Improving inclusion of students with disabilities in Malaysian higher education

Yusof, Yusmarhaini; Chan, Cheong Chong; Hillaluddin, Azlin Hilma; Ramli, Fatimah Zailly Ahmad; Saad, Zarina Mat

doi:10.1080/09687599.2019.1667304

Cited by 52 publications

(51 citation statements)

References 29 publications

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“…This was confirmed by the results of the teacher's questionnaire which stated 75% strongly agreed with the positive statement. During the learning process not all students focus on the teacher's explanation, because mentally disabled students cannot focus on one incident / event [7]. 33% of mentally disabled students do their own activities.…”

Section: Table II Observation Results Learning Difficulties Aspects mentioning

confidence: 99%

“…There are many drawings and diagrams to explain the concept, so it needs analytical skills, predictions, and the ability to draw conclusions to be able to understand them [6]. While mentally retarded students have mental disabilities that cause Intelligence Quotient (IQ) and psychomotor limited [7]. Learning biology that is not varied and full of concepts adds to the boredom of students in the classroom.…”

Section: Introductionmentioning

confidence: 99%

“…Students get misconceptions when learning abstract concepts [12]. While mentally retarded children find it difficult to focus on something, so the learning outcomes are below standard [7]. The results of interviews with teachers in schools stated that biology is a subject that is not attractive to retarded students because many concepts are abstract and boring, and that causes their biology learning outcomes to be low.…”

Section: Introductionmentioning

confidence: 99%

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Learning Difficulties for Retarded Students: Case Studies on Biology Subjects in High School

Lissa¹,

Minarti²,

Subkhi³

et al. 2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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In this paper, we analyse the internal and external factors that cause learning difficulties for students with mental retardation. The research subjects were 7 mentally retarded students, to carry out this study the observation sheet was designed to observe students while at school, questionnaire for students and teachers, and interview sheets for students, teachers and parents. The results obtained revealed that internal factors such as motivation and interest had no effect as well as for readiness and attention, while the extrenal factor, which is the school and family environment, influences. So it can be concluded that what affects the learning biology difficulties of retarded students is external factors.

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Section: Table II Observation Results Learning Difficulties Aspects mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning Difficulties for Retarded Students: Case Studies on Biology Subjects in High School

Lissa¹,

Minarti²,

Subkhi³

et al. 2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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“…This is important as friendships may not always develop, even if the students sit next to each other. Lecturers need to ensure an actual buddy system is allocated to every student so they can learn to support each other, which is in line with the wider agenda to develop an inclusive society [31].…”

Section: Discussionmentioning

confidence: 99%

Supporting Students with Autism in Tertiary Education: Malaysian Lecturers' Views and Experiences

Khairuddin¹,

Salleh²,

Amin³

2020

ujer

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“…temas que son muy especializados (Barreda & Brogna, 2016;Belmonte et al, 2020;Moriña et al 2017;Yusof et al, 2019;Zenteno, 2016). En esta investigación nos hemos focalizado en aquellas cuestiones, en las concepciones, en los procesos, en los dispositivos de atención, apoyo, acompañamiento, etc.…”

Section: Introductionunclassified

Los Disability Studies y el Acompañamiento a Estudiantes con Discapacidad en la Universidad Española

Ribera

Martínez-Rivera

2021

Rev. bras. educ. espec.

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RESUMEN: El artículo presenta una investigación centrada en los programas de acompañamiento a estudiantes con discapacidad a partir del giro conceptual de los Disability studies. El objetivo de la investigación ha sido buscar aquellos elementos clave que han configurado este cambio en el acceso de los estudiantes con discapacidad a la Universidad y de los programas de acompañamiento que se han creado. El análisis se ha centrado en tres categorías: evolución del número de estudiantes, innovaciones en la universidad y en personalización. La investigación concluye admitiendo que el cambio generalizado de la mirada sobre las personas con discapacidad ha supuesto que las universidades hayan normalizado la presencia de personas con discapacidad en los diferentes estudios. Los datos revelan la importancia de la consolidación de proyectos de apoyo para hacer posible su incorporación a las universidades. Pero los estudiantes con discapacidad todavía relatan el gran esfuerzo que deben realizar para cursar sus estudios, hecho que demuestra que todavía no se ha conseguido plenamente la igualdad de oportunidades. El horizonte se plantea con universidades tan accesibles como para ir reduciendo los apoyos específicos porque ya no sean necesarios.

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Improving inclusion of students with disabilities in Malaysian higher education

Cited by 52 publications

References 29 publications

Learning Difficulties for Retarded Students: Case Studies on Biology Subjects in High School

Learning Difficulties for Retarded Students: Case Studies on Biology Subjects in High School

Supporting Students with Autism in Tertiary Education: Malaysian Lecturers' Views and Experiences

Los Disability Studies y el Acompañamiento a Estudiantes con Discapacidad en la Universidad Española

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