scholarly journals Activity-Based Teaching of Quran for Deaf Students in the Special Education Integration Program

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Izuli Dzulkifli ◽  
Asmawati Suhid ◽  
Fathiyah Mohd Fakhruddin ◽  
Nor Aniza Ahmad
Keyword(s):  
Special Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Hearing Impaired ◽  
Hearing Impairments ◽  
Deaf Students ◽  
Integration Program ◽  
Ability Levels ◽  
Different Characteristics ◽  
Hearing Impaired Students

The formal teaching and learning of the Quran for the hearing-impaired students in Malaysia is carried out at Special Education Schools offering Special Education Integration Program, locally known as ‘Program Pendidikan Khas Integrasi’(PPKI). The teaching and learning of the Quran for hearing-impaired students are based on the Special Education Curriculum of the Islamic Education subject. In order to enhance the achievement of deaf students in learning the Quran, teachers need to plan lessons relevant to the content of the learning of the Quran and students’ abilities. The objective of this study was to explore the activity-based teaching, such as reading and memorizing, employed by teachers who were teaching the Quran to deaf students in eight primary schools offering PPKI. This study utilized the qualitative approach in the form of case studies, using the interview technique and document analysis to obtain data. The findings showed the main activities inculcated in the learning of the Quran were reading and writing skills. These activities were carried out individually and in groups based on the different characteristics of the deaf students. Therefore, teachers should be aware of students’ ability levels and the different characteristics of the students’ hearing impairments such as mild, severe, and profoundly deaf so that the planned learning activities could be conducted smoothly during the teaching and learning sessions.

scholarly journals Magic Finger Teaching Method in Learning Multiplication Facts among Deaf Students

2016 ◽  
Vol 5 (3) ◽  
pp. 40 ◽  
Author(s):  
Liong Kon Thai ◽  
Mohd. Hanafi Mohd Yasin
Keyword(s):  
Special Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Method ◽  
T Test ◽  
Control Group ◽  
Deaf Students ◽  
Control Group Design ◽  
Multiplication Facts ◽  
Post Test

<p>Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students’ perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As many as 70 deaf students from three special education primary schools in Selangor and Federal Territory were gathered as research respondent. Data were analyzed by using descriptive and inferential statistics of t-test. Findings from the t-test analysis showed that MFTM has a significant effect on multiplication facts achievement among deaf students whereas conventional teaching method does not given a significant effect on multiplication facts achievement among them. The findings from questionnaires found that the deaf students have high level of perception towards MFTM in the dimensions of interest, self-confidence, persistence and motivation in learning multiplication facts. The findings serves as an implication towards students, parents, teachers, Special Education Division and Malaysia Education Ministry in terms of awareness, involvement, planning and implementation in the context of diversifying of multiplication facts teaching method, and the suitability of supporting materials in teaching and learning multiplication facts.<strong></strong></p>

Investigation of the usage of mainstreaming and general education teachers' educational activities on phonological awareness

2015 ◽  
Vol 1 (1) ◽  
pp. 15-33
Author(s):  
Ceyda Emir ◽  
M. Cem Girgin ◽  
H. Pelin Karasu
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities.

Investigation of Turkish activities applied in support education room for hearing impaired students in inclusive environment

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Elif Akay
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities  

Comprehension of indefinite pronouns and quantifiers by hearing-impaired students

1985 ◽  
Vol 6 (4) ◽  
pp. 417-434 ◽  
Author(s):  
Ronnie B. Wilbur ◽  
Wendy C. Goodhart
Keyword(s):  
Spoken Language ◽  
Hearing Impaired ◽  
Deaf Students ◽  
Comic Strips ◽  
Theoretical Predictions ◽  
Comparison Of The Results ◽  
Hearing Children ◽  
Written Materials ◽  
Indefinite Pronouns ◽  
Hearing Impaired Students

AbstractDeaf students' recognition of indefinite pronouns and quantifiers was tested using written materials in the form of comic strips that provided pragmatically appropriate context. One hundred and eighty-seven profoundly hearing-impaired students, aged 7–23 years, served as subjects. There were significant developmental trends for both the indefinite pronouns and the quantifiers, with the quantifiers significantly more difficult than the indefinite pronouns. A comparison of the results with predictions drawn from theoretical linguistics and with predictions drawn from Developmental Sentence Scoring (Lee, 1974) data for hearing children indicates that theoretical predictions are more accurate for hearing-impaired students. This may be due to differences in methodology (DSS reports spontaneous spoken language; the present study reports comprehension of written English) and to educational practices with hearing-impaired students.

scholarly journals Issues and Challenges in 21st-century Learning of Special Education (Hearing Impaired) in Islamic Education

2021 ◽  
Vol 6 (9) ◽  
pp. 477-486
Author(s):  
Norlela Ali ◽  
Tengku Sarina Aini Tengku Kasim ◽  
Nor Raudah Siren
Keyword(s):  
Special Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Strong Support ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Hearing Impaired ◽  
Islamic Education ◽  
Teacher Professionalism ◽  
National Education

This study was conducted to identify the challenges of Islamic education teachers in the implementation of the 21st-century learning for the teaching and learning of Islamic education special education hearing impaired. This study is a library review that uses a variety of key reference sources such as books, journals, seminar presentations, conference papers, and various sources from the internet such as websites, as well as official portals that contain information related to the study. All reference sources are analyzed to obtain the facts and detailed information on the topics discussed. The results of the discussion show that there are several challenges identified in implementing learning and facilitation based on the 21st-century learning for Islamic education for hearing-impaired students. Among them are aspects of teacher professionalism, communication skills of teachers and students, application of high-level thinking skills, and teaching facilities. To face the challenges in implementing the 21st-century learning, teachers are advised to constantly improve their knowledge and skills in various fields, especially in the field of Islamic education and special education, in addition to mastering pedagogical skills and educational technology. High commitment from teachers and strong support from the administrators is very necessary in realizing the 21st-century learning, further able to boost the excellence of special education students with hearing-impaired in fulfilling the aspirations of national education.

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