The project aims to investigate the attitudes of OT in state of Kuwait towards challenges that they encounter in work. The project uses the qualitative method with semi structured interview.
Research Item (24)
Teachers of Special Education Programs Integration (PPKI) on learning disabilities categories are special teachers or specifically for students of special needs with learning disabilities. The main goal of this program is to nurture and build the students to be independent, able to self manage, self protective and blend well with the community. Although varied facilities and provisions are allotted in the process of implementing this integration program for learner of special need in primary and secondary schools, nevertheless the role and commitment of teachers in special education program is crucially important in realizing the vision and mission of the Integrated Special Education Program. Hence, the aim of this study was to determine the level of interest (enthusiasm) and skill of teachers of Special Education Programs Integration on Learning Disabilities at primary schools from the state of Penang. The findings of study found that the level of teacher enthusiasm are at high level (M = 3.19, SD = 0.45). While the level of skills are at a medium level (M = 2.88, SD = 0.42). The findings of this study indicate that there is a strong positive correlation between the level of interest and skill and special education teachers on teaching and learning. There were some suggestions made in this study to increase the level of skill by the parties responsible.
This research examines the influence of self-regulation towards academic achievement among gifted students in Saudi Arabia. The discussion in the study is base on the theoretical framework of the emotional intelligence Theory Goleman’s (1995), the Mayer and Salovey Model (1997) and achievement motivation Theory. These theories are appropriate for the study because they allow the reader to understand how academic achievement is significantly influenced by selfregulation among gifted students in Saudi Arabia. A total of 150 respondents were involved in the quantitative study comprising of male and female gifted students whereby 10 teachers and 30 gifted students were used for qualitative study. Questionnaires were the instruments used to sample the opinions of 150 gifted students? where by interview protocol was used to get the information from the 10 teachers and 30 gifted students. During the analysis and interpretation of the responses gathered from gifted students which is the quantitative data, multiple regressions were used to investigate the influence of self-regulation towards academic achievement among gifted students. For the qualitative data thematic analysis was used through manual qualitative style to describe the concept of self-regulation and provide suggestions from the teachers that could be adopted to improve self-regulation among gifted students in Saudi Arabia. The findings of the study show the effect of self-regulation on academic achievement. The study will be significant to teachers of gifted students, educational planners, government, international agencies such as UNESCO, UNICEF, UNDP, e t c and nongovernmental organizations by putting into practice the suggestions and recommendations which will help them improve emotional intelligence among gifted students in Saudi Arabia.
This research examines the influence of empathy towards academic achievement among gifted students in Saudi Arabia. The discussion in the study is base on the theoretical framework of the emotional intelligence Theory Goleman's (1995), the Mayer and Salovey Model (1995) and achievement motivation Theory. These theories are appropriate for the study because they allow the reader to understand how academic achievement is significantly influenced by empathy among gifted students in Saudi Arabia. The study will be significant to teachers of gifted students, educational planners, government, international agencies such as UNESCO, UNICEF, UNDP, etc.
Special education is a comprehensive and systematic education field, mainly through out the teaching and learning activities. Whereas, learning is a process to acquire knowledge , skills and behavioral changes. This fact explains the importance of efforts to improve the quality of teaching and student learning in Special Education. In order to achieve this goal , the process of teaching and learning should match the learning style of the student. Therefore, this study aimed to identify the learning style items that dominate the behavior of learning in ADHD students in secondary schools. This study involved the observation method and interviews. Based on the analysis of the observational study of eight ADHD students, clearly shows that the elements of learning styles have been dominating the behavior patterns of students learning in ADHD are highly consistent and interrelated.The learning behavior patterns are a reflection of learning style elements that integrated into the teaching and learning activities. In addition, ADHD students also were more likely to show positive behavior of learning when teachers give special attention, focused instructions, repetitive commands and gestures when teachers review students' activities. However , the findings of the analysis of interviews on Special Education teachers also showed ADHD student learning behavior is dominated by elements of learning style. Overall, ADHD students learning styles is multidimensional in nature , interconnected, interdependent with each other consistently dominated the students' learning behavior .
This study investigates factors that contribute stress and level of occupational stress among special education teachers who are currently teaching in special education classes in the state of Penang, Malaysia. Result shows that there are five major factors that contribute to stress among special education teachers in Penang. A total of 92 special education teachers were chosen randomly to represent the population by using the cluster over cluster method. The instrument for this study was adapted from the Teacher Stress Inventory constructed by Boyle, Borg, Falzon and Baglioni (1995) and had been modified by Mokhtar (1998) and Mazlan (2002). A pilot study has been conducted and the Alpha Croncbach for the instrument was 0.982. The data have been analyzed using both descriptive (mean, frequency, and percentage) and inherency methods (Independent t-Test, Pearson Correlation, and One Way ANOVA). Result indicates that the overall stress level of respondent is at moderate. Among the five stressors, pupil misbehavior is the strongest determinant of teacher stress with a mean of 3.70. Other factors are teacher workload (mean = 3.22), time and resources difficulties (mean = 3.11), recognition (mean = 3.05), and interpersonal relationships (mean = 3.00) respectively. The workload and other factors had caused a moderate stress on the respondents. The result also indicates that there is no significant difference of work stress among the respondent based on gender, marriage status, and highest academic qualification. Furthermore, the result of this study failed to indicate a significant correlation between teacher stress and demographic factors such as age, length of teaching experience, and the respondents' monthly salary.
The aim of this study was to investigate the extrovert and introvert personality among academically talented students based on gender. The extrovert and introvert personality was divided into three types of trait: activity trait, social trait and risk trait. There are 117 samples who were enrolled through purposive sampling technique from daily school, boarding school (SBP) and MARA science secondary school (MRSM). Eysenk Personality Questionnaire (EPQ) was used to collect the data. Descriptive and inferential statistic were used to analysed the data. Result showed that no extrovert and introvert personality was found among the samples. This was due to the uniqueness of each samples. Keyword: academically talented students, extrovert personality, introvert personality