Parents Involvement in Implementation of Career Transition for Students with Learning Disabilities from a Teacher’s Perspective in Malaysia

Abstract

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.

Implementation of Career Transition Program for Students with Learning Disabilities in Sabah

“…This finding is in line with Nor and Yasin (2018) study whereby only 40% parents attended IEP planning. Although study of Abdullah and Ibrahim (2021) proved that family engagement in rural areas is higher comparing to urban areas, however, this study finds the otherwise. Based on Zainal & Hashim (2019) analyse, it was found that parents are too busy with their work, thus they have no time to take part in school activities.…”

“…In the process of preparing IEP for CTP, it is found that SSEN cannot understand themselves (Abdullah & Ibrahim, 2021) and lack confidence in their knowledge of the world of work (Mehta-Diston, 2018). In the study of Nor & Yassin (2018), it is found that 96.6% parents agree that parents should be open to express their opinions for the benefit of their children.…”

“…However, only 40% parents attended IEP meeting and parent engagement in decision-making is at moderate level (Nor & Yassin, 2018). Meanwhile Abdullah and Ibrahim (2021) study reported that parents are not involved as decision-makers in determining the direction of education for their children due to most schools practiced one-way communication and teachers provide fewer opportunities for parents to talk or give ideas.…”

Facilitators of and Barriers to Inclusive Education in the Arab Community of Israel: The Parents’ Perspective

“…The active participation of parents in their children's education has been recognized as an essential component for the success of special education programs [1][2][3][4]. However, there are challenges and complexities in fostering effective parental involvement [1].…”

“…The active participation of parents in their children's education has been recognized as an essential component for the success of special education programs [1][2][3][4]. However, there are challenges and complexities in fostering effective parental involvement [1]. Their active participation and collaboration with educational institutions are key aspects of guaranteeing an optimal education adapted to the specific needs of each child [5].…”