http://ojs.upsi.edu.my/index.php/JPB/issue/feed Jurnal Pendidikan Bitara UPSI 2019-12-23T10:12:28+00:00 Abdul Rahim Razalli rahim.r@fpm.upsi Open Journal Systems <p style="text-align: justify;"><strong>Jurnal Pendidikan Bitara UPSI (ISSN 1394-7176)</strong>. Published once a year by Faculty of Human Development, Sultan Idris Education University. It published academic writings and refereed research reports regarding issues on education. Articles are published in Malay and English. The editorial contents are ownership of Sultan Idris Education University. The authors of signed contributions are alone responsible for statements and opinion in them. All articles that have been submitted will be evaluated through double blind method where the writer and the evaluator did not know each other.</p> http://ojs.upsi.edu.my/index.php/JPB/article/view/3056 The symptomatic behaviour screening tool (symbest) for early identification of developmental delays among children age 3-4. 2019-12-11T12:07:39+00:00 Shyielathy Arumugam shyielathy@gmail.com Kway Eng Hock kway.eh@fpm.upsi.edu.my Zainiah@Zaniah Mohamed Isa zainiah@fpm.upsi.edu.my <p>This article suggests that developmental screening, especially for behaviour symptoms, should be promptly addressed and the practice must be introduced in the early childhood education programs to reach a justified consensus between the primary care practitioners and the school system. Given that, the primary of this research is to develop a symptomatic behaviour screening tool (SymBest) for early childhood educators to identify children with symptomatic behaviours. The design and development process of SymBest is based on the theory of maturation and the theory of cognitive development along with developmentally appropriate framework (DAP). Fuzzy Delphi analysis was conducted with 18 participants from diverse backgrounds of clinical and education to gain the expert consensus on the suitability of the constructs and items representing SymBest. The findings showed that the experts have a fair degree of agreement on the constructs and the items suggested to form SymBest. The constructs and items with accepted threshold value, percentage of group consensus and fuzzy score are then organised in sequence priority to form the screening tool.</p> 2019-12-11T12:06:13+00:00 ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPB/article/view/3062 The effect of creative acceleration strategy on creative thinking abilities of talented students in Saudi Arabia 2019-12-12T04:13:30+00:00 Samar Abdeen samar_abdeeen@yahoo.com Mahmoud Ewies samar_abdeeen@yahoo.com <p style="text-align: justify;">This study aimed at assessing the role of the Creative Acceleration Strategy in enhancing the creative thinking abilities of talented students. Quasi-Experimental approaches were used to examine the effect of the Creative Acceleration Strategy on creative thinking abilities.&nbsp; 60 talented students consisting of were surveyed from the Taibah University in Saudi Arabia.&nbsp; The sampled sixty talented students were divided equally into two groups; control and experimental. Torrance tests were adopted to assess the students’ creative thinking abilities in the pre and post-application of the regular Creative Acceleration Strategy. Data were collected using quantitative (experimental) approach. The findings showed a significant difference between the control and experimental groups (after intervention) with regards to the development of the creative thinking abilities of the students.&nbsp; Also, the findings indicated that the students thinking abilities were significantly enhanced after the application of Creative Acceleration Strategy.&nbsp; This study confirmed that creative thinking abilities can be enhanced through specialized strategies directed at the development of creative thinking abilities.</p> 2019-12-12T04:13:29+00:00 ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPB/article/view/3064 Improving fine motor skills of special education students in Sandakan by using hot box 2019-12-12T07:58:28+00:00 Muhamad Fazri Hassan iamfez93@gmail.com <p style="text-align: justify;">Fine motor skills are an imperative element in child’s development aspect. Lacking in the ability to master fine motor skills often affect the children’s quality of learning process. Children with difficulties in fine motor skills usually experience trouble in using their hands and fingers to hold, write, shape and et cetera. In addition, these students will also face challenges in their school activities. Hence, the purpose of this action research is to improve (i) fine motor skills (ii) eye-hand coordination (iii) attention span in learning of special needs students in Sandakan by using HOT Box. Laidlaw action research model (1992) is used to map the process of this action research and qualitative approach is utilized to gather data. There are 20 participants involved in this research. Occupational therapy approach known as HOT Box is used to achieve the targeted objectives in this research. The research has been conducted in 3 months period.</p> 2019-12-12T07:58:28+00:00 ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPB/article/view/3065 Piloting teletherapy for children with hearing loss in Malaysia 2019-12-12T08:48:05+00:00 Nurul Akmar Abdul Aziz nurulakmar.abdulaziz@gmail.com Basyariatul Fathi Othman nurulakmar.abdulaziz@gmail.com <p style="text-align: justify;">Teletherapy is defined as utilising telecommunications technology for professionals to deliver their therapy sessions to the client from a distance. Hear Me, a national parent support group for children with hearing loss, initiated a small-scale teletherapy programme. This pilot teletherapy programme addresses the availability of, and accessibility to, quality therapy services provided by trained professionals. Teletherapy was provided to four families with a child with significant sensorineural hearing loss prelingually. All children use spoken language as their mode of communication. Each child received two speech-language therapy sessions and one literacy intervention session, per month, for six months. Each session consisted of (i) direct instructions to the child, and (ii) parent coaching to enable them to become skilled facilitators to their child. Two professionals were involved - one is a speech-language pathologist specialised in spoken language intervention for children with hearing loss, and the other is a teacher-of-the-deaf who is also trained in literacy development. Both professionals have graduate level education and training in the area of paediatric hearing loss. The platform used for teletherapy was Zoom®, chosen for its secured feature that protects sensitive and confidential information. The families accessed the virtual therapy room either via a specific web address on their browser, or by installing Zoom® application on their device. An exit survey shows that in general, both parents and professionals reported positive outcomes for teletherapy not only for the children, but also for the parents in supporting their child in the home environment. The ease and practicalities of teletherapy as a mode of service delivery, along with its contributions and limitations will be discussed. The findings from this pilot teletherapy programme suggest its potential to be delivered in a wider scale to other children in need of quality therapy services.</p> 2019-12-12T08:48:05+00:00 ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPB/article/view/3066 Teacher needs for implementation of special needs early childhood intervention program 2019-12-13T10:33:58+00:00 Nur Aishah Abdullah eishal70@yahoo.com Nur Ain Elzira Abdullah eishal70@yahoo.com <p style="text-align: justify;">Special needs pupils are the human capital that needs to be given attention so that they are able to live independently and improve their self-reliance towards a successful career while contributing to the nation's development. The 21st Century skills are aimed at producing students who can compete globally. Therefore, this study was conducted to identify teachers' need for early intervention programs in special education preschools. The design of this study used a quantitative approach through the survey method using questionnaire instruments to obtain data. A total of 161 special education preschool teachers were selected through simple random sampling to answer the questionnaire. Aspects of teacher needs include training, collaboration, infrastructure and monitoring. While the implementation of early intervention involves aspects of planning and implementation. Instructors' needs were modified from the Malaysian Teacher's Standard instrument while the instrumentation of the initial intervention program was developed by the researchers based on the literature review appropriate to the scope of the study. Overall, the level of teacher needs in terms of training, collaboration, infrastructure, monitoring and teacher perspective in terms of planning and implementation are high. Kruskal Wallis analysis showed that there was a significant difference in teacher needs based on academic approval whereas in the overall MANOVA analysis, there were differences in teacher needs based on location. The implications of this study are that in order to achieve effective early intervention quality, the needs of teachers in terms of training, collaboration, infrastructure and monitoring should be given due attention.</p> 2019-12-13T10:33:58+00:00 ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPB/article/view/3067 Teachers’ perception on the role of social interaction among special needs in preschool 2019-12-13T12:25:59+00:00 Revati Ramakrishnan revati.ramakrishnan@gmail.com <p style="text-align: justify;">Special education is a field which is growing, commanding more attention in the recent years. There have been more children over the past decade who have been diagnosed with special needs. There have been schools which provide education specifically for children with special needs for many years. In the recent years regular preschools have started to cater for children with special needs. This research mainly looks at if teachers think social interaction can be used as a tool to enhance cognitive development and on how can social interaction be used as a tool to enhance the cognitive development of children with special needs. 25 teachers who work with special needs children within Klang Valley were interviewed. An interview questionnaire that consists of 14 questions was prepared. Results showed that social interaction can be used as a tool to enhance the cognitive development of children with special needs, however there are many factors involved in achieving this.</p> 2019-12-13T12:25:59+00:00 ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPB/article/view/3069 Intensive remedial program for pupils at risk of dysgraphia: A single case study 2019-12-16T04:16:05+00:00 Esther Kwe Choi Lean ekcling@gmail.com <p style="text-align: justify;">This study employed a single case about implementing a remedial program to help pupil at-risk of dysgraphia in order to hold a pencil with the correct gesture. This remedial program was developed to improve pupil at-risk of dysgraphia to hold a pencil correctly and train their fine motor skills which was a pre-requirement to learn writing. This research was based on Vygotsky’s constructivist theory to produce a new remedial program. Data were collected from a preschool teacher and a preschooler in one of the Malaysia public schools through lesson observations. Moreover, document analysis on reflective journals and daily lesson plans were conducted in order to achieve a whole picture of this remedial program. The findings indicated that this remedial program was practical to scaffolding pupil who was at-risk of dysgraphia in particular to hold a pencil correctly. At the end of the study, the pupil was able to hold a pencil with the correct gesture and to start writing.</p> 2019-12-16T04:16:05+00:00 ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPB/article/view/3070 Inclusive education: Equality and equity (Teachers’ views about inclusive education in Malaysia’s primary schools) 2019-12-16T06:04:12+00:00 Rosmalily Salleh rs14g15@soton.ac.uk John Woollard rs14g15@soton.ac.uk <p style="text-align: justify;">The desire for inclusive education is recognised by many countries, but the practice is inconsistent because of the complexities and variability in implementation. Malaysia has committed to and embarked on the journey towards educational system reform. The pledge to provide quality and inclusive education is emphasised in the 2013-2025 Malaysia Education Blueprint. However, Malaysia’s contexts, including its diverse ethnicity, language, culture, religion, education and school systems, have implications for the implementation and promotion of inclusive education. This study explores and brings to light teachers’ significant yet overlooked views of inclusion and inclusive education at this important juncture of the country’s phase. It aims to bring a better understanding of the promotion of inclusive education in Malaysia’s primary schools, by focusing on the practitioners’ views. The study adopts a qualitative approach that employs descriptive and exploratory methods. Participants are purposely sampled from five national primary schools: three schools with the Special Education Integration Programme (SEIP) and two schools without SEIP. They, 25 teachers (mainstream and special education) including the headteachers, are interviewed individually and 51 participated in eight focus group interviews. The findings are processed through a thematic, inductive approach using qualitative analysis software. This paper argues that teachers view inclusive education as a challenging concept. Such views are influenced by a range of factors such as socio-cultural attitudes towards disability, educational systems, inefficient utilisation of resources, insufficient facilities, and teachers’ lack of knowledge and skills about special education and SEN. The findings will be of value to those responsible for planning and developing the policy and programmes regarding inclusive education, special education, and specifically educational systems in moving towards inclusive systems and schools.</p> 2019-12-16T06:04:12+00:00 ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPB/article/view/3071 The impact of collaborative teaching on teaching efficacy among inclusive teachers in Malaysia 2019-12-23T10:12:28+00:00 Jacqueline Vincent ijacqm@gmail.com <p style="text-align: justify;">The purpose of this study is to explore the extent of collaborative practices for teaching students with special needs, among mainstream teachers and special needs teachers in Malaysia. Using a qualitative research method, data was generated through focus group sessions with four groups of teachers: pre-service mainstream teachers, in-service mainstream teachers, pre-service special education teachers, and in-service special education teachers. Interview questions were derived from the Teacher Efficacy in Inclusive Practice (TEIP) and the Collaborative Teaching Survey. Through thematic analysis, themes related to collaborative practices and teacher efficacy levels were derived from the participants’ responses. The findings show that although the Malaysian teachers engage in collaborative practices, their perceptions towards students with SEN and their engagement differ according to their roles. Mainstream teachers were found to regard collaboration as seeking advice and exchanging ideas with special education teachers. Special education teachers, on the other hand, suggested that they preferred collaboration in implementing classroom inclusive practices. Interestingly, SEN teachers viewed collaboration with parents as essential to their teaching as well. The findings also suggested that knowledge and experiences in special education influence teachers’ levels of teacher efficacy. The findings of this study support the cruciality of collaborative practices as a means of resolving issues of inadequate resources for students with special or additional needs in the Malaysian classrooms.</p> 2019-12-23T10:12:27+00:00 ##submission.copyrightStatement##