Knowledge Level of Preschool Teachers in Identifying Students with Specific Learning Disability
DOI:
https://doi.org/10.37134/saecj.vol14.2.7.2025Keywords:
knowledge level, preschool teachers, students with specific learning disabilityAbstract
This study was conducted to identify knowledge level among preschool teachers in identifying students with Specific Learning Disability (SLD). The study employed a quantitative approach. A total of 76 preschool teachers in Kluang were selected as sample through random sampling. Data for the study were obtained through a dichotomous questionnaire. The validity of the questionnaire was done by consulting an expert lecturer and three expert teachers. Kuder and Richardson Formula 21 (KR-21) is used to increase reliability and the overall value of the KR-21 Formula is 0.83. All data were analyzed using Statistical Package for the Social Sciences (SPSS) version 22.0. Descriptive analysis (frequency and percentages) and inferential analysis (Kruskal–Wallis test and Mann-Whitney U test) were used in the data analysis process. Overall, descriptive findings indicated that the knowledge level of preschool teachers in identifying SLD was at a moderate level because 69% of the teachers answered the questionnaire correctly. Inferential findings revealed that there was no significant difference in the knowledge level of preschool teachers in identifying SLD based on their teaching experience and no significant difference in the knowledge level of preschool teachers in identifying SLD based on whether they were preschool option or non-option teachers. In conclusion, it is essential for every teacher to enhance their knowledge about SLD to assist students with SLD.
Downloads
References
Allam, F. C., & Martin, M. M. (2021). Issues and Challenges in Special Education: A Qualitative Analysis from Teacher's Perspective. Southeast Asia Early Childhood, 10(1), 37-49.
Bahagian Pendidikan Khas. (2018). Garis panduan program pendidikan inklusif murid berkeperluan khas. Kementerian Pendidikan Malaysia: Bahagian Pendidikan Khas.
Baig, M., Jameel, T., Alzahrani, S. H., Mirza, A. A., Gazzaz, Z. J., Ahmad, A., et al. (2020). Predictors of misconceptions, knowledge, attitudes, and practices of COVID-19 pandemic among a sample of Saudi population. PLoS One, 15(12), Article e0243526. https://doi.org/10.1371/journal.pone.0243526
El-Keshky, M. & Alahmadi, N. (2018). Assessing primary school teachers’ knowledge of specific learning disabilities in the Kingdom of Saudi Arabia. Journal of Educational and Developmental Psychology, 9, 9-22.
Ghimire, S. (2017). Knowledge of primary school teacher regarding learning disabilities in school children. Journal of Nobel Medical College, 6(1), 29-35.
Graham, L. J., White, S. L. J., Cologon, K. & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 1-10. https://doi.org/10.1016/j.tate.2020.10319
Hafizati Husna Ibrahim & Suziyani Mohamed. (2021). Kompetensi guru-guru bukan opsyen dalam pengajaran dan pembelajaran pendidikan prasekolah. Jurnal Dunia Pendidikan, 3(2), 377-385.
Ihwana, A. (2018). The comparison between novice and experienced teachers toward teacher’s competence. University of Makassar. https://digilibadmin.unismuh.ac.id/upload/6302-Full_Text.pdf
Intriago, K. E. C., Rodriguez, L. M. A. & Cevallos, L. A. T. (2021). Specific learning difficulty: autism, dyscalculia, dyslexia and dysgraphia. International Research Journal of Engineering, IT & Scientific Research, 7(3), 97–106.
Izzati Suffiah Muhammad Amin Faudzi & Lee, J. A. C. (2022). Knowledge of disleksia among teacher trainees in Malaysia. Journal of Cognitive Sciences and Human Development, 8 (2), 54-76.
Jacobson, R. (2021). Tips for recognizing learning disorders in the classroom. Child Mind Institute. https://childmind.org/article/recognizing-learning-disorders-in-theclassroom/
Kementerian Pendidikan Malaysia (2013). Peraturan-peraturan pendidikan (Pendidikan Khas) 2013. Jabatan Peguam Negara.
Kementerian Pendidikan Malaysia. (2016). Kurikulum Standard Prasekolah Kebangsaan Semakan 2017. Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia.
Krejcie, R.V. & Morgan, D.W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610.
Lee, K. C., Zakri Abdullah & Chua, L. N. (2018). Penyelidikan dalam pendidikan. Oxford Fajar Sdn. Bhd.
Morin, A. (2021). Recognizing Signs of Potential Learning Disabilities in Preschool. George Lucas Educational Foundation. https://www.edutopia.org/article/recognizing-signs-potential-learning-disabilities-preschool
Muktai Chavan Deb. (2018). Role of School teachers in identifying Learning Disability. LinkedIn. https://www.linkedin.com/pulse/role-school-teachers-identifying-learning-disability-chavan-deb
National Association for the Education of Young Children. (2012). The common core state standards: caution and opportunity for early childhood education. United States of America. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/ resources/topics/11_commoncore1_2a_rv2.pdf
Norramlah Ali & Nurfaradilla Mohamad Nasri. (2021). Halangan Yang Dihadapi Oleh Guru Aliran Perdana Dalam Melaksanakan Program Pendidikan Inklusif. Jurnal Dunia Pendidikan, 3(3), 74-82.
Noor Diyana Yaacob & Mohd Mokhtar Tahar (2021). Tahap penerimaan guru-guru tadika swasta terhadap murid berkeperluan khas (MBK) di negeri Melaka. Jurnal Dunia Pendidikan, 3 (4), 265-275, http://myjms.mohe.gov.my/index.php/ jdpd
Nusaibah Wan Fatul & Aliza Alias. (2020). Pengetahuan guru prasekolah mengenai ciri-ciri murid masalah pembelajaran. Journal of Quran Sunnah Education and Special Needs, 4(2), 2590-3799.
Rosli, R., & Alias, A. (2020). Pengetahuan guru pra sekolah terhadap ciri-ciri murid berkeperluan khas: Pre school teachers knowledge of characteristic of students with special needs. Journal of Quran Sunnah Education & Special Needs, 4(2), 92-100.
Salma Nadiyah, Budi Susetyo, Iding Tarsidi, Ranti Novianti, Ediyanto Ediyanto, Sinta Yuni Susilawati & Yoga Budhi Santoto. (2022). Development of Identification Instruments for Children with Specific Learning Disability in Elementary School. Journal of ICSAR, 6 (1), 116 – 124. http://dx.doi.org/10.17977/um 005v6i12022p116
Siti Rohani Abdul Samat, Norasmahani Basri & Johari Talib. (2019). Kajian kualitatif kesediaan guru tadika swasta dalam cabaran membimbing pelajar disleksia: satu kajian kes di kuala selangor. Proceedings of the International Conference on Special Education, 3, 99-104.
Vezne, R., & Sardohan Yildirim, E. (2022). Unpacking Early Memories: Pre-School Teacher Candidates' Attitudes towards Special Needs. Southeast Asia Early Childhood, 11(1), 61-75.
Yasmin Ahmad Fuad & Mohd Mokhtar Tahar. (2021). Jurnal Dunia Pendidikan, 3 (1), 696-706. https://myjms.mohe.gov.my/index.php/jdpd/article/view/12964/6695
Zolkipli, N. Z., Rahmatullah, B., Mohamad Samuri, S., Árva, V., & Sugiyo Pranoto, Y. K. (2023). 'Leave No One Behind': A Systematic Literature Review on Game-Based Learning Courseware for Preschool Children with Learning Disabilities. Southeast Asia Early Childhood, 12(1), 79-97.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Qin Huan Woon, Norly Jamil
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
