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

Khairuddin, Khairul Farhah; Salleh, Siti Daniah; Amin, Aizan Sofia

doi:10.13189/ujer.2020.082101

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…For autistic children, communication skills are not their forte due to their cognitive disability that makes them usually experience difficulties in their ability to articulate their thoughts verbally (Khairuddin, Salleh, & Amin, 2020). They typically encounter communication difficulties which is why most of the time, they resort to non-verbal communication, such as shouting, crying and throwing tantrums.…”

Section: Literature Reviewmentioning

confidence: 99%

Augmented Reality Mobile Application for Children with Autism : Stakeholders’ Acceptance and Thoughts

Hashim¹,

Yunus²,

Norman³

2021

AWEJ

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American Psychiatric Association defined autism spectrum disorder as a neurological disorder due to which a diagnosed child may face difficulty in social communication or have a repeated or restricted set of behaviors. Learners with autism are primarily visual strategy learners, and they tend to learn better through pictures and images. Due to their cognitive disabilities, most learners with autism struggle to acquire new vocabulary. There have been many inventions invented by researchers all over the world to help autistic children with their education; however, not much emphasis put on the interventions that can assist autistic children with their English vocabulary learning process. Hence, this study intends to investigate the stakeholders’ acceptance and thoughts on the use of augmented reality mobile applications for children with autism. This study is a qualitative research study where interviews are used as an instrument to gather stakeholders’ views on the usefulness of the designed and developed augmented reality technology mobile application. This study involved seven respondents who come from different backgrounds and in different field areas. The results have gathered that the designed and developed mobile application has the prospect of helping children with autism with their English language learning process. With further improvements, the designed and developed mobile application is believed to be able to help autistic children to learn English vocabulary in a more exciting yet meaningful manner and at the same time help to spark their interest in their English vocabulary language learning process.

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Section: Literature Reviewmentioning

confidence: 99%

Augmented Reality Mobile Application for Children with Autism : Stakeholders’ Acceptance and Thoughts

Hashim¹,

Yunus²,

Norman³

2021

AWEJ

View full text Add to dashboard Cite

show abstract

“…Malaysia has taken the initiative to be one of the 164 signatory countries that affirmed "Education for All" and has included inclusion in the National Education Blueprint 2013-2025 as part of the effort to achieve caring Malaysian slogan in Vision 2020 (Salleh, 2019). The Malaysian Education Blueprint 2013-2025 ensure inclusivity which includes students with visual impairment, hearing impairment, speech difficulties, learning disabilities such as Autism, etc (Ministry Of Education (MOE), 2013; Khairuddin, Salleh & Amin, 2020). Ministry of Education Malaysia has implemented "Zero Reject Policy", which requires schools to accept children with disabilities to ensure that no children with disabilities are to be left behind (Othman & Rahmat, 2020).…”

Section: Introductionmentioning

confidence: 99%

English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

Hashim¹,

Yunus²,

Norman³

2021

AWEJ

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To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism’s English as a second language(ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.

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‘AReal-Vocab’: An Augmented Reality English Vocabulary Mobile Application to Cater to Mild Autism Children in Response towards Sustainable Education for Children with Disabilities

2022

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The American Psychiatric Association defines autism spectrum disorder as a neurological illness, in which children with the disorder have trouble communicating socially or have a set of behaviours that are recurrent or restricted. Autism learners are mostly visual method learners who learn best through pictures and visuals. Most learners with autism struggle to learn new terminology due to their cognitive difficulties, and with the advent of the Fourth Industrial Revolution, technology is no longer a foreign concept in the educational sphere. The usage of augmented reality technology has proven to be beneficial in offering more relevant learning sessions for autism learners. As a result, underpinned by the learning theories of behaviourism, constructivism, connectives and cognitivism, altogether with the theory of mind and Frame model, an augmented reality smartphone application, called ‘AReal-Vocab’, was created to assist children with mild autism in acquiring English vocabulary. The design and development research approach was employed in this study, in which later, the developed mobile augmented reality application was then tested on six mildly autistic youngsters to see how well the designed and developed augmented reality mobile application aided them in acquiring the English language. The AReal-Vocab mobile application, which was planned and built, has had an impact on the English-vocabulary learning of children with moderate autism, according to the findings. Not only has AReal-Vocab helped mildly autistic children learn English vocabulary in a more engaging and meaningful way, sparking their interest in the language learning process, but it also serves as a platform for instilling leisure learning at home, as well as stimulating pronunciation skills and language articulation. The findings of this study are expected to benefit all parties involved, particularly children with autism, autism educators, and parents of children with autism.

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

Cited by 3 publications

References 15 publications

Augmented Reality Mobile Application for Children with Autism : Stakeholders’ Acceptance and Thoughts

Augmented Reality Mobile Application for Children with Autism : Stakeholders’ Acceptance and Thoughts

English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

‘AReal-Vocab’: An Augmented Reality English Vocabulary Mobile Application to Cater to Mild Autism Children in Response towards Sustainable Education for Children with Disabilities

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