The main aim of this quantitative study is to define the teaching problems among special education teachers in teaching non-verbal students with learning disabilities. Purposive sampling had been used to select 80 participants in this study in Kerian District, Perak. The research instrument used in this study was questionnaire. Descriptive and inferential statistics were used to analyze the data of the study. The findings show that participants faced problems in teaching the non-verbal students with learning disabilities (M=0.848, SD=0.553) and need a teaching module to teach them (M=0.841, SD=0.672). The results of t-test showed that no significant between teaching problem with gender of teacher (P=0.385 > 0.05, SD=0.330). While the results of one-way ANOVA also showed that no significant between teaching problem with teaching experience (P=0.297 > 0.05, SD=1.553). In conclusion, the problems among non-verbal students with learning disabilities can be solved through intensive training among teachers and development of teaching module based on augmentative and alternative communication with emphasis on functional words. The implication of the study will enable teachers to improve their teaching ability regardless student disabilities and increase the teaching aids and also will assist non-verbal students with learning disabilities to increase interaction with community members.

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

The main aim of this quantitative study is to define the teaching problems among special education teachers in teaching non-verbal students with learning disabilities. Purposive sampling had been used to select 80 participants in this study in Kerian District, Perak. The research instrument used in this study was questionnaire. Descriptive and inferential statistics were used to analyze the data of the study. The findings show that participants faced problems in teaching the non-verbal students with learning disabilities (M=0.848, SD=0.553) and need a teaching module to teach them (M=0.841, SD=0.672). The results of t-test showed that no significant between teaching problem with gender of teacher (P=0.385 > 0.05, SD=0.330). While the results of one-way ANOVA also showed that no significant between teaching problem with teaching experience (P=0.297 > 0.05, SD=1.553). In conclusion, the problems among non-verbal students with learning disabilities can be solved through intensive training among teachers and development of teaching module based on augmentative and alternative communication with emphasis on functional words. The implication of the study will enable teachers to improve their teaching ability regardless student disabilities and increase the teaching aids and also will assist non-verbal students with learning disabilities to increase interaction with community members.

This article addresses the inclusion mandate of students with disabilities through a case study. It begins with a review of debates concerning inclusive education and this current qualitative research aims to observe the extend of implementing inclusive education among students with mild learning disabilities in integration programs also known as the Special Education Integration Program for Students with Learning Disabilities. To address the issue, four Special Education teachers were selected as participants in this single site single case study. Data was collected through classroom observations, interviews and document analysis to investigate (1) the pedagogical aspects involve in implementing inclusive education among students with mild learning disabilities and (2) the adaptation made by the teacher in the curriculum prior implementing inclusive education. Result demonstrated that students were involved in both full and partial inclusion. Students with mild learning disabilities were not accompanied by special education teachers and they were fully taught by mainstream teachers who has never undergone any training on special education. The study recommends that students with learning disabilities who attend inclusive program should be accompanied by special education teachers or student management assistant/teacher assistant. It is also suggested that the mainstream teachers should be given appropriate training so that they too have knowledge to assist students to a better and meaningful life.

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.