Kerangka teknologi bantu untuk diagnosis hubungan kecerdasan visual spasial bagi pelajar dengan masalah pembelajaran

Assistive technology framework to diagnosis the relationship of spatial visual intelligence for students with learning disabilities

Authors

  • Intan Shazila Samsudin Universiti Pendidikan Sultan Idris
  • Muhamad Hariz Muhamad Adnan Universiti Pendidikan Sultan Idris

DOI:

https://doi.org/10.37134/jictie.vol8.sp.2.11.2021

Keywords:

teknologi bantu, hubungan kecerdasan visual spasial, masalah pembelajaran

Abstract

Hubungan Kecerdasan Visual Spasial (VSR) merupakan keupayaan untuk mengenalpasti orientasi dan kedudukan objek dan menghubungkait orientasi diri dengan persekitaran. VSR menyumbang kepada kesedaran mendalam terhadap penterjemahan persepsi dan pembangunan kognitif dalam membantu individu untuk bergerak secara efisyen dalam persekitarannya. Masalah visual seringkali dikaitkan dengan Masalah Pembelajaran (LD) terutama untuk Disleksia dan Autisme. Mereka seringkali menghadapi masalah dalam mengecam, mengingat, mengorganisasi dan menginterpretasi visual yang mengakibatkan mereka mudah keliru dalam situasi penggunaan tulisan atau simbol pictorial dalam pembelajaran. Objektif kajian ini adalah untuk mencadangkan kerangka berkaitan teknologi bantu untuk diagnosis VSR di kalangan pelajar LD. Kajian perpustakaan dilakukan bagi melihat faktor dan elemen yang bersesuaian untuk menghasilkan teknologi bantu bagi diagnosis VSR dikalangan pelajar LD. Kerangka yang dicadangkan ini dapat menyumbang kepada usaha untuk menambahbaik dan mempelbagaikan kaedah mendiagnosis VSR terutamanya dikalangan pelajar LD. Ia juga membantu tenaga pengajar pendidikan khas untuk merancang, membangun dan mengimplemantasi kaedah intervensi serta kaedah pengajaran dan pembelajaran yang bersesuaian dengan tahap keupayaan pelajar LD khususnya berkaitan VSR.

 

ABSTRACT

Visual Spatial Relationship (VSR) is the ability to identify the orientation and position of objects and relate self-orientation to the environment. VSR contributes to a deep awareness of perceptual translation and cognitive development in helping individuals to move efficiently in their environment. Visual problems are often associated with Learning Disabilities (LD) especially Dyslexia and Autism. They often face problems in recognizing, remembering, organizing and interpreting visuals that result in them being easily confused in situations of the use of writing or pictorial symbols in learning. The objective of this study was to propose an assistive technology-related framework for the diagnosis of VSR among LD students. A library study was conducted to see the appropriate factors and elements to produce assistive technology for the diagnosis of VSR among LD students. This proposed framework can contribute to improving and diversifying methods of diagnosing VSR, especially among LD students. It also helps special education educators to plan, develop and implement intervention methods, as well as teaching and learning methods that are appropriate to LD students’ ability level, especially related to VSR.

Downloads

Download data is not yet available.

References

Abdul Nasir, Alfa Nur Aini Erman Efendi. (2016). Special education for children with disabilities in Malaysia: Progress and obstacles. Malaysian Journal of Society and Space, 12 (10), 78 – 87.

Adam T., Tatnall A. (2008). Using ICT to improve the education of students with learning disabilities. Dalam: Kendall M., Samways B. (eds) Learning to Live in the Knowledge Society. IFIP WCC TC3 2008. IFIP – The International Federation for Information Processing, vol 281. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09729-9_8.

Adam, T., A. Rigoni, and A. Tatnall, (2014). Designing and implementing curriculum for students with special needs: a case study of a thinking curriculum. Journal of Business Systems Governance and Ethics, 1(1), 49-63. https://doi.org/10.15209/jbsge.v1i1.68

Alnahdi, G. (2014). Assistive technology in special education and the universal design for learning. Turkish Online Journal of Educational Technology-TOJET, 13(2), 18-23.

Arit Uyouko & Wong Su Luan. (2015). Teachers’ cultural perception of ICT in Nigerian schools. International Journal of Education and Training (InjET), 1(1), 1-12.

Bahr, C., Nelson,N.W., & VanMeter, A.M. (1996). The effects of text-based and graphic-based software tools on planning and organizing stories. Journal of Disabilities, 29, 355-370. https://doi.org/10.1177/002221949602900404

Bouck, E. C., Doughty, T. T., Flanagan, S. M., Szwed, K., & Bassette, L. (2010). Is the pen mightier? Using pentop computers to improve secondary students' writing. Journal of Special Education Technology, 25(4), 33-47. https://doi.org/10.1177/016264341002500403

Bryant, D.P. & Bryant, B.R. (1998). Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities. Journal of Learning Disabilities, 31, 41-54. https://doi.org/10.1177/002221949803100105

Burne, B., Knafelc,V., Melonis,M. & Heyn,P. (2011). The use and application of assistive technology to promote literacy in early childhood: a systematic review. Disability and Rehabilitation: assistive technology, 6, 207-213. https://doi.org/10.3109/17483107.2010.522684

Chalfant, J.C, Schefflin, M. A., (1969). Central processing dysfunctions in children: A review of research, Washington, D.C.

Cummings,T.G & Worley,C.G (2001). Organization Development and Change. https://www.slideshare.net/somanishalaka/organization-development-and-change-42687026.

Dzalani, H. & Shamsuddin,K. (2014). A review of definitions and identification of specific learning disabilities in Malaysia and challenges in provision of services. Journal of Social Sciences & Humanities, 22 (1), 1-18.

Eyyuuml, M. (2013). Analysis of narrative texts in secondary school textbooks in terms of values education. Educational Research and Reviews, 8(8), 361-366.

Helmi Adly, M.N., (2015) The use of serious games to diagnose visual perception problem in autistic students, Tesis PHD, Universiti Teknikal Malaysia Melaka.

Holmboe, E. S., & Durning, S. J. (2014). Assessing clinical reasoning: moving from in vitro to in vivo. Diagnosis, 1(1), 111-117. https://doi.org/10.1515/dx-2013-0029

Ismail N, Zaman HB (2011). Self-voicing browser enhancing accessibility in vertual learning environment for the blind. Journal of Special Education, 1 (1), 72-85.

Johnson, G. M. (1998). Students at risk: Towards a new paradigm of mild educational disabilities, School Psychology International, 9(3), 221-237. https://doi.org/10.1177/0143034398193003

Katouf,V.M., Steele,G.E (2000), Visual perception skills in low income and rural children. Journal of Optometric Vision Development, 31, 71-75.

Kavale, A. K. & Forness, R. S. (2000). What definitions of learning disabilities say and don’t say: A critical analysis. Journal of Learning Disabilities, 33, 239. https://doi.org/10.1177/002221940003300303

Kurtz, L.A. (2006). Visual Perception problem in Children with AH/HD, autism, and other learning disabilities: A guide for parents and professionals. Jessica Kingsley Publishers.

Lee, L. W., & Low, H. M. (2014). The evolution of special education in Malaysia. British Journal of Special Education, 41(1), 42-58. https://doi.org/10.1111/1467-8578.12048

Learning Disabilities Association of Ontario, (2021). What Are LDs?. https://www.ldao.ca/introduction-to-ldsadhd/what-are-lds/

Lewis, L.B. (1998). Assistive technology and learning disabilities: Today’s realities and tomorrow’s promises. Journal of Learning Disabilities, 31, 16-26. https://doi.org/10.1177/002221949803100103

Lieberman, L.M., (1984). Visual perception versus visual function. Journal of Learning Disabilities, 17, 182-185. https://doi.org/10.1177/002221948401700311

MacArthur, C.A. (1996). Using Technology to enhance the writing process of students with learning disabilities. Journal of Learning Disabilities, 29, 344-354. https://doi.org/10.1177/002221949602900403

Madina, S. (2015). Integrating ICT’s into environment science primary school classroom in Chegutu district, Zimbabwe : Problem and solutions. European Journal of Science and Mathematics education, 3(1), 90-96.

Mazlan, N. H., & Daud, S. M. (2011). Electronic signing storybook (CODREAD) for deaf students. Journal of Special Needs Education, 1, 63-71.

National Academies of Sciences, Engineering and Medicine (2015). Improving Diagnosis in Health Care. The National Academies Press.

Nor, M (2015). School Management Concerning Collaboration with Social Resources in the community – Its Approaches and Problem. Special Education Department, The Ministry of Education.

Okolo, C.M., & Diedrich, J. (2014). Twenty-five years later: How is technology used in the education of students with disabilities? Result of statewide study. Journal of Special Education Technology, 29 (1), 1-20. https://doi.org/10.1177/016264341402900101

Patton, C. M., & Roschelle, J. (2008). Why the best math curriculum won't be a textbook? Education Week, pp. 24-32.

Peterson-Karlan, G.R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research and findings. Assistive Technology Outcomes and Benefits, 7(1), 39-62.

Pillay, H., (2000). Cognition and recreational computer games: Implications for educational technology. Journal of Research on Computing in Education, 32(1): 32-41. https://doi.org/10.1080/08886504.1999.10782624

Poon, P. and Head, P. (1985). Computers Assisting People. 1st Pan Pacific Computer Conference, Melbourne, Australian Computer Society.

Quinn, C.N. (1996). Designing an instructional game: Reflections for quest on independence. Journal of Education and Information Technologies, 1(1), 251-269. https://doi.org/10.1007/BF02350662

Rahman FA, Umar RS, Saleh MAM (2011). New technology approach (D-MIC) for students with Dyslexia. Journal of Special Education, 1(1), 86-100.

Ranjit, K., Indu, B. & Shamsir, S. (2015). Effectiveness of ICT blended with traditional method for teaching of human rights. International Journal of Multidisciplinary Research and Development, 2(3): 907-911.

Schmidt, M., Weinstein, T., Niemic, R. and Walberg, H. J. (1986). Computer-assisted instruction with exceptional children. The Journal of Special Education, 19(4), 493-501. https://doi.org/10.1177/002246698501900411

Torgesen, K. J., & Young, K. A. (1983). Priorities for the use of microcomputers with learning disabled children. Journal of Learning Disabilities, 16(4). https://doi.org/10.1177/002221948301600413

Wood, L. E. and Stewart, P. W. (1987). Improvement of Practical Reasoning Skills with a Computer Game. Journal of Computer -Based Instruction, 14(2), 49-53.

Yamamoto, J. and Miya, T. (1999). Acquisition and transfer of sentence construction in autistic students: analysis by computer-based teaching. Research in Developmental Disabilities, 20(5), 355-377. https://doi.org/10.1016/S0891-4222(99)00017-7

Downloads

Published

2021-12-24

How to Cite

Samsudin, I. S., & Adnan, M. H. M. (2021). Kerangka teknologi bantu untuk diagnosis hubungan kecerdasan visual spasial bagi pelajar dengan masalah pembelajaran: Assistive technology framework to diagnosis the relationship of spatial visual intelligence for students with learning disabilities. Journal of ICT in Education, 8(4), 113–121. https://doi.org/10.37134/jictie.vol8.sp.2.11.2021

Most read articles by the same author(s)