Need Analysis for the Development of a Braille Early Reading Skills Teaching Module for Preschool Children with Visual Impairment
DOI:
https://doi.org/10.37134/bitara.vol17.sp2.2.2024Keywords:
Needs Analysis, Braille Early Reading, Special Education Teacher, Teaching Module, PreschoolAbstract
For module design and development studies, a needs analysis study is very important to explore the needs of teachers as module users. This study aims to explore the need to develop a braille early reading skills teaching module for children with visual impairment preschool. This needs analysis was conducted on four special education preschool teachers with disabilities at the Ministry of Education Malaysia. Data collection was conducted using semi-structured interview method to obtain insights and ideas in teaching braille early reading skills based on Discrepancy Model McKillip. The findings identified four main objectives: (1) challenges during the teaching of Braille early reading skills; (2) methods of teaching braille early reading skills; (3) development needs of braille early reading skills module and (4) characteristics of braille early reading skills module. The findings of this needs analysis indicate that the Braille early reading skills module has a need to be developed to overcome the challenges faced by preschool teachers in teaching braille early reading skills. This study is also expected to assist researchers in the production of quality modules and to solve the challenges faced by teachers in teaching braille early reading skills for preschool children. This is in line with Sustainable Development Goal 4 (SDG 4) which promotes quality and equitable inclusive education for all children.
Downloads
References
Albouys-Perrois, J., Laviole, J., Briant, C., & Brock, A. M. (2018). Towards a multisensory augmented reality map for blind and low vision people. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, 1–14. https://doi.org/10.1145/3173574.3174203
Alya Qasdina Ng Ai Lee, & Kway, E. H. (2023). Need analysis of pre-braille skills module as the pedagogical support in early braille literacy learning. South Asian Journal of Social Sciences and Humanities, 4(1), 90–111. https://doi.org/10.48165/sajssh.2023.4106
Alya Qasdina Ng Ai Lee, Kway, E. H., & Hasrul Hosshan. (2021). Essentials of pre-braille skills in braille learning: A literature review. Jurnal Pendidikan Bitara UPSI, 14(2), 76–86. https://doi.org/10.37134/ bitara.vol14.2.7.2021
Bakke, H. A., Cavalcante, W. A., Oliveira, I. S. de, Sarinho, S. W., & Cattuzzo, M. T. (2019). Assessment of Motor Skills in Children With Visual Impairment: A Systematic and Integrative Review. Clinical Medicine Insights: Pediatrics, 13, 117955651983828. https://doi.org/10.1177/1179556519838287
Barber, A. T., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34. https://doi.org/10.1177/2372732219893385
Barlow-Brown, F., Barker, C., & Harris, M. (2019). Size and modality effects in Braille learning: Implications for the blind child from pre-reading sighted children. British Journal of Educational Psychology, 89(1), 165–176. https://doi.org/10.1111/bjep.12229
Beyene, W. M., Mekonnen, A. T., & Giannoumis, G. A. (2023). Inclusion, access, and accessibility of educational resources in higher education institutions: exploring the Ethiopian context. International Journal of Inclusive Education, 27(1), 18–34. https://doi.org/10.1080/13603116.2020.1817580
Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2021). Fostering student engagement with motivating teaching: An observation study of teacher and student behaviours. Research Papers in Education, 36(6), 754–779. https://doi.org/10.1080/02671522.2020. 1767184
Croake, K., Gentle, F., & Duncan, J. (2024). Evidence-based pedagogy used to teach beginning readers braille in a mainstream setting: A scoping review. British Journal of Visual Impairment, 1–16. https://doi.org/10.1177/02646196241250200
Farhana Abdullah Asuhaimi, Amalia Ahmad, Helyawati Baharuddin, & Shakirah Mohd Sofi. (2018). Kajian awal penggunaan Teknik Fonik dalam pembangunan aplikasi Mobil Fonik: Bacalah sayang. International Research Management & Innovation Cenference, August, 1–10.
Ghazali Darusalam, & Sufean Hussin. (2021). Metodologi penyelidikan dalam pendidikan: Amalan dan analisis kajian (Edisi Ke-3). Penerbit Universiti Malaya.
Ginting, D. (2021). Student Engagement and Factors Affecting Active Learning in English Language Teaching. Voices of English Language Education Society, 5(2), 215–228. https://doi.org/10.29408/ veles.v5i2.3968
Hannah Aqilah Amran, Rosadah Abd Majid, & Manisah Mohd. Ali. (2019). Cabaran guru pendidikan khas pada abad ke-21. International Journal of Education, Psychology and Counseling, 4(26), 113–122. www.ijepc.com
Hoskin, E. R., Coyne, M. K., White, M. J., Dobri, S. C. D., Davies, T. C., & Pinder, S. D. (2024). Effectiveness of technology for braille literacy education for children: A systematic review. Disability and Rehabilitation: Assistive Technology, 19(1), 120–130. https://doi.org/10.1080/17483107.2022. 2070676
Intan Safinas Mohd Ariff Albakri, Fazilah Idris, Maznah Ibrahium, & Alawiah Ibrahim. (2011). Kaedah pengajaran berkesan : Antara keperluan pelajar dan realiti pengajaran pengajian jarak jauh. Jurnal Pengajian Umum.
Kamarul Azmi Jasmi. (2012). Kesahan dan kebolehpercayaan dalam kajian kualitatif. Kursus Penyelidikan Kualitatif Siri 1 2012.
Kao, M. A., & Mzimela, P. J. (2019). ‘They are visually impaired, not blind … teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners. South African Journal of Childhood Education, 9(1), 1–11. https://doi.org/10.4102/SAJCE.V9I1.651
Keil, S., Fielder, A., & Sargent, J. (2017). Management of children and young people with vision impairment: Diagnosis, developmental challenges and outcomes. Archives of Disease in Childhood, 102(6), 566–571. https://doi.org/10.1136/archdischild-2016-311775
Kizilaslan, A. (2020). Teaching students with visual impairment. Progress in Education, 63(April), 49–70.
Komalasari, M. D., Pamungkas, B., Wihaskoro, A. M., Jana, P., Bahrum, A., & Khairunnisa, N. Z. (2019). Interactive multimedia based on multisensory as a model of inclusive education for student with learning difficulties. Journal of Physics: Conference Series, 1254(1), 012057. https://doi.org/10.1088/ 1742-6596/1254/1/012057
Martiniello, N., Barlow, M., & Wittich, W. (2022). Exploring correlates of braille reading performance in working-age and older adults with visual impairments. Scientific Studies of Reading, 26(4), 267–286. https://doi.org/10.1080/10888438.2021.1969402
Martiniello, N., & Wittich, W. (2022). Exploring the influence of reading medium on braille learning outcomes: A case series of six working-age and older adults. British Journal of Visual Impairment, 40(2), 389–404. https://doi.org/10.1177/0264619621990702
McKillip J. (1987). Identifying needs: Need analysis. SAGE Publications.
Mejar Rosmalily Salleh, Aznan Che Ahmad, Eni Eliza Ghazali, Norzila Zakaria, & Paizah Zakaria. (2023). Kompetensi guru pendidikan khas dari aspek kurikulum untuk melahirkan murid berkeperluan pendidikan khas yang mampu berdikari. Jurnal Kurikulum Bahagian Pembangunan Kurikulum, 8(1), 124–144.
Mohamed Ayob Bin Sukani, & Arfah Abdul Karim. (2019). Kompetensi pengajaran guru Bahasa Melayu prasekolah pendidikan khas dari perspektif Kerangka Standard Bahasa Melayu (KSBM). SEAMEO SEN ICSE, July, 13–15.
Muhammad Nizam Abdul Majid, Aliza Alias, & Mohd Rhafiq Mazlan. (2022). Isu serta cabaran pengajaran dan pembelajaran murid berpenglihatan terhad dalam kalangan guru di sekolah rendah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(7), e001614. https://doi.org/10.47405/mjssh. v7i7.1614
Nicholas, M., Rouse, E., & Paatsch, L. (2021). Child-centred teaching: Helping each child to reach their full potential. Education Sciences, 11(6), 280. https://doi.org/10.3390/educsci11060280
Nik Ahmad Farid Nik Shabery, N. J., & Nurul Asiah Fasehah Muhamad. (2022). Isu Dan Cabaran Dakwah Kepada Oku: Analisis Tinjauan Literatur Sistematik. Tinta Artikulasi Membina Ummah, 8(2), 15–27.
Nor Anisah Ahmad. (2021). Pembangunan modul lakaran dan kesannya terhadap pencapaian murid dalam mata pelajaran Reka Bentuk Teknologi (RBT) di sekolah menengah di Malaysia. Universiti Pendidikan Sultan Idris.
Norhayati Yusoff. (2022). Pembangunan aplikasi pembelajaran berasaskan permainan dalam talian (PBPDT) bagi topik kebarangkalian mudah dan kesannya terhadap pencapaian murid Tingkatan Dua. Universiti Pendidikan Sultan Idris.
Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE Publications.
Prasetyo, I. B. (2018). Keterampilan membaca dan menulis braille siswa tunanetra Kelas IV di SLB-A Yaat Klaten. Junal Ilmiah Mahasiswa Widia Ortodidaktika Program Studi Pendidikan Luar Biasa, 7(8), 860–871. http://journal.student.uny.ac.id/ojs/index.php/plb/article/view/12294
Rad, D., Redeş, A., Roman, A., Ignat, S., Lile, R., Demeter, E., Egerău, A., Dughi, T., Balaş, E., Maier, R., Kiss, C., Torkos, H., & Rad, G. (2022). Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal: A scoping review. In Frontiers in Psychology. https://doi.org/ 10.3389/fpsyg.2022.955833
Raja Nur Fakhriah Raja Badri Zainal, & Aizan Sofia Amin. (2018). Isu dan cabaran pelajar kurang upaya penglihatan di Institusi Pengajian Tinggi. Jurnal Psikologi Malaysia, 32(3), 131–145.
Richey, R. C., & Klein, J. D. (2007). Design and developmet research methods, strategies and issues. In Routledge.
Rosfuzah Roslan, Norhidayah Abd Hamid, Wardah Syahirah Ahmad Nizam, & urallisya Mohd Ali. (2021). Membaca bersama Iman: Pembangunan aplikasi mudah alih bagi pembelajaran dan permainan membaca Bahasa Malaysia prasekolah. Ultidisciplinary Applied Research and Innovation, 2(2), 347–352.
Roslan Chin, & Nurahimah Yusoff. (2017). Penggunaan strategi pembelajaran bahasa untuk menguasai kemahiran membaca dalam kalangan murid pemulihan khas. Proceedings of ICSoTL, 27–39.
Rozniza, Z., & Lee, L. W. (2022). Teknologi bantuan untuk murid berkeperluan khas. Penerbit Universiti Sains Malaysia.
Satzinger, J. W., Jackson, R. B., & Burd, S. D. (2007). Object oriented analysis & design with unifed process. Course Technology.
Seriayuna Sa’don Zubir. (2019). Isu dan cabaran guru pendidikan khas di Malaysia dan Amerika Syarikat: Satu kajian perbandingan. Jurnal Al-Sirat, 1(18), 170–184.
Shi, Y., Pyne, K., Kulophas, D., & Bangpan, M. (2022). Exploring equity in educational policies and interventions in primary and secondary education in the context of public health emergencies: A systematic literature review. International Journal of Educational Research, 111, 101911. https://doi. org/10.1016/j.ijer.2021.101911
Siti Rohana Salleh. (2021). Pembangunan Modul My KAPS berasaskan nyanyian secara didik hibur bagi penerapan kemahiran sosioemosi kanak-kanak prasekolah. Universiti Pendidikan Sultan Idris.
Siti Zairin, & Mohd Norazmi Nordin. (2023). The effectiveness of a multisensory approach in improving open syllabic reading skills of special education needs students (SENS). Special Education [SE], 1(1), e0008. https://doi.org/10.59055/se.v1i1.8
Sophie Chang, C.-H., Kuo, C.-C., Hou, H.-T., & Ying Koe, J. J. (2022). Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness. Computers in Human Behavior, 128, 107085. https://doi.org/https://doi.org/10.1016/ j.chb.2021.107085
Soumia, T., Nadir, K., & Mohammed, N. (2021). Challenges faced by visually impaired students in writing with lack of assistive technology. Journal of Asia TEFL, 18(1), 345–354. https://doi.org/10.18823 /asiatefl.2021.18.1.26.345
Sutinah Muhd Ali, Yahya Othman, & Zamri Mahamod. (2016). Kaedah fonik dalam mengajarkan kemahiran membaca kanak-kanak prasekolah: Tinjauan pelaksanaan di negara Brunei Darussalam. Prosiding Seminar Majlis Dekan Pendidikan IPTA, 21, 1–21.
Ukpong, B. (2020). Human and material resources for effective teaching of students with visual impairment in Ministry of Education Special Education Centre Uyo Akwa Ibom State. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3568532
Van Leendert, A., Doorman, M., Drijvers, P., Pel, J., & van der Steen, J. (2022). Teachers’ skills and knowledge in Mathematics education for braille readers. Technology, Knowledge and Learning, 27(4), 1171–1192. https://doi.org/10.1007/s10758-021-09525-2
Zulkifli Hussain @ Mat Hassan. (2020). Pembinaan dan kesan Modul Bena Katarsis (MBK) terhadap kebimbangan pelajar Maktab Rendah Sains Mara (MRSM) [Universiti Sains Malaysia]. http://www.unpcdc.org/media/15782/sustainable procurement practice.pdf%0Ahttps://europa.eu/ capacity4dev/unep/document/briefing-note-sustainable-publicprocurement%0Ahttp://www.hpw.qld. gov. au/ SiteCollectionDocuments/ProcurementGuideIntegratingSustainabilit
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Azizah Awang, Intan Farahana Abdul Rani, Kway Eng Hock
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
