A Preliminary Study on the ICT Facilities and Teachers’ View on Virtual Teaching and Learning for Autistic Students in Malaysia during Pandemic

Abstract

The objective of this study is to examine the use of ICT by autism care centres (ACC) in Malaysia during the pandemic as well as to know the ACC teachers' view on Virtual Teaching and Learning (VTL) platform. A preliminary study through site visits to four (4) selected care centres were carried out to get visual insight of ICT facilities used by them. An online survey was conducted to get feedback from the teachers on the perceived usefulness and their willingness to adopt the VTL. The site observation results found that all the care centres have basic ICT requirements that can help the teachers to access the internet and do e-filing records, but lack of ICT resources limits the VTL. The survey results reveal that more than 81% of the responding teachers are interested and support the implementation of VTL platform. They are confident that the platform able to aid them in VTL especially during pandemic. It is concluded that the objectives of the preliminary study are achieved and the VTL is very well accepted. Finally, further study on the digital model of teaching-learning that support the development of VTL platform is essential to move forward towards VTL implementation.

Virtual teaching and learning for autistic students amidst the pandemic: a systematic literature review

“…Further analysis identified 14 sub-themes from the 17 selected articles, with studies conducted mainly in the United States (7), Australia (2), and various countries (1). The selected articles spanned publication years, with five in 2022, eleven in 2021, and one in 2020, contributing to the SLR results presented in Table 6 [27], [28], [38]- [51].…”

“…Online support groups, suggested by Daulay [40], provide a virtual community for students and families, addressing social isolation and offering emotional support. Facilitators, including teachers and school organizations, play a pivotal role in adapting teaching methods and training caregivers, highlighting the need for professional development in virtual environment adaptation [28], [45], [46], [48]. Averet [44] emphasizes the significance of establishing strong connections between autistic children and their caregivers, requiring a comprehensive educational strategy that considers social and emotional connections.…”

“…Stenhoff et al [43] notes the importance of providing training to caregivers on instructional, communication, and behavioral support to actively engage in their children's education. Collaboration among teachers and school organizations addresses a variety of needs, ensuring students with autism receive complete support, including academic, emotional, and behavioral support [28], [44]. Teachers acting as a connection between home and the classroom support continuity in learning and psychological wellness [25].…”

“…Moreover, the findings of this SLR not only inform immediate instructional practices but also contribute to the broader discourse on inclusive education in the digital age. As the prevalence of online learning continues to grow, it is imperative to address the unique needs of diverse learners, including those with autism spectrum disorder (ASD) [24], [28]. By synthesizing empirical evidence and identifying key factors influencing the VTL experiences of autistic students, this study lays the groundwork for designing more inclusive educational policies and interventions.…”

Instructional Digital Model to Promote Virtual Teaching and Learning for Autism Care Centres

“…In response to the COVID-19 pandemic, the government of Malaysia implemented the Movement Control Order (MCO) which resulted in the closure of all kindergartens, public and private schools, including day schools and full boarding schools [1]. This disruption in the traditional classroom setting meant that many students, including those with special needs, were unable to continue their studies [2].…”