1.
Supiah
Saad, Haniz Ibrahim, Nordina Nayan
Institute
of Education, International Islamic University Malaysia (IIUM)
Universiti
Pendidikan Sultan Idris (UPSI)
Ministry
of Education Malaysia (MOE)
ABSTRACT
The findings of previous researches showed that mainstream
teachers' have a negative attitude towards students with special educational
needs (SEN) in Malaysia due to the lack of information and awareness. The
purpose of this study was to determine the knowledge level of SEN among experienced
mainstream teachers in Malaysia. A survey was distributed among 147 teachers undergoing
distance learning Bachelor of Education (BEd) degree in a public university.
Teaching experience and familiarity with SEN persons did not affect the
knowledge level of the three groups of participants. The results of the study
revealed that teachers had a moderate level of knowledge on SEN. The
implication of these findings for inclusion and for future research in Malaysia
is also provided. This study also made recommendations on how to improve the
knowledge level of SEN in-service teachers in Malaysia, and the need to assess
the knowledge on SEN among parents, paraprofessionals, educational
administrators and other stake holders in order to achieve holistic inclusion
for pupils with SEN.
Comments:
I
would like to comment that the research is meaningful for the government to
reflect our own education about the needs of specials child. For the educator,
it is a needs for them to know how to handle and teach SEN pupils because they
are one part of the society.
2.
Anuar Mohd
Yusof
, Esther
Gnanamalar Sarojini Daniel
, Wah Yun
Low
, and
Kamarulzaman Ab. Aziz
Institute
of Graduate Studies, University of Malaya. Malaysia
Faculty of
Education, University of Malaya, Malaysia
Faculty of
Medicine, University of Malaya, Malaysia
Faculty of
Management, Multimedia University, Malaysia
Abstract.
The recent transformation of Malaysia’s education system,
among others, had highlighted the importance of special education. This can be
seen in the integration of special education into a number of selected
mainstream national schools. The selected schools were provided space and
facilities for the special needs education. Moreover, Malaysia had been promoting
the utilization of Information communication technology (ICT) for special
education. This blended learning environment is the focus of this paper. The blended
learning environment and the usage of ICT for the special education are still
in the early stages. This study aims to investigate teachers’ perceptions on
blended learning for special needs learners. Interviews were conducted to
collect related information on teachers’perceptions on the blended learning in
the selected school. The benefits and challenges of implementing blended
learning for special education are also discussed.
Comments:
A suitable qualitative data
collection techniques were employed in this research make this research more meaningful.
These were observations and spontaneous interview sessions among teachers who
teach Special Education classes and teachers who were involved teaching ICT to
the students.
Tony
Thompson
University
of Alabama, Tuscaloosa, AL, US
anthony.thompson@ua.edu
In the US there has been a dramatic increase in the
mathematics expectations for students with learning disabilities (LD). This
paper describes how the University of Alabama has endeavored to meet this
challenge by incorporating into its elementary and secondary education courses
activities to help prepare teachers to teach mathematics to students with LD.
Comments:
This
article is so comprehensive and it categories the deficiencies in the following areas:
(a) visual-spatial, (b) auditory, (c) motor, (d) memory, and (e) attention.
Language, cognition / metacognition, and maintaining a positive attitude also
affect the success of students with LD and the ways to help the students to
cope with these difficulties. In my view, it is so useful for educator to read
this article and gain a lot of input.
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