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Background: Parents of children with Autistic Spectrum Disorder (ASD) are at an increased risk for stress and other mental health problems. While treatment is mainly focused on the child, somehow parents' stress is exacerbated. Accordingly, the purpose of this study was to identify the sources of stress in the parents of children with ASD. Methods: The 52 parents of children with ASD who participated in the study completed the child domain (CD) and parent domain (PD) subscales of the Parenting Stress Index Fourth Edition (PSI-4). Subsequently, the scores of the PSI-4 subscales were analyzed and compared. Results: The respondents scored the highest for the distractibility/hyperactivity subscale in the child domain and highest for the depression subscale in the parent domain. Conclusion: The results of this study may help to determine suitable treatment for parents of children with ASD. Child and parent characteristics contribute equally to parental stress, distractibility/hyperactivity and depression were most prevalent in the CD and PD respectively.

A number of issues and challenges have been faced by novice teachers such as the difficulties in translating their knowledge into action, managing the classroom, finding suitable teaching approaches and more. Thus, this study seeks to address and examining the understanding and pedagogical practices of novice teachers as they grapple with essential aspects of teaching. Moreover, it provides an insight into the actual application of their teaching and learning approaches which they adopt throughout a limited experience during their initial years of teaching. This study was conducted on ten Islamic education novice teachers in secondary schools from four different states in Malaysia. The data were collected by using semi-structured individual interviews. The results that emerge from these findings are teachers' application of using studentcentred learning and their acceptance in imposing 21 st Century Education.

AbstrakPengintegrasian nilai-nilai agama dengan komponen alam sekitar dalam sistem pendidikan di sekolah merupakan antara penyumbang terhadap pembangunan masyarakat lestari. Seseorang individu bukan sahaja dibangunkan dari aspek pengetahuan, kemahiran dan sikap positif terhadap alam sekitar, bahkan usaha tersebut perlu diperkukuhkan dengan penerapan nilai-nilai ketuhanan agar memahami fungsinya sebagai hamba dan khalifah Allah. Justeru, Artikel ini mengetengahkan idea konseptual mengenai aplikasi pendekatan integrasi kurikulum holistik terhadap pengintegrasian pendidikan alam sekitar dengan pendidikan Islam di sekolah. Hasil analisis memaparkan bahawa pendekatan integrasi kurikulum secara teknikal yang dibawa oleh Robin Fogarty adalah menepati prinsip dan roh Islam dalam menyepadukan pelbagai ilmu dalam sistem pendidikan di sekolah. Nilai eko-etika Islam dilihat bukan sahaja dapat diketengahkan secara komprehensif bahkan bersepadu dengan elemen saintifik dan disiplin ilmu lain berdasarkan adaptasi pendekatan tersebut. Cadangan adaptasi model ini diharapkan dapat membantu para guru dalam membangunkan pengetahuan kandungan pedagogi integrasi kurikulum di sekolah sama ada secara formal mahupun tidak formal.

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