Parents' involvement is one factor that contributes to implementing career transition for students with learning disabilities (SLD) in the Special Education Integration Program (SEIP). The involvement in educating children at school could also nurture their psychological growth, sharing learning experiences, supporting and respecting the teachers' effort. This research explored parents' involvement and the obstacles they face in implementing career transition for students with learning disabilities (SLD) in Special Education Integration Program (SEIP) from a teacher's perspective in Malaysia. This research uses a qualitative and case study design. Data collection is through interviews with vocational subject teachers at SEIP. Four teachers at three secondary schools in Johore and Malacca were chosen based on a purposeful sampling technique. The data were analyzed using the ATLAS.ti 8 software. Findings show that parents' involvement at suburban schools is better than in urban schools. Parent's involvement in career transition for SLD in SEIP is from the execution of the Individual Education Program (IEP), supports and encouragement, the contribution of ideas and needs, commercializing works from SLD, and seeking job opportunities after finishing their work school. Besides that, the parents face a few obstacles in implementing career transition for SLD, such as not being interested in the activities held by the school, being busy with work and transferring all the responsibilities of educating SLD to the teachers at SEIP. Hopefully, this research could open up our minds to the importance of parents' involvement in accomplishing the career transition for SLD at SEIP. Parents' involvement in the career transition is vital to prepare the SLD with various skills before entering the workplace.

The education system in Malaysia has undergone a process of transformation. Recently, mobile learning (m-learning) has become a trend in education in this country. Face-toface teaching and learning have shifted to online. However, research on the use of Mobile Learning (M-Learning) is still limited. Therefore, this study aims to identify the readiness of teachers towards the use of M-Learning for dyslexia students in terms of (i) Possibilities, (ii) Benefits, (iii) Preferences and (iv) External Influencers. Furthermore, this study also aims to identify the differences between teachers' readiness and gender towards M-Learning for dyslexia students. A total of 172 teachers throughout Malaysia have participated in this quantitative study. This online survey uses the Mobile Learning Readiness Survey (MLRS) instrument. The analysis methods in the research are mean, standard deviation and t-test. The data obtained were analyzed using Statistical Package for Social Science (SPSS) version 23.0. Overall, the study's findings of teacher readiness towards M-Learning for dyslexia students are low. The result is low because of 1) teacher-centered, 2) lack of knowledge about dyslexia, 3) lack of teachers' knowledge of pedagogical integration in m-learning, and 4) lack of dyslexia-related training. In addition, the findings also show that there is no difference significant difference between teacher readiness and gender. Thus, this study shows that teachers in Malaysia need training and courses related to M-learning and Dyslexia. This action can improve the quality of teacher pedagogy and academic performance among dyslexia students. Contribution/ Originality: The paper's primary contribution is finding that the Ministry of EducationMalaysia needs to provide training related to pedagogy using M-learning and dyslexia. It can ensure that the online teaching process for dyslexia students can run smoothly and effectively.

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.

This study aims to develop Information and Communication Technology (ICT)’s skills for Students with Learning Disabilities (SLD) in Malaysia and Ukraine. Methodology used in this study is based on the Universal Learning Design implementation which involved three phases: Preparation, Integration and Assessment. The Preparation and Integration Phases are the stages for designing ICT activities and practicing digital skills. While the Assessment Phase is the phase to determine the usability of ICT for SLD. The findings of the study show that the Preparation and Integration Phases study are the most effective types of activities for digital skills development. It is obtained from the opinion of the experts in ICT related to learning content ranging from simple to complex with a defuzzification value of 0.939. The results of the Assessment Phase show that SLD can develop their ICT’s skills by using videos related to real situations. It also provides SLD with activities that can build a communication network between them and public and private institutions. All these activities were provided to stimulate and motivate them to work hard to achieve the desired goals.

This research discussed the teachers' acceptance towards the inclusive education program. The purpose of the research was to identify how the teachers accept the program for students with hearing disabilities. This research was also conducted to gather suggestions on ways to improve the program through the gatherings of opinions from these teachers. Thirty mainstream teachers from a school in Melaka were chosen as respondents based on the criteria that their school has an integrated program for students with hearing disabilities and applies this program to these students in classes. Data was collected by randomly distributing questionnaires to respondents and analyzed using the Statistical Package for Social Science (SPSS V22). The research result showed that teachers accept the inclusive education program positively. This research put forward suggestions as guidelines to the public and hopes that in the future more research could be done on this program with multiple objectives and concepts.