Norshidah Salleh - Academia.edu (original) (raw)

Uploads

Papers by Norshidah Salleh

Creative Education, 2018

This paper discusses a proposed instruction model for intervention of social skills children with... more This paper discusses a proposed instruction model for intervention of social skills children with visual impairment. Intervention model based on Badura's Social Cognitive Learning Theory were proposed to help students with visual impairment in the development of their social skills. The emphasis of the theory was based on imitation, environment and cognition. The three elements are interrelated in the development of social skills and individual behavior. The theory stressed the process of learning behavior through imitation. Without visual information, the imitation was learnt from the information through hearing and touch as well as physical model. The process of imitation was received with reward, reinforcement and motivation will strengthen the social skills learned and the target behavior. In addition, teachers, parents and the communities have an important role in helping and training the visually impaired children to improve their social skills. The impact of the proposed intervention model, the social skill of visual impairment children will be improved so that they can be socialized effectively with typical children.

Ketiadaan maklumat visual menyebabkan kanak-kanak yang mengalami masalah penglihatan mempelajari ... more Ketiadaan maklumat visual menyebabkan kanak-kanak yang mengalami masalah penglihatan mempelajari tingkah laku sosial menerusi deria yang lain. Maklumat audio, bau, rasa dan sentuhan yang diterima adalah sangat terbatas berbanding maklumat visual yang diterima oleh kanak-kanak tipikal. Kajian ini bertujuan untuk mengenal pasti penguasaan kemahiran sosial peringkat asas dalam kalangan murid berkeperluan pendidikan khas ketidakupayaan penglihatan (MBPKKP). Tiga aspek kemahiran sosial peringkat asas yang dinilai ialah kemahiran bahasa badan, kemahiran komunikasi dan kemahiran bekerjasama. Kajian ini merupakan kajian deskriptif secara keratan rentas mengikut kumpulan umur sampel kajian. Pengumpulan data menggunakan borang soal selidik. Pemilihan sampel kajian untuk murid MBPKKP (n = 167) adalah secara pensampelan bertujuan dan murid tipikal (n=315) adalah secara rawak sitematik. Kajian dijalankan di enam buah sekolah yang menawarkan program pendidikan khas untuk MBPKKP di dua buah negeri. Dapatan kajian menunjukkan bahawa penguasaan kemahiran tingkah laku sosial murid adalah bertambah dengan pertambahan usia bagi kedua-dua kumpulan MBPKKP dan murid tipikal. Namun terdapat perbezaan corak penguasaan kemahiran tingkah laku sosial antara MBPKKP dengan murid tipikal. MBPKKP menunjukkan tahap penguasaan yang paling rendah bagi kemahiran bahasa badan (min = 3.36) berbanding kemahiran komunikasi (min = 3.64) dan kemahiran bekerjasama (min = 3.66). Sementara murid tipikal menunjukkan penguasaan yang paling tinggi bagi kemahiran bahasa badan (min = 4.5). Walaupun kemahiran bahasa badan seperti tenungan mata dan ekspresi muka mudah dipelajari secara tidak sengaja melalui pemerhatian di dalam persekitaran, namun kemahiran tersebut sukar dikuasai oleh MBPKKP kerana ketidakupayaan untuk melihat dan meniru tingkah laku tersebut. Hasil kajian memberi implikasi terhadap keperluan latihan dan intervensi untuk meningkatkan kemahiran tingkah laku sosial MBPKKP. Kata kunci: Murid berkeperluan pendidikan khas ketidakupayaan penglihatan; murid tipikal; kemahiran tingkah laku sosial; maklumat visual ABSTrAcT The absence of visual information causes children with visual impairments to learn social behavior through other senses. Audio, smell, taste and touch information received by these children are very limited compared to visual information received by typical children. The purpose of this study is to identify acquisition of basic social behavior skills among students with visual impairments. The three aspects of basic social behavior skills assessed are body language skills, communication skills and collaborative skills. This study is a descriptive cross-sectional study based on the age group of the samples. The data was collected using a set of questionnaire. Purposive sampling was used to select samples of students with visual impairments (n = 167) while systematic random sampling was used to select samples of typical students (n = 315). The study was conducted in six schools offering special education programs for students with visual impairment in two states. The findings show that the mastery of the students' social behavior skills increases with the age for both students with visual impairments and typical students. However, there are differences in social behavior skills proficiency between students with visual impairments and typical students. Students with visual impairments show the lowest level of ability for body language skills (mean = 3.36) compared to communication skills (mean = 3.64) and cooperative skills (mean = 3.66). While typical students demonstrate the highest level of body language skills (mean = 4.5). Although body language skills such as eye contact and facial expressions are easily learned by observation in the environment, the skills are difficult to master by students with visual impairments because of their inability to see and imitate the behavior. The findings have implications for training and intervention requirements to improve students with visual impairments' social behavior skills. Keywords: Students with visual impairments; typical students; social behavior skills; visual information JPM artikel 6.indd 41

1st International Conference on Special Education, 2015

Manipulative materials are generally regarded as valuable tools of mathematics that provide exper... more Manipulative materials are generally regarded as valuable tools of mathematics that provide experiential learning through concrete objects. The importance of the application of manipulative materials in imparting knowledge is supported by Piaget, Bruner and Skemp who stated that the development of mathematical concepts develop through physical objects into the form of representation and abstract thought. Student's mental image and abstract ideas are based on their experience. Therefore, students who see and manipulate various objects have a clearer mental image and can represent abstract ideas. Accordingly, this study aimed to explore the perceptions of teachers regarding the use of manipulative materials in helping to increase the understanding of Visually Impaired Students in the teaching and learning process of mathematics. Qualitative research approach was utilized using structured interview method involving 10 teachers of mathematics in two special education primary schools for the visually impaired in Malaysia. The study reveals that there are four main manipulative materials used in teaching Mathematics specifically for Visually Impaired Students. Manipulative materials include embossed diagrams, Braille and normal print worksheets, concrete materials, tangible or natural materials, and special equipment. Math teachers who participated in this study showed great interest in using manipulative materials. Based on the experience of teachers, it was found that manipulative materials can help improve understanding of Visually Impaired Students in mathematics teaching and learning process. Therefore, the use of manipulative materials as a medium of instruction should be given priority in order to increase understanding of Visually Impaired Students, specifically towards mathematics at the primary school level.

The learning options for students with special needs in Malaysian educational system fall within ... more The learning options for students with special needs in Malaysian educational system fall within three broad categories of special needs: visual impairments, hearing impairments and learning disabilities in special schools and integration programs in mainstream schools. A placement of students with visual impairment is mainly based on the visual impairments they are experiencing. However, it is found that there are also those who experience additional disabilities. This paper discusses the factors that contribute to these students experiencing additional disabilities and the complication related to that. The implication of these disabilities on the education of these students will be highlighted.

Procedia - Social and Behavioral Sciences, 2010

The purpose of this paper is to discuss the social behavior of visually impaired students. Most o... more The purpose of this paper is to discuss the social behavior of visually impaired students. Most of the students covered by this study were passive and generally had difficulty in interacting with people. However, their indisciplined behavior in schools was found to be similar to that of sighted students. A few intervention strategies, proposed by educationists, are discussed here to help the visually impaired students in adapting themselves to their environment, and thereby secure peer and community acceptance. Such acceptance will eventually help the impaired students in overcoming the feeling of being rejected or neglected by classmates and society.

Procedia-Social and Behavioral Sciences, 2010

The present Prime Minister of Malaysia has put forward the concept of "One Malaysia" in order to ... more The present Prime Minister of Malaysia has put forward the concept of "One Malaysia" in order to establish an integrated multiethnic citizens. This article will discuss recent research about ethnic relations among the youth in Malaysia and relate those ethnic behaviors toward fulfilling the concept of One Malaysia, which had become a national agenda. Most of the recent research had not shown impressive results. The ethnic relations among the youth was at the average level. The research findings indicate that the youth in Malaysia understood the importance of unity but, practically, it was only at the average level.

Asian Social Science, 2013

Inclusive education supports the vision of the United Nations (UN) in upholding the fundamental r... more Inclusive education supports the vision of the United Nations (UN) in upholding the fundamental rights of children with special needs towards education. In Malaysia, the Persons with Disabilities Act 2008 recognized the rights of children and persons with disabilities in regards to education. However, the implementation of inclusive education for children with autism in Malaysia has been problematic, especially in preschool. Therefore, this study investigated teachers' perceptions of including children with autism in a mainstream preschool. The objectives of this study were: 1) to determine the attitudes of teachers towards inclusive education 2) to identify the knowledge and skills of pre-school teachers regarding inclusive education 3) to identify the barriers and challenges in implementing inclusive education in pre-school 4) to investigate the reasons behind the non-acceptance of preschool teachers on having children with autism in their classes. Data were collected using a structured interview. Three pre-school teachers in Selangor agreed to participate in this study. The interviews were transcribed text verbatim and information was analyzed by identifying relevant themes. The findings showed that the teachers were not prepared to teach children with autism in their class because they did not know the characteristics of children with autism and did not understand the importance of inclusive education. In conclusion, the practice of inclusive education in pre-school is yet to be implemented successfully due to some constraints experienced by teachers and lack of support in the environment.

Persidangan Serantau Siswazah Pendidikan , Mar 21, 2015

Kementerian Pelajaran melaksanakan usaha yang berterusan bagi meningkatkan kualiti pendidikan te... more Kementerian Pelajaran melaksanakan usaha yang berterusan bagi meningkatkan kualiti pendidikan terus beranjak mengikut keperluan semasa. Namun, akses kepada disiplin Matematik bagi Murid Bermasalah Penglihatan terus menjadi isu dan masalah yang perlu ditangani dengan segera. Umumnya, sifat Matematik yang memerlukan visual sebagai asas penting penguasaannya menyebabkan Murid Bermasalah Penglihatan jauh ketinggalan dalam pencapaian Matematik di semua peringkat persekolahan. Oleh itu, kajian tinjauan ini dilaksanakan bagi melihat cabaran pengajaran Matematik di peringkat sekolah rendah di Malaysia. Pendekatan kajian secara kualitatif dijalankan menggunakan kaedah temu bual melibatkan 10 orang guru Matematik daripada dua buah sekolah rendah pendidikan khas bermasalah penglihatan yang masing-masing mewakili zon Borneo dan zon Semenanjung Malaysia. Dapatan kajian mendapati terdapat empat isu utama yang menjadi cabaran pengajaran Matematik. Pertama, pengetahuan pedagogi guru lebih kepada keperluan ketidakupayaan Murid Bermasalah Penglihatan dan bukannya subjek Matematik. Kedua, modul pengajaran Matematik yang disediakan mempunyai aras kemahiran yang terlalu tinggi dan kurang mengambil kira ketidakupayaan Murid Bermasalah Penglihatan. Ketiga, perbekalan buku yang menggunakan medium braille adalah terhad menyebabkan akses Murid Bermasalah Penglihatan hanya kepada buku teks yang dibekalkan sahaja. Cabaran yang keempat menunjukkan terdapatnya peningkatan bilangan Murid Bermasalah Penglihatan yang mempunyai kecacatan sampingan yang boleh mengganggu keupayaan mereka menguasai Matematik dengan baik. Cabaran ini menjadi kekangan dalam meningkatkan pencapaian Matematik Murid Bermasalah Penglihatan. Justeru itu, usaha menangani cabaran ini perlu dilaksanakan terlebih dahulu agar pengajaran Matematik untuk Murid Bermasalah Penglihatan lebih berkesan dan pencapaian murid dapat ditingkatkan.
.
Keywords: Cabaran, Pengajaran Matematik, Murid Bermasalah Penglihatan

Creative Education, 2018

This paper discusses a proposed instruction model for intervention of social skills children with... more This paper discusses a proposed instruction model for intervention of social skills children with visual impairment. Intervention model based on Badura's Social Cognitive Learning Theory were proposed to help students with visual impairment in the development of their social skills. The emphasis of the theory was based on imitation, environment and cognition. The three elements are interrelated in the development of social skills and individual behavior. The theory stressed the process of learning behavior through imitation. Without visual information, the imitation was learnt from the information through hearing and touch as well as physical model. The process of imitation was received with reward, reinforcement and motivation will strengthen the social skills learned and the target behavior. In addition, teachers, parents and the communities have an important role in helping and training the visually impaired children to improve their social skills. The impact of the proposed intervention model, the social skill of visual impairment children will be improved so that they can be socialized effectively with typical children.

Ketiadaan maklumat visual menyebabkan kanak-kanak yang mengalami masalah penglihatan mempelajari ... more Ketiadaan maklumat visual menyebabkan kanak-kanak yang mengalami masalah penglihatan mempelajari tingkah laku sosial menerusi deria yang lain. Maklumat audio, bau, rasa dan sentuhan yang diterima adalah sangat terbatas berbanding maklumat visual yang diterima oleh kanak-kanak tipikal. Kajian ini bertujuan untuk mengenal pasti penguasaan kemahiran sosial peringkat asas dalam kalangan murid berkeperluan pendidikan khas ketidakupayaan penglihatan (MBPKKP). Tiga aspek kemahiran sosial peringkat asas yang dinilai ialah kemahiran bahasa badan, kemahiran komunikasi dan kemahiran bekerjasama. Kajian ini merupakan kajian deskriptif secara keratan rentas mengikut kumpulan umur sampel kajian. Pengumpulan data menggunakan borang soal selidik. Pemilihan sampel kajian untuk murid MBPKKP (n = 167) adalah secara pensampelan bertujuan dan murid tipikal (n=315) adalah secara rawak sitematik. Kajian dijalankan di enam buah sekolah yang menawarkan program pendidikan khas untuk MBPKKP di dua buah negeri. Dapatan kajian menunjukkan bahawa penguasaan kemahiran tingkah laku sosial murid adalah bertambah dengan pertambahan usia bagi kedua-dua kumpulan MBPKKP dan murid tipikal. Namun terdapat perbezaan corak penguasaan kemahiran tingkah laku sosial antara MBPKKP dengan murid tipikal. MBPKKP menunjukkan tahap penguasaan yang paling rendah bagi kemahiran bahasa badan (min = 3.36) berbanding kemahiran komunikasi (min = 3.64) dan kemahiran bekerjasama (min = 3.66). Sementara murid tipikal menunjukkan penguasaan yang paling tinggi bagi kemahiran bahasa badan (min = 4.5). Walaupun kemahiran bahasa badan seperti tenungan mata dan ekspresi muka mudah dipelajari secara tidak sengaja melalui pemerhatian di dalam persekitaran, namun kemahiran tersebut sukar dikuasai oleh MBPKKP kerana ketidakupayaan untuk melihat dan meniru tingkah laku tersebut. Hasil kajian memberi implikasi terhadap keperluan latihan dan intervensi untuk meningkatkan kemahiran tingkah laku sosial MBPKKP. Kata kunci: Murid berkeperluan pendidikan khas ketidakupayaan penglihatan; murid tipikal; kemahiran tingkah laku sosial; maklumat visual ABSTrAcT The absence of visual information causes children with visual impairments to learn social behavior through other senses. Audio, smell, taste and touch information received by these children are very limited compared to visual information received by typical children. The purpose of this study is to identify acquisition of basic social behavior skills among students with visual impairments. The three aspects of basic social behavior skills assessed are body language skills, communication skills and collaborative skills. This study is a descriptive cross-sectional study based on the age group of the samples. The data was collected using a set of questionnaire. Purposive sampling was used to select samples of students with visual impairments (n = 167) while systematic random sampling was used to select samples of typical students (n = 315). The study was conducted in six schools offering special education programs for students with visual impairment in two states. The findings show that the mastery of the students' social behavior skills increases with the age for both students with visual impairments and typical students. However, there are differences in social behavior skills proficiency between students with visual impairments and typical students. Students with visual impairments show the lowest level of ability for body language skills (mean = 3.36) compared to communication skills (mean = 3.64) and cooperative skills (mean = 3.66). While typical students demonstrate the highest level of body language skills (mean = 4.5). Although body language skills such as eye contact and facial expressions are easily learned by observation in the environment, the skills are difficult to master by students with visual impairments because of their inability to see and imitate the behavior. The findings have implications for training and intervention requirements to improve students with visual impairments' social behavior skills. Keywords: Students with visual impairments; typical students; social behavior skills; visual information JPM artikel 6.indd 41

1st International Conference on Special Education, 2015

Manipulative materials are generally regarded as valuable tools of mathematics that provide exper... more Manipulative materials are generally regarded as valuable tools of mathematics that provide experiential learning through concrete objects. The importance of the application of manipulative materials in imparting knowledge is supported by Piaget, Bruner and Skemp who stated that the development of mathematical concepts develop through physical objects into the form of representation and abstract thought. Student's mental image and abstract ideas are based on their experience. Therefore, students who see and manipulate various objects have a clearer mental image and can represent abstract ideas. Accordingly, this study aimed to explore the perceptions of teachers regarding the use of manipulative materials in helping to increase the understanding of Visually Impaired Students in the teaching and learning process of mathematics. Qualitative research approach was utilized using structured interview method involving 10 teachers of mathematics in two special education primary schools for the visually impaired in Malaysia. The study reveals that there are four main manipulative materials used in teaching Mathematics specifically for Visually Impaired Students. Manipulative materials include embossed diagrams, Braille and normal print worksheets, concrete materials, tangible or natural materials, and special equipment. Math teachers who participated in this study showed great interest in using manipulative materials. Based on the experience of teachers, it was found that manipulative materials can help improve understanding of Visually Impaired Students in mathematics teaching and learning process. Therefore, the use of manipulative materials as a medium of instruction should be given priority in order to increase understanding of Visually Impaired Students, specifically towards mathematics at the primary school level.

The learning options for students with special needs in Malaysian educational system fall within ... more The learning options for students with special needs in Malaysian educational system fall within three broad categories of special needs: visual impairments, hearing impairments and learning disabilities in special schools and integration programs in mainstream schools. A placement of students with visual impairment is mainly based on the visual impairments they are experiencing. However, it is found that there are also those who experience additional disabilities. This paper discusses the factors that contribute to these students experiencing additional disabilities and the complication related to that. The implication of these disabilities on the education of these students will be highlighted.

Procedia - Social and Behavioral Sciences, 2010

The purpose of this paper is to discuss the social behavior of visually impaired students. Most o... more The purpose of this paper is to discuss the social behavior of visually impaired students. Most of the students covered by this study were passive and generally had difficulty in interacting with people. However, their indisciplined behavior in schools was found to be similar to that of sighted students. A few intervention strategies, proposed by educationists, are discussed here to help the visually impaired students in adapting themselves to their environment, and thereby secure peer and community acceptance. Such acceptance will eventually help the impaired students in overcoming the feeling of being rejected or neglected by classmates and society.

Procedia-Social and Behavioral Sciences, 2010

The present Prime Minister of Malaysia has put forward the concept of "One Malaysia" in order to ... more The present Prime Minister of Malaysia has put forward the concept of "One Malaysia" in order to establish an integrated multiethnic citizens. This article will discuss recent research about ethnic relations among the youth in Malaysia and relate those ethnic behaviors toward fulfilling the concept of One Malaysia, which had become a national agenda. Most of the recent research had not shown impressive results. The ethnic relations among the youth was at the average level. The research findings indicate that the youth in Malaysia understood the importance of unity but, practically, it was only at the average level.

Asian Social Science, 2013

Inclusive education supports the vision of the United Nations (UN) in upholding the fundamental r... more Inclusive education supports the vision of the United Nations (UN) in upholding the fundamental rights of children with special needs towards education. In Malaysia, the Persons with Disabilities Act 2008 recognized the rights of children and persons with disabilities in regards to education. However, the implementation of inclusive education for children with autism in Malaysia has been problematic, especially in preschool. Therefore, this study investigated teachers' perceptions of including children with autism in a mainstream preschool. The objectives of this study were: 1) to determine the attitudes of teachers towards inclusive education 2) to identify the knowledge and skills of pre-school teachers regarding inclusive education 3) to identify the barriers and challenges in implementing inclusive education in pre-school 4) to investigate the reasons behind the non-acceptance of preschool teachers on having children with autism in their classes. Data were collected using a structured interview. Three pre-school teachers in Selangor agreed to participate in this study. The interviews were transcribed text verbatim and information was analyzed by identifying relevant themes. The findings showed that the teachers were not prepared to teach children with autism in their class because they did not know the characteristics of children with autism and did not understand the importance of inclusive education. In conclusion, the practice of inclusive education in pre-school is yet to be implemented successfully due to some constraints experienced by teachers and lack of support in the environment.

Persidangan Serantau Siswazah Pendidikan , Mar 21, 2015

Kementerian Pelajaran melaksanakan usaha yang berterusan bagi meningkatkan kualiti pendidikan te... more Kementerian Pelajaran melaksanakan usaha yang berterusan bagi meningkatkan kualiti pendidikan terus beranjak mengikut keperluan semasa. Namun, akses kepada disiplin Matematik bagi Murid Bermasalah Penglihatan terus menjadi isu dan masalah yang perlu ditangani dengan segera. Umumnya, sifat Matematik yang memerlukan visual sebagai asas penting penguasaannya menyebabkan Murid Bermasalah Penglihatan jauh ketinggalan dalam pencapaian Matematik di semua peringkat persekolahan. Oleh itu, kajian tinjauan ini dilaksanakan bagi melihat cabaran pengajaran Matematik di peringkat sekolah rendah di Malaysia. Pendekatan kajian secara kualitatif dijalankan menggunakan kaedah temu bual melibatkan 10 orang guru Matematik daripada dua buah sekolah rendah pendidikan khas bermasalah penglihatan yang masing-masing mewakili zon Borneo dan zon Semenanjung Malaysia. Dapatan kajian mendapati terdapat empat isu utama yang menjadi cabaran pengajaran Matematik. Pertama, pengetahuan pedagogi guru lebih kepada keperluan ketidakupayaan Murid Bermasalah Penglihatan dan bukannya subjek Matematik. Kedua, modul pengajaran Matematik yang disediakan mempunyai aras kemahiran yang terlalu tinggi dan kurang mengambil kira ketidakupayaan Murid Bermasalah Penglihatan. Ketiga, perbekalan buku yang menggunakan medium braille adalah terhad menyebabkan akses Murid Bermasalah Penglihatan hanya kepada buku teks yang dibekalkan sahaja. Cabaran yang keempat menunjukkan terdapatnya peningkatan bilangan Murid Bermasalah Penglihatan yang mempunyai kecacatan sampingan yang boleh mengganggu keupayaan mereka menguasai Matematik dengan baik. Cabaran ini menjadi kekangan dalam meningkatkan pencapaian Matematik Murid Bermasalah Penglihatan. Justeru itu, usaha menangani cabaran ini perlu dilaksanakan terlebih dahulu agar pengajaran Matematik untuk Murid Bermasalah Penglihatan lebih berkesan dan pencapaian murid dapat ditingkatkan.
.
Keywords: Cabaran, Pengajaran Matematik, Murid Bermasalah Penglihatan