A New Dimensional in Teaching Non-verbal Students with Learning Disabilities

Yahya, Ahmad Yazid; Ahmad, Noor Aini; May, Yoong Soo

doi:10.6007/ijarbss/v8-i12/5409

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…The number of students with special education needs (SEN) categorized as having a learning disability equals 88,118. The support of these students should be given priority and teachers must ensure that every student with learning disabilities has the chance to learn according to their needs (Yahya et al., 2019). As creativity has been identified as an essential skill, there is a need to develop specific teaching modules to foster creativity skills among students.…”

Section: Introductionmentioning

confidence: 99%

Validity and reliability of a needs analysis questionnaire for the development of a creativity module

Govindasamy,

Cumming,

Abdullah

2024

Research in Spec Educ Needs

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Despite the acknowledged importance of integrating creativity into school curricula, students with learning disabilities often lack the skill of creativity, due to its absence in classroom instruction. To address these gaps, the authors developed a needs analysis questionnaire assessing the necessity of a creativity module for primary school students with learning disabilities, focusing on Torrance's four creativity elements: (a) Originality, (b) Fluency, (c) Flexibility, and (d) Elaboration. This study, emphasizing content validity and reliability testing, comprised rigorous validation by a panel of nine special education experts, resulting in high content validity scores. In Part II, all items were accepted, yielding an overall S‐CVI score of 0.97, indicating a ‘very suitable’ construct. In Part III two items were rejected; the overall S‐CVI score remained at 0.80, signifying ‘very suitable’. A pilot test with 30 special education teachers demonstrated Cronbach's Alpha values 0.87, indicating high reliability for all questionnaire parts. The study emphasizes the questionnaire's efficacy in assessing teachers' understanding of creativity skills and their perspectives on the importance of a customized creativity module. This tool holds substantial potential for educators and curriculum developers, providing insights to address specific student needs, foster creativity in classrooms and enhance overall educational experiences.

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Section: Introductionmentioning

confidence: 99%

Validity and reliability of a needs analysis questionnaire for the development of a creativity module

Govindasamy,

Cumming,

Abdullah

2024

Research in Spec Educ Needs

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“…In this case, government had taken initiative to increase the investment in physical and teaching resources for SENs students with specific needs (MEB, 2013(MEB, -2025. In line with that, SENs students with learning disabilities should be given priority and teachers have to ensure that every student with learning disabilities had the chance to learn according to their needs (Yahya et al, 2019). Thus, SENs students with learning disabilities are not to be left behind in accepting the existing education system in line with mainstream students as provided by MOE (Kama Shaffeei, 2019).…”

Section: Introductionmentioning

confidence: 99%

Conceptual Framework to Design and Develop Creativity Clay Module to Teach Special Educational Needs (SENs) Students with Learning Disabilities in Primary School

Govindasamy

Abdullah

Ibrahim

et al. 2022

sajssh

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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.

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Design and Development of Dyscalculia Checklist Instrument

May¹,

Ahmad²

2020

IJARPED

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The purpose of this study is to design and develop Dyscalculia Checklist Instrument (DCI) for dyscalculic pupils in primary schools. Dyscalculia is a learning disability in mathematics. Unlike dyslexia, there is still no checklist available in our country to detect these dyscalculic pupils. If they are not being detected, these pupils will continue being left out and labelled, with no proper intervention or diagnosis given to them. This study will employ Design and Development Research (DDR) approach. During phase one, needs analysis will be carried out to 90 teachers and 90 parents. This is to identify whether there is a need to develop a checklist for dyscalculic pupils in primary schools. During phase two, Fuzzy Delphi Method (FDM) will be carried out by inviting 11 experts in the fields of dyscalculia, special education, and instrumentation. During phase three, Nominal Group Technique (NGT) will be implemented. The experts will vote and rank for the constructs and items in DCI. Purposive sampling method will be employed in this study. The data will be analysed using descriptive and inferential statistics. T-test will be used to compare the data of needs to develop DCI between teachers and parents. ANOVA will be used to compare the data of needs to develop DCI between Malay-Medium National School (SK), National-Type Chinese Primary School (SJKC), and National-Type Tamil Primary School (SJKT). Then, the researcher will obtain the threshold, d value and experts' consensus value to design, develop and evaluate the constructs and items in DCI.

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A New Dimensional in Teaching Non-verbal Students with Learning Disabilities

Cited by 4 publications

References 6 publications

Validity and reliability of a needs analysis questionnaire for the development of a creativity module

Validity and reliability of a needs analysis questionnaire for the development of a creativity module

Conceptual Framework to Design and Develop Creativity Clay Module to Teach Special Educational Needs (SENs) Students with Learning Disabilities in Primary School

Design and Development of Dyscalculia Checklist Instrument

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