Dyscalculia is a specific learning difficulty in Mathematics. Intervention instrument is needed to assist the pupils to overcome their learning difficulties during this situation. Thus, this paper presents the evaluation of validity and reliability of a needs analysis questionnaire to investigate the needs to design and develop a dyscalculia instrument. This four-point Likert-type scale questionnaire consisted of 46 items that represented four constructs. The assessment of content validity is done through nine domain experts. Content validity index and Kappa statistics were implemented for content validity. After the validity analysis, one construct with low scale content validity index (S-CVI) and another three items with low item content validity index (I-CVI) and Kappa statistics had been removed. Overall, a number of 13 items had been removed and 33 items had been retained. Subsequently, reliability analysis was done by carrying out a pilot test. During the pilot test, the questionnaire had been implemented among 30 Mathematics teachers to obtain the Cronbach’s Alpha value. One item had been removed after the reliability analysis due to the low value of [corrected item-total correlation] and 32 items were retained. Thereafter, the questionnaire was ready to be used for data collection in the actual study. As stated in the preceding statement, it will assist teachers in identifying problems and planning appropriate interventions to meet the needs of dyscalculic students.

This paper presents a conceptual framework for design and develop Creativity Clay Module to teach Special Educational Needs (SENs) students with learning disabilities in Special Education Integration Program (SEIP) in Malaysia primary schools. The Creativity Clay Module will be designed especially for students with learning disabilities based on Torrance Creativity Theory, Constructivism Theory, and Sidek’s Module Development Model. Thus, this paper presenting literature review on Creativity, Clay, Torrance Creativity Theory, Constructivism Theory, Sidek’s Module Development Model, Design and Development Research (DDR), Fuzzy Delphi Method (FDM), and SENs Students with Learning Disabilities. Literature review evidenced SENs students with learning disabilities are poor in creative skills. Therefore, there is a need to develop a specific teaching module for SENs students with learning disabilities to cultivate their creativity skills through teaching and learning. Thus, this study aims to present a conceptual framework to design and develop Creativity Clay Module. This study will employ Modified Design and Development Research (DDR) approach. There are three phases in this approach namely; phase one: need analysis; phase two: design and develop; and phase three: evaluation. After gone through the three phases of DDR, researcher will produce the Creativity Clay Module as end product. This Creativity Clay module is able to nurture creativity skills among SENs students with learning disabilities in primary school.

Design and Development Research (DDR) is a systematic study of design, development, and assessment process for production of instructional and non-instructional tools. The purpose of this study is to discuss the Modified DDR approach to develop the Creativity Clay Module to teach Special Educational Needs (SEN) students with learning disabilities in primary schools. Studies indicate that SEN students with learning disabilities are weak when presenting creative skills in the classroom. Students are not sufficiently taught creativity skills in schools as teachers' creativity is low, and they possess suboptimal skills in adopting teaching strategies of a creative in nature. Therefore, there is a need to develop a specific teaching module to foster creativity skills among students. This study employs the Modified DDR approach. There are three phases in DDR namely; phase one: needs analysis; phase two: design and development; and phase three: evaluation. During phase one, a survey method will utilize using purposive sampling by adopting questionnaire instruments for 110 teachers to ascertain the necessity of module development. Subsequently, the Fuzzy Delphi Method (FDM) utilized to obtain 15 experts' consensus to design and develop the module prototype. In phase three, the usability of module measured by conducting a survey study using a questionnaire instrument with 120 samples of special education teachers. Then, organize the findings systematically under the DDR phases and analyze the data using descriptive analysis in phases one and three. In what follows, the researcher derives the threshold, d value, and experts' consensus value in designing, developing, and evaluating constructs and items of the phase two module. The conclusion of this article presents a conceptual framework for this research. Hence, the findings provide potential information and guidance to design and develop the Creativity Clay Module to teach SEN students with learning disabilities.