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This study aimed to increase student's concentration on learning and facilitating process in the classroom. A student from the Special Education Integration Program. was selected as the respondent of this study. The token economy approach had been implemented in this study to solve respondent behavioural problem who was not paying attention when completing classroom task. This study employed a qualitative, A-B-A single subject design which A and B represented baseline and intervention phase respectively. Observation was carried out in three different phase, namely baseline (2 weeks), intervention (2 weeks) and no intervention (2 weeks). Total duration of this study was 6 weeks. During early observation, to be found that interruption from other classes had caused distraction to respondent in completing the task given. Therefore, token economy was used to enhance students' motivation in paying attention and completing the task correctly. Token is given when respondent managed to answer questions correctly and neatly, and did not exhibit any disruptive behaviour within the stipulated period. Then, token was redeemed for tangible reinforcement according to the total scores of token. The results indicate that respondent had succesfully paying attention during completion of task.

Purpose – The purpose of this paper is to investigate the issues and challenges faced by headteachers in practicing the suggested distributed leadership (DL) approach in three primary schools to their middle layer leaders. Design/methodology/approach – The study employed a case study design and data were collected through semi-structured interviews. A total of three headteachers were interviewed in examining and exploring challenges within the DL practices. The transcripts from the semi-structured interviews formed the basis of the findings. Findings – The findings suggest that senior teachers lack confidence in making decisions and rely on the consent from headteachers even though they are empowered to make their own decisions. Another significant issue faced by headteachers when distributing their leadership is the ability, expertise, experience, and willingness of teachers to hold leadership roles and responsibilities. Originality/value – The results are important since there have been few empirical studies on the issues and challenges faced by headteachers in practising DL approach in primary schools in the context of Malaysia. This initiative sidelines the traditional school leadership approach which emphasises on the accountability of headteachers as the sole school leader.

Inter-agency collaboration is a very important element in the success of vocational education programs for students with special needs, especially for students with learning disabilities. Inter-agency collaboration is a team consisting of students, parents, school representatives and representatives of outside agencies involved in implementing, coordinating and developing service plans for students with special needs. However, the implementation of inter-agency collaboration with schools has remained at low levels. Therefore, this study was undertaken to explore the implementation of inter-agency collaboration and the obstacles faced by teachers in vocational education of students with learning disabilities towards career experience preparation. This study used a qualitative approach with case study design. Data were collected using interviews involving 10 teachers from vocational education in 6 Integration Program with Learning Disabilities (IPLD) schools. The findings show that there is inter-agency collaboration implemented with the schools involved but the implementation is not comprehensive. Results from interviews show that there are several obstacles in the implementation of inter-agency collaboration in terms of student attitude, parental attitude, and attitude of employers, financial problems and lack of information about the implementation of vocational education in IPLD. This study is expected to assist schools in implementing inter-agency collaboration to provide the best service to enhance the skills and careers of students with special needs especially students with learning disabilities.

Social-emotional development at an early age is pivotal and it is significantly affecting children's future life. Children with good social-emotional skills will succeed in academic and later life. Nevertheless, to make sure all children mastered social-emotional skills, teachers need to be empowered with the knowledge, teaching approach, teaching strategies and good practices on social-emotional development first. Teachers with good knowledge and practices can support, nurture and foster children's social-emotional development positively. Therefore, the purpose of this study is to investigate the Malaysian early childhood educators' perceptions regarding social-emotional development. This study used a survey research design and quantitative approach. A self-developed questionnaire was used for data collection. The questionnaire comprises four variables, which is an overview of social-emotional development, factors associated with social-emotional development, social-emotional learning in the classroom and social-emotional skills. A total of 332 early childhood educators participated in this research were selected using a random sampling technique. Descriptive and inferential statistics were performed using the Statistical Package for Social Science to answer the research questions. Findings showed Malaysian early childhood educators have a moderate perception of social-emotional development. Furthermore, the descriptive analysis showed, Malaysian early childhood educators have a good understanding of the overview and skills of social-emotional development variables. However Malaysian early childhood educators demonstrated a poor understanding of the factors associated with social-emotional development and how socialemotional should be taught in the classroom variables. The findings from this study are discussed on teachers' roles and practice to support children's social-emotional development.

Computer-assisted teaching and learning is an important concept that should be incorporated and applied by each special education teacher in the teaching and learning activities to make learning fun and interactive. Application of this method towards students with special needs is not widely used compared to other typical students. Therefore, in order to determine how far the method is practiced by special education teachers, a survey is conducted. The respondents consisted of 89 special education teachers in Klang district which involved in 16 elementary schools that offer integrated special education programs. The data obtained from the questionnaire, which has been adapted from the previous studies were then analyzed by using Statistical Package for Social Science (SPSS) version 20 and the results were discussed in a form of descriptive analysis including analysis of the percentage. In addition, the summary of the final data was done based on the percentage and the mean indicated. The result of the study showed that special education teachers in Klang district understand the concept of Computer-Assisted Teaching and Learning. However, there were constraints in implementing the method in teaching and learning. Adequate training should be given to special education teachers in order to improve the quality of teaching as well as to produce skilled and competent teachers in dealing with information technology's equipment. In relation to this, the results of this research can be used as a guide to empower Computer-Assisted Teaching and Learning in Integrated Special Education Program.

This study aims to identify how to learn sign language by deaf students and the level of mastery of sign language by students and teacher of the deaf at a state school in Melaka. In addition, this research would also like to know the major obstacles faced by deaf students and teachers who learn sign language. The instrument that is used in this study is a questionnaire. The respondents contain 50 deaf students and 10 special education teacher of the deaf. Research instrument contains 4 main parts: demographic, the level of mastery of sign language, way to learn sign language and the challenges and obstacles encountered during the study of sign language. Research findings are analyzed using Statistical Package for the Social Science (SPSS) version 22.0 involving the use of descriptive statistics such as frequency, percentage and mean. Research findings indicate that the level of mastery of sign language for problematic pupils hearing and special education teachers is at mid-level. They completely use (KTBM) Kode Tangan Bahasa Melayu (Hand Code of Malay Language) in their daily teaching and communication. In addition, the way to learn sign language for deaf student is through the book while special education teachers also learn it through colleagues. The research also found that challenges as well as the obstacles often encountered to learn sign language for deaf students and special education teachers of the deaf are lack of source reference book of sign language. It is suggested that reference materials such as book and ICT are augmented in all integration program and special education of the deaf.

This study highlights on development of mobile prayer software for the hearing impaired community. The design and development research method (DDR) of this study is through instructional design model through five phases namely analysis, design, development, implementation and evaluation (ADDIE). The study sample involves 276 people consisting of deaf respondents, students with hearing impairments, teachers and experts in the field of information technology. The study identified that the software and design of the prayer mobile application for the hearing impaired users should include interactive features particularly graphics, animation, voice, video, text size and arrangement, as well as font size and colours. As for the design display, there are six elements should be given priority namely balanced topographic arrangement elements, bright theme divider, data divider, navigation, horizontal line layout and button section. Hence, the development of a mobile prayer application helps the special-need-users to perform their prayer obligation apart from increase their understanding on the Islamic Education component.