooked. This article investigates the interplay between technology and disability education through a qualitative study focused on this subject. The primary research question seeks to understand how technology can enhance the self-perception and educational experiences of individuals with disabilities, rather than merely serving as a means to accommodate their disabilities. The study aims to explore the perceptions, beliefs, and experiences of both disabled learners and educators regarding technology, assess their attitudes towards the implementation of specific technologies in educational contexts, and identify factors that may either hinder or promote inclusive education for individuals with disabilities. The article aspires to delineate a proactive approach to inclusive education for individuals with disabilities by analyzing the following four key points: How can convenient technology be made widely accessible to ensure equal participation of all individuals with disabilities in social life? De-standardization: In what ways can individuals with disabilities be empowered to exert control over technology? This control entails the ability to engage with technology at their discretion and to make as many independent decisions as possible, thereby fostering a sense of autonomy and independence that connects them to the broader community rather than isolating them. Professional development for educators: How can technology be utilized to assist educators in evolving from mere "technical porters" to "demand translators," enabling them to provide more customized support for students with disabilities rather than adopting a mechanical approach? Addressing emotional and practical needs: How can educators prioritize emotional and practical considerations in their support of individuals with disabilities, utilizing technology as a tool to address genuine needs rather than allowing technology to overshadow the human element of education?
Copyright (c) 2025 Ma Ying, Rosila Bee Mohd Hussain http://creativecommons.org/licenses/by-nc-sa/4.0
Examining the current situation of Individualized Curriculum Plan (ICP) Formulation in Maldivian Schools
This study highlights the current situation of schools in preparing Individual Curriculum Plans (ICP) for students with complex learning profiles (SCLP) in the Maldives, particularly after the redefinition of ICP in 2022. The transition from IEP (Individualised Education Plan) to ICP ensures that students’ learning is aligned with the curriculum objectives and competencies. While little is known about ICP development practise in the Maldives, this study provides insightful evidence on this issue enabling informed policy debates and recommendations on the current practises aimed at achieving inclusive education objectives. The study analyzed 2077 ICP documents from 213 schools and 622 of them were analysed in detail. It emphasizes the significant role ICPs play in supporting SCLP students, with over 80% of schools utilizing ICPs to offer support. However, several key issues in the ICP preparation process were identified, such as incomplete documentation, improper student placement in programs, and the lack of appropriate accommodations and assistive technology. The findings suggest that, while progress has been made in integrating ICPs into educational practices, there is still a need for further training, improved resources, and standardized guidelines to ensure the successful implementation of ICPs. By identifying the gaps in the current practices, this research offers the Department of Inclusive Education valuable insights to refine the ICP preparation process and improve educational support for students with complex learning profiles across the country.
Copyright (c) 2025 Aishath Wadheefa, Adhila Rushdhee, Aishath Zaeema, Anula Saleem, Haleemath Hussain, Zuleykha Abdul Sattar http://creativecommons.org/licenses/by-nc-sa/4.0
Development of "Didik Inklusif" E-Learning as an Educational Platform for Caregivers on Sex Education for Children with Special Needs
Sex education for children with special educational needs (SEN) is still often considered taboo. Many people assume that they do not need sex education because of the assumption that children with SEN do not have an understanding or need for this aspect. In addition, many caregivers have difficulty in teaching it due to limited understanding of the concept, lack of knowledge about the right method, and restricted access to learning resources or opportunities. As a result, children with SEN are at higher risk of becoming victims or perpetrators of sexual abuse. This lack of accessibility becomes the foundation of our research, highlighting the need for e-learning as a solution compared to other methods. This study aims to develop Didik Inklusif e-learning as a learning platform for caregivers on sex education for children with SEN, using the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach. The research involved a sample of 60 caregivers. The results indicate that 88.3% of caregivers expressed a high interest in using e-learning for sex education. Didik Inklusif answers this need by providing two types of classes namely Web Class and Live Class. In addition, Inclusive Education provides counseling services for caregivers in need and a community forum for sharing experiences and learning. Caregivers need the e-learning Didik Inklusif platform, which has a positive impact by providing a space for them to understand and implement sexual education for children with SEN.
Copyright (c) 2025 Nur Azizah, Ratih Muharina, Muhammad Fachrul Hasan Mujtahid http://creativecommons.org/licenses/by-nc-sa/4.0
Integrasi Aplikasi Gemini AI dalam Pelaksanaan Pembelajaran Abad ke-21 (PAK-21) bagi Pendidikan Islam Sekolah Rendah
Kajian ini meneroka penggunaan aplikasi kecerdasan buatan Gemini AI sebagai pendekatan sokongan kepada pelaksanaan Pembelajaran Abad Ke-21 (PAK-21) dalam mata pelajaran Pendidikan Islam di peringkat sekolah rendah. Seiring dengan tuntutan pendidikan abad ke-21, PAK-21 memperkasakan kemahiran 4K (Komunikasi, Kolaborasi, Kreativiti, Pemikiran Kritis), literasi digital dan penyelesaian masalah, yang mana kesemuanya dapat disokong oleh teknologi inovatif. Gemini AI telah menunjukkan keupayaan dalam penjanaan maklumat sesuatu perkara, namun potensinya dalam konteks Pendidikan Islam di sekolah rendah masih belum diterokai secara meluas. Kajian ini bertujuan untuk menganalisis bagaimana ciri-ciri Gemini AI dapat diselaraskan dengan prinsip PAK-21 bagi meningkatkan keberkesanan pedagogi Pendidikan Islam, serta menyelidik kekangan dan cabaran yang berlaku dalam penggunaannya. Metodologi kajian ini menganalisis aspek-aspek yang terkandung dalam aplikasi Gemini AI bagi, serta penerokaan ciri-ciri Gemini AI yang relevan terhadap sokongan pelaksanaan PAK-21 Pendidikan Islam sekolah rendah. Hasil kajian mendapati penggunaan Gemini AI dapat membantu guru serta murid dalam pembelajaran Pendidikan Islam dalam sokongan pelaksanaan PAK-21. Implikasi kajian ini dapat memberikan peningkatan kemahiran digital kepada guru dan murid dalam merealisasikan pelaksanaan PAK-21 berasaskan teknologi masa kini. Selain itu, guru dan murid dapat memanfaatkan teknologi AI untuk memupuk kemahiran holistik dan pemahaman Pendidikan Islam yang lebih mendalam dalam kalangan murid sekolah rendah.
Copyright (c) 2025 Muhammad Hazuman Zulkifli, Issraq Ramli, Habibah @ Artini Ramlie http://creativecommons.org/licenses/by-nc-sa/4.0
Keusahawanan digital dalam Latihan Vokasional untuk murid masalah pembelajaran: Perspektif pendidik
Keusahawanan digital memainkan peranan yang semakin signifikan dalam era ekonomi digital, namun integrasinya dalam pendidikan vokasional bagi murid masalah pembelajaran masih kurang diterokai secara mendalam. Kajian ini meninjau perspektif guru pendidikan khas mengenai keperluan mengintegrasikan keusahawanan digital dalam mata pelajaran kemahiran vokasional bagi murid masalah pembelajaran yang mengikuti Program Pendidikan Khas Integrasi (PPKI) di sekolah menengah harian biasa. Seramai tiga orang guru dengan pengalaman sekurang-kurangnya lima tahun dalam pengajaran kemahiran vokasional dipilih sebagai peserta kajian. Data dikumpul melalui temu bual separa struktur serta disokong dengan semakan dokumen bergambar dan aktiviti keusahawanan yang dijalankan di sekolah. Analisis tematik menggunakan perisian ATLAS.ti versi 23 mengenal pasti lima tema utama: (1) kepentingan keusahawanan digital dalam kemahiran vokasional, (2) kekangan kurikulum dan cabaran pelaksanaan, (3) terhadnya akses murid kepada teknologi dan sumber digital, (4) pendekatan integrasi dalam pengajaran dan pembelajaran, dan (5) keperluan peningkatan kompetensi serta sokongan kepada guru. Dapatan kajian secara kolektif menegaskan keperluan mendesak untuk memperkukuh kandungan kurikulum vokasional dengan elemen keusahawanan digital, memperluas akses murid kepada teknologi dan sumber digital secara adil, serta menyediakan latihan intensif dan berstruktur kepada guru pendidikan khas. Implikasi kajian merumuskan keperluan dasar pendidikan yang lebih inklusif dan progresif, disertai pembangunan modul keusahawanan digital yang disesuaikan dengan keperluan serta potensi murid masalah pembelajaran. Secara signifikan, kajian ini menyumbang secara konseptual dan praktikal dengan mengangkat naratif guru pendidikan khas sebagai agen perubahan dalam merangka pedagogi digital yang responsif, sejajar dengan aspirasi pendidikan abad ke-21 dan tuntutan ekonomi digital.
Copyright (c) 2025 Nadzimah Idris, Abdul Rahim Razalli, Mohd Ridhuan Mohd Jamil, Zuhaili Mohd Arshad, Norulwidad Zakaria, Roslita Ramli http://creativecommons.org/licenses/by-nc-sa/4.0
Pengajaran bahasa melayu kepada murid orang asli: Menelusuri isu, cabaran dan masa depan melalui lensa inklusiviti dan pemerkasaan komuniti
Pengajaran bahasa Melayu kepada murid Orang Asli di sekolah-sekolah arus perdana berdepan dengan cabaran yang melibatkan aspek linguistik, budaya, dan pedagogi. Artikel ini menelusuri isu dan cabaran utama dalam pengajaran bahasa Melayu kepada murid Orang Asli, dengan memberi tumpuan kepada dimensi inklusiviti dan pemerkasaan komuniti. Kajian ini menggunakan pendekatan kualitatif secara analisis dokumen melalui tinjauan literatur yang relevan, bagi mengenal pasti kesenjangan dalam pelaksanaan pengajaran dan implikasinya terhadap pencapaian murid. Dapatan kajian menunjukkan bahawa jurang linguistik dan perolehan bahasa, ketidakpekaan budaya dalam kurikulum dan pedagogi, keterbatasan profesionalisme guru, kekangan infrastruktur dan sumber pembelajaran, pengasingan komuniti daripada proses pendidikan, dan ketidaktentuan dasar inklusif untuk komuniti minoriti, adalah antara penghalang utama. Artikel ini juga menekankan kepentingan pemerkasaan komuniti melalui penglibatan aktif dalam pendidikan dan pengadaptasian kurikulum yang lebih sensitif terhadap budaya mereka. Implikasi kajian ini memberi cadangan kepada penggubal dasar dan pendidik untuk membangunkan ekosistem pengajaran yang lebih inklusif, responsif, dan berasaskan nilai kemanusiaan, dengan tujuan untuk meningkatkan keberkesanan pengajaran bahasa Melayu kepada murid Orang Asli.
Copyright (c) 2025 Wak Chu Wok, Mohd Ridhuan Mohd Jamil, Nadzimah Idris, Nurulrabihah Mat Noh, Mohd Syaubari Othman, Mohd Muslim Md Zalli http://creativecommons.org/licenses/by-nc-sa/4.0
Impact of Physical Education on the Behavioral Development of Primary School Pupils: A Study in Lai An County, Chuzhou City
The purpose of this study was to investigate the effects of physical education on students' behaviour in primary schools in Lai'an County, Chuzhou City. With society's growing concern for the holistic development of children, it has become particularly important to understand the role of physical education in shaping students' behaviour. Using questionnaires and behavioral observations, this study collected data from fourth-grade students in three primary schools in Lai'an County and analyzed the potential impact of physical education lessons on their behavioral habits. The results of the study showed that students who participated in physical education classes demonstrated significant improvements in teamwork, self-discipline, and social skills. In addition, PE lessons significantly reduced students' classroom behavioral problems such as inattention and disruptive behaviour. The study also found that there were differences in the impact of different PE teaching styles and course content on student behaviour. Specifically, more interactive and student-centred teaching methods were more effective in promoting positive behaviors. The findings of this study underscore the critical role of physical education in promoting students' behavioral development and suggest that educators should take into account the diversity of teaching styles and content when designing and implementing physical education curricula in order to maximize the positive effects of physical education. These findings provide important references for educational policy makers and practitioners, supporting the importance of strengthening physical education lessons in primary education.
Copyright (c) 2025 Gao Yan Qiu , Kway Eng Hock http://creativecommons.org/licenses/by-nc-sa/4.0
Designing Creative Music Education Materials for School Children in Malaysia: Implication for Policy and Teaching Practices
Music learning is crucial for developing physic along with creativity in children. Nevertheless, many students do not have the privilege of engaging themselves in creative learning due to the traditional methods of teaching that exist in Malaysia. This study dealt with the creative process of designing and creating music education resources materials for Malaysian school children and how it contributes to the policy and practice. This study employed qualitative design and was conducted through structured interviews with five experts in music education on the use of creative materials in learning materials geared toward bettering the learning experience of students. Research supports the idea that when teachers include interactive and culturally relevant content, students can achieve greater engagement, understanding, and impact. The research points to the fact that policy must change to incorporate creative approaches to music education and recommends teacher training programs to facilitate this shift.
Copyright (c) 2025 Peter Ong http://creativecommons.org/licenses/by-nc-sa/4.0