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ASIA-PACIFIC
JOURNAL OF
INTELLECTUAL
DISABILITIES
Volume 3, Number 2, December 2016
ISSN 2383-7438
Asia-Pacific Journal Center
Asian Federation on Intellectual Disabilities
CONTENTS
SERVICE PROVIDER REPORT
05 THE EFFECT OF THE UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC
ACHIEVEMENT OF GENERAL STUDENTS
Yong-Wook Kim | Nam-Jin Kim
Korea
20 ENHANCED TRANSITION PROGRAMME: PRACTICES TO ENHANCE TRANSITION
FROM SCHOOL TO POST SCHOOL PATHWAYS
Wanda Chan Yee Seen
Singapore
37 SYSTEMATICAL REVIEW: WHY IT NEEDS TO PROVIDE ADAPTED PHYSICAL EDUCATION
COURSES AND PRACTICUM TO TEACH STUDENTS WITH INTELLECTUAL DISABILITY IN
GENERAL PHYSICAL EDUCATION
YoungHwan Koh
Korea
12
RELATIONSHIP AND CONTRIBUTION OF PSYCHOLOGICAL CAPITAL AND
ORGANIZATIONAL SUPPORT TOWARDS THE SUBJECTIVE WELL-BEING OF SPECIAL
EDUCATION SECONDARY SCHOOL TEACHERS IN THE CENTRAL REGION OF PENINSULA
MALAYSIA
Ramesh Kanapathy | Rosadah Abd Majid | Salleh Amat | Mohd Hana Mohd
Yasin
Malaysia
29 CAREER TRANSITION PROGRAMME OF HEARING IMPAIRMENT STUDENTS
Mohd Hana Mohd Yasin | Rohaizat Ibrahim | Noradibah Hana
Malaysia
48 SWID BANGLADESH AS A SERVICE PROVIDER FOR THE PERSONS WITH INTELLECTUAL
DISABILITIES
Mahmudul Hasan, Mohammed Moslem, Jowaherul Islam Mamun, Nurul Islam
Bangladesh
5
THE EFFECT OF THE UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC
ACHIEVEMENT OF GENERAL STUDENTS
5
Abstract
The purpose of this study is to analyze the effect of UDL
lessons for general students on academic achievement using
meta-analysis. To do so, research data was selected through
three steps of ① Overall search - checking for duplication
within classification, ② Confirmation of duplication of
thesis in journal article, ③ Checking article unrelated to the
research theme. Through such a series of processes, it is
analyzed and calculated 11 effect sizes for the final 7 articles
chosen. According to the results of the meta-analysis for
general students, the average effect size was 9.804, which
showed a great effect on improving academic ability, and
the value of effect size by grade was higher grades of
elementary school (g= 11.448), middle grade g=9.193), and
the elementary school lower grade (g=8.071). The effect size
THE EFFECT OF THE UNIVERSAL DESIGN
FOR LEARNING ON THE ACADEMIC
ACHIEVEMENT OF GENERAL STUDENTS
Yong-Wook Kim
Professor
Daegu University
Nam-Jin Kim*
Research Professor
Daegu University
Republic of Korea
THE EFFECT OF THE UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC
ACHIEVEMENT OF GENERAL STUDENTS
Asia-Pacic Journal of Intellectual Disabilities
Dec. 2016, Vol. 3, No. 2, pp. 5~11
* njkimno1@dauml.net
6
Asia-Pacic Journal
of Intellectual Disabilities
for improving academic ability was bigger than UDL applied
science class (g=7.378) by UDL application of subjects by
subjects (g=17.046). Finally, it was found that the effect size
was larger than the case of applying the lesson in less than
15 sessions (g=5.059) when applying lessons of more than
15 sessions (g= 16.366).
keyword: Universal design, Academic achievement, General
students
Introduction
For carrying out successful inclusive education in a clear
meaning, the concept of inclusive eduction should be
changed from just for student with special needs to for
all students. Universal Design for Learning(UDL) can
be presented as an alternative in the most realistic and
practical way in inclusive education for all students. Results
of theoretical appeal possessed by UDL Discussions on
UDL from the viewpoint of the necessity and importance
of guaranteeing the learning rights of disabled students
including students with severe and multiple disorders,
Since the latter half, it has become one of the most actively
developed themes in domestic special education circles(Bae
& Chung, 2013; Woo, 2015 ; Han & Jang, 2005). Even
though the limits are pointed out, such as absences in
themes of concrete and efficiency(Han, 2012; So, 2015),
purpose transposition phenomenon of technology,
and effectiveness verification, teachers are getting more
interested the use of UDL in various subjects as increasing
the use of UDL in peripheral areas.
However, we must keep in mind that such interest in UDL
is not misunderstood as to wrap up the compensation for
disabled students without discrimination(Kim, 2012). At
the same time, the purpose of UDL is to be recognized
that it will satisfy the needs of all the students(Meyer et al.,
2014 ; Rapp, 2014 ; Spencer, 2015). Special education is
not a special program required for general education for
successful inclusive education, therefore, empirical data
that can recognize the necessity of UDL itself in general
education and special education and can practice it is
required. Due to this need, this article aims to analyze the
effect of UDL lessons for general students on academic
achievement using meta-analysis.
Methods
Research object
Research data was selected through three steps of 1) Overall
search - checking for duplication within classification, 2)
Confirmation of duplication of thesis in journal article,
3) Checking article unrelated to the research theme. It is
focused on the final selection for the paper of the edition
and analyzed only the paper that meets the criteria for
the meta analysis. Through such a series of processes, we
analyzed the subjects of this research and calculated 11
effect sizes for the final 7 articles chosen.
Analysis method
In the final selection of 7 papers, 11 research results to be
analyzed were entered into MS Excel 2010. In other words,
when measuring the effect of UDL applied lesson as a
number of dependent variables in one paper, the number
7
THE EFFECT OF THE UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC
ACHIEVEMENT OF GENERAL STUDENTS
of articles and the number of magnitudes of effects do not
agree because they were individually encoded. In this paper,
we analyzed the final input data using CMA (Comprehensive
Meta-Analysis) version 3.0 which is a program.
Result
Average Effect Size
In order to investigate the effect of UDL applied lesson on
general student’s academic achievement, average effect
size was calculated. For this total of seven papers, 11 effect
sizes were calculated. As a result of the analysis, the average
effect size of the general student derived by the wireless
effect model was 9.804, and the value corresponding to
the 95% confidence interval appeared at 6.989 to 12.620
and was statistically significant. According to the criterion of
average effect size presented by Cohen, it is interpreted that
the magnitude of the effect in the case of ES≥80 or more
is very large. Applying this, it can be seen that the effect of
UDL applied lesson is very large.
Then, the study of the analysis subject was not
homogeneous (Q=753.790, df=10, p=.000), I2 was 98.67%
and the heterogeneity was very large. This detailed effect
size of UDL application lesson of the general student’s
academic record selected all radio effect models. The results
of organizing this are as shown in Table 18.
When 11 effect size values are displayed in forest plot, they
are as shown in Fig. 11. It can be seen that the value of
the effect size of each study is diversely distributed from
the minimum of 1.180 to the maximum of 58.821, but
converting the minimum effect size value of 1.180 to the
U3 value is 88.1%. This is such that it can not be made a
small effect because it means that the average value of the
experiment group is increased by 38.1% over the control
group on the normal.
Grade
Looking at the effect by grade of UDL applied lesson(see
Table 2), the effect size of the elementary school upper
grade is the largest at 11.448, the next is the middle
grade(g=9.193), and followed by the elementary school
lower grade(g=8.071). However, it can be assumed that
there is no significant difference among the three populations
as it was shown that heterogeneity among primary lower
grade, elementary school upper grade and secondary school
students do not exist(Qb=0.830, df=2, p= .660).
<Table 1> Average effect size of UDL applied lesson of
general student’s academic achievement
Variance Model nES
(g) SD
95% CI
Qdf pI2
Lower
limit
Upper
limit
academic
achivement
Fixed 11 2.916 0.154 2.613 3.218
753.790 10 0.000 98.673
Random 11 9.804 1.437 6.989 12.620
8
Asia-Pacic Journal
of Intellectual Disabilities
Subject
For general students, the subjects to which UDL applied
lessons were conducted are classified into three effect
sizes of national language, science and music such as four
national language, six sciences, and one music effect sizes.
<Table 3> shows the results of analyzing the effect sizes by
subjects of UDL applied lessons for 10 effect sizes, after the
effect size of music was excluded.
<Table 2> Effect size by grade of general students’ academic achievement
Type nES
(g) SD
95% CI
Qb dfb p
Lower
limit
Upper
limit
Elementary school lower
grade 38.071 3.149 1.899 14.243
0.830 20.660
Elementary school upper
grade 611.448 2.252 7.035 15.861
Secondary school 29.193 3.806 1.734 16.652
<Figure 1> General Student Object Study Stars Effect Size Value forest plot
9
THE EFFECT OF THE UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC
ACHIEVEMENT OF GENERAL STUDENTS
According to the result, it appears that the effect size of the
national language subject is 17.046 which is larger than the
effect size of science subjects 7.378, and there is a significant
difference between both courses because heterogeneity (p =
.015) do exist. In other words, we can see that UDL applied
lessons are more effective for national language subjects
than science subjects.
Implementation period
Based on 15 sessions, the effect size was analyzed by
classifying them into both levels. Six effect sizes under 15
sessions and five effect sizes over 15 sessions included in the
analysis (see Table 4).
Effect size was found to be larger when it was over 15
sessions (g=16.366) than under 15 sessions (g=5.059).
And since there is heterogeneity between levels, it can be
said that there is a significant difference between (p=.000)
implementation period. In other words, the more you
practice UDL lessons, the more effective it will be.
Publication Bias
Each publication bias of effect size analysis with general
students as a population is explained by using regression
analysis of funnel plot and Egger respectively.
Looking at the funnel plot in Fig. 2, it can be confirmed that
it is asymmetric with reference to effect size=0. The statistical
significance of the initial value of the regression equation
is also statistically significant (p = .000) from the regression
analysis result of Egger utilized by the asymmetric statistical
analysis method of funnel plot (see Table 5), therefore the
statistical significance of the initial value was reconfirmed.
In other words, it turned out that we rejected the null
hypothesis that the initial value was the result of accidental
occurrence, which proved to be obstructive.
<Table 3> Effect size by subject of general students’ academic achievement
Subjects nES
(g) SD
95% CI
Qb dfb p
Lower
limit
Upper
limit
National
Language 417.046 3.127 10.918 23.174
5.859 10.015
Science 67.378 2.485 2.507 12.249
<Table 4> Effect size by implementation period of general students’ academic achievement
Type nES
(g) SD
95% CI
Qb dfb p
Lower
limit
Upper
limit
under 15 sessions 65.059 2.142 0.861 9.256
12.274 10.000
15 sessions or more 516.366 2.414 11.634 21.098
10
Asia-Pacic Journal
of Intellectual Disabilities
<Figure 2> Effectiveness of research on
academic achievement for general
students Size distribution
<Table 5> Egger regression analysis
results of general student academic
achievement
Intercept 14.091
Standard error 2.864
95% lower limit(2-tailed) 7.611
95% upper limit(2-tailed) 20.571
t-value 4.919
Df 9
p-value(1-tailed) 0.000
p-value(2-tailed) 0.000
We used regression analysis of funnel plot and Egger and
it was judged that there was an error, so we checked the
reliability of the research results using the safety coefficient
method. According to Table 6, we showed that 2,251
further studies are necessary because the overall effect is
not significant (p> alpha). Considering the fact that this
study analyzed the eleven research results carried out so far,
the need for 2,251 further studies can be said to mean less
publication bias.
<Table 6> Fail-safe N calculation result
of general student’s academic record
Z-Value for observed studies 28.100
P-Value for observed studies 0.000
Alpha 0.050
Tails 2.000
Z for alpha 1.959
Number of observed studies 11
Number of missing studies that would bring
p-value to > alpha 2251
Conclusion
According to the results of the meta-analysis for general
students, the average effect size was 9.804, which showed a
great effect on improving academic ability, and the value of
effect size by grade was higher grades of elementary school
(g= 11.448), middle grade g=9.193), and the elementary
school lower grade (g=8.071).
The effect size for improving academic ability was
bigger than UDL applied science class (g=7.378) by UDL
application of subjects by subjects (g=17.046). Finally, it
was found that the effect size was larger than the case of
applying the lesson in less than 15 sessions (g=5.059) when
applying lessons of more than 15 sessions (g= 16.366).
Comparing the results(Kim & Lee, 2015) of multiple studies
targeted at general students to previous studies that meta-
analyze effects by selecting research related to UDL applied
lessons conducted only in general students and in the
environment of general classroom, It is as follows. According
to Kim et al. (2015), the lesson of UDL application is that
the influence of academic ability of general students is very
high, the higher the grade, and the more the lesson is held,
11
THE EFFECT OF THE UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC
ACHIEVEMENT OF GENERAL STUDENTS
the more effective reported. In other words, since the effect
size of the classes targeting higher grades of grade 4 or
over rather than the lower grades of primary school grade 3
and under, and the effect size by subject are also only one
effect size, comparison between groups although the effect
size of the Japanese language subjects is the largest except
for music that is hard to understand, and in terms of the
implementation period of UDL applied lessons (20th session
standard), in many cases the effect size is large, the result of
this study.
In this study, eleven effect sizes were calculated in seven
papers and the results were derived. It can be also referred
to this as a generalization of the results of very limited
examples such as differences in effect sizes between
subjects, or it can be taken the challenging question of over
generalization. Therefore, rather than unduly expanding and
interpreting the results of this research, it is appropriate to
regard it as a basic material for future research, so that it can
be generalized the result using a wealth of future materials.
It is suggested that continued research on UDL is necessary.
Bae, C. H., & Chung, D. Y. (2013). A Synthesis of
Studies Concerning Universal Design for
Learning.
Journal of Special Education for
Curriculum and Instruction, 6(1), 45-67.
Han, K. G. (2012). Application of UDL in the scene of
special education: Teaching methodical. The
Korean Society of Special Education Spring
academic conference data collection, 27-48,
Gyeonggi-do: Dankook University
Han, K. G., & Jang, S. J. (2005). A Synthesis of the
Special Education Technology Literature.
Korean Journal of Special Education
,
40(2),
131-150.
Kim, N. J., & Lee, H. E. (2015). Meta Analysis
regarding on How Much Universal Design for
Learning Has an Effect on the Educational
Achievement Improvement of
General
Students, Journal of Intellectual Disabilities,
17(4), 19-39.
Kim, Y. W. (2012). Critical Issues and Problems
regarding Universal Design for Learning. The
Spring Conference of The Korea Special
Education Association, May 2012, 1-9.
Meyer, A., Rose, D. H., & Gordon, D. (2014).
Universal
design for learning: Theory and practice
.
Wakeeld, MA: CAST Professional Publishing.
Rapp. W. H. (2014).
Universal Design for Learning
in Action
. Baltimore, MD: Paul H. Brookes
Publishing Co.
So, H. J. (2015).
Towards accessible mobile learning:
Opportunities and challenges from universal
design for learning perspectives
. Korea
National Institute for Special Education The
22nd International Scientic Seminar Collection
Spencer, S. A. (2015). Making the common
core writing standards accessible through
universal design for learning. Thousand Oaks,
CA: Corwin.
Woo, J. H. (2015). Analyzing Research Trends on
Special Education Technology in Scholar
Articles of Special Education.
Journal of Special
Education
: Theory and Practice, 16(3), 61-80.
Reference
Received : 14 October 2016
Accepted : 30 November 2016
Published : 26 December 2016
12
Asia-Pacic Journal
of Intellectual Disabilities
Abstract
This quantitative study was conducted to examine the
relationship between psychological capital, organizational
support and subjective well-being of Special Education
Teachers. A total of 196 Special Education Teachers were
randomly selected from 40 secondary schools in the Central
Region of Peninsular Malaysia. Psy Cap Inventory, Special
Education Career Resilience Scale and Life Satisfaction Scale
questionnaire method were used to collect the relevant data.
The Cronbach alpha reliability coefficient of the Psy Cap
Inventory is 0.85-0.90, Special Education Career Resilience
Scale is between 0.75 - 0.94 and Life Satisfaction Scale is
between 0.80-0.95. The findings showed that statistically
significant positive relationship between psychological
capitals, organizational support and subjective well-being.
RELATIONSHIP AND CONTRIBUTION
OF PSYCHOLOGICAL CAPITAL AND
ORGANIZATIONAL SUPPORT TOWARDS
THE SUBJECTIVE WELL-BEING OF
SPECIAL EDUCATION SECONDARY
SCHOOL TEACHERS IN THE CENTRAL
REGION OF PENINSULA MALAYSIA.
Ramesh Kanapathy
Professor
National University of Malaysia
Rosadah Abd Majid*
Professor
National University of Malaysia
Salleh Amat
Professor
National University of Malaysia
Mohd Hana Mohd Yasin
Professor
National University of Malaysia
Malaysia
Asia-Pacic Journal of Intellectual Disabilities
Dec. 2016, Vol. 3, No. 2, pp. 12~19
* rosadah@ukm.edu.my
13
Relationship and contribution of psychological capital and organizational support
towards the subjective well-being of special education secondary school teachers
in the Central Region of Peninsula Malaysia.
The multiple regression analysis indicates that psychological
capital and organizational support contributed 33% (R square
= 0.332) of the variance being accounted for in subjective
well-being and this was found to be statically significant with
organizational support and psychological capital are major
predictor contributed significantly. Lower contribution of
psychological capital and organizational support towords
subjective well-being shows that there are also other factors
that affect the subjective wellbeing of Special Education
Teachers.
Keywords: Psychological Capital, Subjective well-being,
Special Education Teachers.
Introduction
The transformation process in the education system and
policies indirectly affecting the strength and quality of
teachers when it comes to the teaching and learning.
Educators should focus on developing human capital to
enable them to play a positive role in developing model
students to the most optimal level of education, quality,
balanced, dynamic and proactive in all aspects of life
(Mastura Badzis, 2008). A model student or quality human
capital not only based on knowledge, skills, innovative
and progressive intellectuals, but cultured with the highest
ethical and moral (MOE, 2006). The Ministry of Education
requires that individuals complete in terms of integrity,
knowledgeable, confident, ethical, creative, productive,
capable, knowledgeable and competitive in meeting the
challenges of the 21st century.
Problem statement and literature research
Personal traits such as the positive personality of the teacher
influences strength, quality and job satisfaction. Previous
studies tell us that satisfaction and work performance
can only be achieved if a person has positive values in
themselves. Researchers of positive psychology (Seligman,
2006) found a positive capacity among teachers such
hopes, self-efficacy, resiliency and high confidence can
increase job satisfaction and reduce stress among educators.
Therefore, there is a need to review, investigate and
develop positive psychology teacher resources or personel
traits such as psychological capital so that the strength and
quality of teachers have not diminished and can enjoy job
satisfaction and well-being. Task as educators become
more challenging due to the globalization in education.
Apart from fulfilling the educational system standard, special
education teachers also have to mold their pupils in terms
of social and emotional relationships (Richardson, Tolson,
Huang & Lee, 2009), addressing the various issues of special
students such as communication problems, emotional
disorders, aggressive and antisocial behavior. The burden
of this job as well as the sense of loneliness with special
needs student may cause emotional and mental stress for
the special education teachers, especially new teachers
(Blake and Monahan, 2007) compared with teachers in
the mainstream. As a result, the teaching profession is a
mismatch and many teachers either leave their position or
move to the mainstream.
The psychological capital is conceptualized from research
of the field of positive psychology. This psychological
capital focuses on self-potential, which is personal strength
and positive qualities in someone and is assumed to
14
Asia-Pacic Journal
of Intellectual Disabilities
give benefits to the individual concerned as well as the
success of the organization (Luthans and Avolio 2007).
The psychological capital covers positive values such as
self-efficacy, optimism, hope and resilience. A high score
in the psychological capital shows low scores in stress.
Organizational support refers to the school’s appreciation
towards the teachers’ contribution towards their prosperity.
It also covers emotional support from rewards and
acknowledgment so that teachers are committed to their
jobs and responsibilities as educators. When educators get
support from the organization, they will feel appreciated
and a positive situation arises, making them feel responsible
and give their support to help the organization achieve its
goals. High score signifies their satisfaction and well-being
be guaranteed by school organization.
Besides this, subjective wellbeing is a branch of positive
psychology, which studies optimum positive emotions and
the life experiences of an individual. Subjective wellbeing
refers to a combination of the factors of satisfaction in life,
a high positive impact as well as a low negative impact
(Kate Hefferson; Iona Boniwell 2011). According to positive
psychology writers, achieving subjective wellbeing is the
same as being happy in life (Seligman 2006, Shengquan
2008). Subjective wellbeing is divided into hedonic
wellbeing and eudemonic wellbeing. Measuring the
experience and satisfaction of the self is usually used to
observe one’s subjective wellbeing (Diener and Ryan 2009).
A high subjective wellbeing has a positive correlation
with one’s health and social relationships as well as a high
performance, higher productivity, increased perseverance
and a more committed individual (Diener and Ryan 2009).
The theory used in this study is the Conservation Resource
Theory (COR) which brings out the positive elements of
oneself and his or her environment. This theory discusses
on how someone can always maintain balance of their
own resources and their environment to maintain their
happiness. According to this theory, one’s conservation
value is influenced by happy or sad experiences in life and
based on those incidents, an individual will maintain a new
level or bounce back. According to Luthans and Avolio
(2007) who agree with the COR theory and state that the
capacity of positive psychology has links and directly has an
effect on satisfaction and high performance among workers.
Objectives of this study
To observe the relationship of psychological capital,
organizational support and subjective well-being of special
education secondary school teachers in the Central Region
of Peninsular Malaysia.
To observe the contributions of the psychological capital,
organizational support on subjective wellbeing of special
education secondary school teachers in the Central Region
of Peninsular Malaysia.
Method
The methodology used for this study
The main variable of this study is measured with an
instrument (1) Psychological Capital Questionnaire (PCQ)
(Luthans and Avolio 2007) which tests the positive values
of individuals. This scale uses small phrases which contain
24 question items measuring 4 positive psychology items.
Cronbach’s reliability value from the previous research
15
Relationship and contribution of psychological capital and organizational support
towards the subjective well-being of special education secondary school teachers
in the Central Region of Peninsula Malaysia.
notes a value from 0.78 to 0.95 and also found high internal
consistency (Du Plessis and Barkhuizen 2012, Avey,Luthans,
Smith, and Palmer 2010 Luthans et al 2007). While,
Subjective wellbeing is measured with (2) Satisfaction with
Life Scale which contains five items with a 7 point Likert
scale with a value of 1 represents ‘strongly disagree’ and 7
represents ‘strongly agree’. The previous study found that
the reliability value of Cronbach alpha is between 0.77 and
0.90 and (3) The Special Education Career Resiliency Scale
(Sotomayor 2012) was used to measure Organizational
Support of special education teacher.
The stratified random sampling procedure is used to choose
196 special education teachers in the Central Region of
Peninsular Malaysia. This research was done after obtaining
permission from the Educational Planning and Research
Division (ERPD) and the State Education Department of
the Ministry of Education Malaysia. Data for this research
was obtained via a questionnaire that was sent to special
education teachers in secondary schools in Selangor,
Putrajaya and Kuala Lumpur. Pearson’s Correlation analysis
and multiple regression were carried out using the SPSS and
Amos software to get the results of this study.
Data Analysis
This data was analysed using the SPSS statistical software
version 21. A descriptive analysis was conducted to see the
minimum and maximum score and measures the standard
deviation, mean, kurtosis and skewness. Cronbach alpha
values which exceed or equal 0.70 are accepted as the
measuring instrument used has a high reliability value.
Cronbach’s alpha in this study showed a high value of
0.80. The psychological capital measuring instrument used
shows a Cronbach alpha value (≥0.70, r= 0.945) and
subjective wellbeing (≥0.70, r=0.909) and the Cronbach
alpha value for organizational support is (≥0.70, r=0.945).
The Exploratory factor analysis (EFA) was conducted to see
the construct validity of psychological capital, organizational
support and subjective well-being. The analysis shows the
Kaiser-Meyer-Olkin was 0.950 and Sphericity Bartlett’s test
showed significant.
Correlation analysis was assessed by Pearson’s r to see the
relationship between psychological capital, organizational
support towards subjective well-being. The findings of this
research (refer to Table 1) tell us from a statistical perspective
that psychological capital and organizational support are
significantly positively related to subjective wellbeing.
Psychological capital (r=0. 538, p<0.01) and organizational
support (r=0. 545, p<0.01), are strong, significantly and
positively related to subjective wellbeing. The relationship
between psychological capital variables is significantly and
positively highly related with organizational support (r =
0.766, p <0.01),
<Table 1> Matrix correlation of psycho-
logical capital and organizational
support towards subjective wellbeing.
Variables Subjective
wellbeing
Psycho-
logical
capital
Organi-
zational
support
Subjective wellbeing -
Psychological capital 0.538** -
Organizational support 0.545** 0.766** -
** Signifikan (p<0.01)
16
Asia-Pacic Journal
of Intellectual Disabilities
The second purpose of this study was to observe the
contributions of the variance of the psychological capital
and the organizational support towards subjective wellbeing
(refer to Table 2). Organizational support contributes as
much as 29% (R square=0. 2970) variations into subjective
wellbeing and coupled psychological capital to 33% (R
square =0. 332), an increase of 4%. Based on the standard
regression weights β and non-standard b decreases
from organization support to psychological capital
(organization support > psychological capital). This shows
that organizational support is the main predictor followed
by psychological capital. Contributions of organizational
support (=0.322, p<0.05) and psychological capital (=0.292,
p<0.05) is significant towards subjective wellbeing.
<Table 2> Stepwise Regressive Analysis
predicting the contribution towards
subjective wellbeing of the teachers
Predic bβ∆R
2
t
Organization support 0.677 0.545** 0.29** 9.00
Organization support 0.400 0.322** 3.50
Psychological capital 0.465 0.292** 0.04** 3.20
*p < .05. **p < .01.
As a whole, contributions of psychological capital and
organizational support towards subjective wellbeing is
estimated to be as much as 33% (R square=0.332) variance
in subjective wellbeing and the standard regression weights
contribution of psychological capital and organizational
support towards subjective wellbeing is R=0.332, F(2,194)
= 48.290, p<0.05 (significant) and beta = 0.465, t =3.235,
p<0.05 (significant). It can be concluded that not all
elements of psychological capital and organizational support
influence or contribute to the subjective wellbeing of special
education teachers.
Discussion
The findings of this research show that the level of
subjective wellbeing of special needs teachers increase
when psychological capital increases and vice versa. It
is the same as the findings of the research of Luthans
and Avolio (2007) where psychological capital has a
positive relationship with subjective wellbeing. There are
a few reports which mention an increase in the level of
psychological capital not only increase subjective wellbeing
but also increase job satisfaction and reduce stress (Hansen,
Buitendach and Kanangoni, 2015; Herbert, 2011; George,
Louw and Badenhorst, 2008). It can be concluded that
psychological capital is a psychological resource which has
the potential to increase subjective wellbeing by reducing
the threat of an individual thinking negatively. Thus, this
research clearly shows that an increase in psychological
capital can increase subjective wellbeing which in turn
reduces job related stress. However, there exist researches
showing that stress is needed by an individual to function
positively and creatively to solve the problem of excessive
work pressure as well as a variety of issues, such as health,
work fatigue, and occupational accidents (Maudgalya at al.,
2006). In short, this research suggests that an understanding
of psychological capital might be vital to handle or dealing
with excessive stress in the workplace.
17
Relationship and contribution of psychological capital and organizational support
towards the subjective well-being of special education secondary school teachers
in the Central Region of Peninsula Malaysia.
Organizational support has become the priority of late
to satisfy and appreciate staff in order to increase their
commitment which is needed by the organization for
its success (Kose and Gonulluoglu, 2010) as well as a
sign of the wellbeing of the workers to be protected
by the organization. The findings of the research are
that organizational support has a significant positive
relationship with subjective wellbeing and this result is
the same as that of previous researchers who have found
out that organizational support not only increases the
commitment but also increases the wellbeing of a worker
(Asgari et al 2008; Ngang, 2012). According to Kaplan
(2010) and Lawrence (2011), one’s commitment to his
or her organization is caused by the full support of said
organization. The results of this research clearly shows
that organizational support has a tendency to ensure that
workers are more committed to their organization and create
sense of loyalty and responsibility towards said organization.
Conclusion
Psychological capital and organizational support influence
subjective wellbeing. An increase in psychological capital
and organizational support will increase subjective wellbeing
of special education teachers. A high subjective wellbeing
signifies job satisfaction, quality of work and commitment
of teachers increased. It also reduces work related stress,
ensures teachers are more focused and the quality of the
teaching and learning process to increase, not forgetting
the fact that it increases and promote the spirit to continue
working. The findings of this research which tell us that
around 33% of psychological capital and organizational
support influence subjective wellness of special education
teachers means that there exist other factors like personality,
school environment, the pupils, age groups, experience,
education, as well as work environment will influence their
subjective wellbeing. This research also gives a description
of the gaining of positive psychology values in educators
which enable them to reduce problems they face such as
work burdens, work stress, lethargy, social management of
the students and the intake of special teachers. The variables
of this study can be used for filtering and retrieval of special
education teachers. It is suggested that a complete research
which covers the whole of Malaysia with a large sample size
be carried out so that the findings of this research can be
generalized. This research cannot be generalized because
there exist many limitations such as a small sample size, a
small locus of research which is the central region and the
method of collecting data which may affect the validity and
reliability of the research. Finally, it can be concluded that
strength and quality of special education teachers can be
increased by them gaining positive values in themselves.
Teachers which have a high subjective wellbeing not
only are able to manage the quality of teaching but also
can increase the capability and achievements of their
organization (Luthans, & et al., 2007; Luthans, Avey and
Patera, 2008).
18
Asia-Pacic Journal
of Intellectual Disabilities
Akalın C (2006). Organization based self-respect
as the organizational support and intervening
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Received : 15 October 2016
Accepted : 29 November 2016
Published : 26 December 2016
20
Asia-Pacic Journal
of Intellectual Disabilities
Abstract
Continuous improvements are a way of life. As the world
around us changes, more research becomes available to
educators on how the transition process from school to
work can be improved to make it seamless for students
and their families. From years 2014 to 2016, APSN Delta
Senior School has explored an enhanced Transition
Programme to improve the overall education experience
for all stakeholders. Three new enhancements were made:
Standards of Work Performance Curriculum and Video,
Integrated Learning Journey, and Work Skills Training. Since
implementation, overall students’ satisfaction and results in
achieving their desired post school transition pathways have
ENHANCED TRANSITION PROGRAMME:
PRACTICES TO ENHANCE TRANSITION
FROM SCHOOL TO POST SCHOOL
PATHWAYS
Wanda Chan Yee Seen
Instructor
APSN Delta Senior School
Singapore
Asia-Pacic Journal of Intellectual Disabilities
Dec. 2016, Vol. 3, No. 2, pp. 20~28
* wanda.chan@apsn.org.sg
21
ENHANCED TRANSITION PROGRAMME: PRACTICES TO ENHANCE TRANSITION
FROM SCHOOL TO POST SCHOOL PATHWAYS
increased. Parents have expressed their satisfaction and
demonstrated more informed participation during transition
planning meetings. In addition, we have also received good
feedback from staff on the programmes as well as how the
enhancements have supported their work. In recognition of
these enhancements and their potential impact on students’
outcomes, the school was awarded the Innovation Award
by the Ministry of Education and National Council for Social
Services in 2016.
Key words: Enhanced Transition Programme, Standards
of Work Performance Curriculum and Video, Integrated
Learning Journey, Work Skills Training, Work Readiness
Introduction
APSN Delta Senior School works with students with mild
intellectual disability from ages seventeen to twenty-one.
Traditionally, students enter the school for the national
certification programme, Work Skills Qualification. In 2014,
the school started the Transition Programme to cater to
students who find the academic pathway unsuitable. In the
same year, the school started on a new prototype with the
Ministry of Education, National Council for Social Services,
and SG Enable on the ‘School To Work Programme’ to
explore and create more post-school transition pathways for
students.
Within the first year of the Transition Programme, it
was observed that students generally faced one or more
challenges that prevented them from accessing their desired
transition pathways: short attention span, poor language
skills, poor numeracy skills, difficulties in managing social
situations, poor self-regulation skills, and low levels of family
support. With this set of information on hand, the challenge
was for the school to identify intervention strategies to
support transition-focused outcomes of students.
All students experience a number of significant transition
phases. Transition from school to post-school options is a
particularly stressful one for most students with intellectual
disability and their families. When making this transition,
students and their families face the reality of a possible
change of environment, peer groups, support structure,
expectations, and maybe even lifestyle which they have
become accustomed to. Therefore, these transition phases
have to be as seamless as possible (Wehman, 2013) and
truly operationalized at an organisational level.
Since the start of the Transition Programme at APSN Delta
Senior School in 2014, this “seamless transition” from school
to post school transition pathways has been a key objective.
Therefore, continuous improvements have been made to
ensure that the programme structure supports the desired
student outcome of “dignified and contributing graduates”.
To achieve this goal, the school was challenged to rethink
our conceptualization of the programme as a whole. Even
though it has been a standing practice for each student to
have an individualized transition plan, we reflected on the
question “were we providing transition-focused education?”
In theory, the curriculum and program structure was sound.
However, it was not able to produce the desired results of
a holistic educational programme as there were gaps in the
development of students’ academic skills as well as in the
support for families to make the transition with the students
at the end of the programme.
Using the Taxonomy for Transition Programming developed
22
Asia-Pacic Journal
of Intellectual Disabilities
by Kohler (1996) and the Taxonomy for Transition
Programming 2.0 developed by Kohler and her colleagues
(Kohler, Gothberg, Fowler & Coyle, 2016), the school used
the five categories identified as effective transition practices
as a foundational reference for enhancements that were
required:
1. student-focused planning,
2. student development,
3. interagency collaboration,
4. family engagement, and
5. programme structure.
After deep reflection, the school systematically introduced
three enhancements to the Transition Programme to better
support student development and family involvement.
These enhancements included:
1. Standards of Work Performance Curriculum and Videos
2. Integrated Learning Journey
3. Work Skills Training
With these enhancements introduced, more students
would be on their way to achieving their desired post-
school transition pathways and increasing the potential to
achieve the outcome of building “dignified and contributing
graduates”. In recognition of these enhancements and their
potential impact on students’ outcomes, the school was
awarded the Innovation Award by the Ministry of Education
and National Council for Social Services in 2016.
Standards of Work Performance Curriculum and Videos
Since 2007, APSN Delta Senior School adapted the research
of Riches (1993) on the “Standards of Work Performance”
and a training guide and assessment tool to assess the work
readiness of students. The ability of students to demonstrate
these social skills and apply them at the workplace is critical
in normalizing them and helping them to be included into
a workplace/society. As a simplified and contextualized
version, APSN Delta Senior School assesses the students
through formative assessment on the five domains of
component behaviours desired:
1. Attendance & Punctuality
Attends Work
Appears Punctually At Work
Returns From Break
2. Dress & Hygiene
Dress In Appropriate Attire
Appears Well Groomed
3. Relating With Others
Behave Politely And Appropriately
Works Well With Others
Communicate Clearly and Appropriately
Interrupt Appropriately
4. Work Behaviours
Start Task Promptly
Stay On Task
Complete Work Assigned With Quality
Perform Routine Activities
Complete Work Assigned Within Allocated Time
5. Self-Regulation
Accepts Instructions And Correction From Authority
Manage Emotions
It was quickly observed that this group of students faced
significantly more challenges in learning this set of socially
appropriate behaviours. Based on the research done by
Trower, Bryant, and Argyle (1978) on social skills model,
Riches (1986) explored the five possible reasons that
23
persons with intellectual disability may have inadequate
social skills:
1. motivational and planning problems,
2. perceptual problems,
3. problems in translating,
4. problems in the motor skills area, and
5. changes in the world.
These possible reasons inevitably will affect their abilities to
learn socially appropriate behaviours. Therefore, a specially
designed curriculum to enable explicit teaching of the five
domains in the “Standards of Work Performance” was crafted
out. To enhance this set of curriculum, two hundred and
thirty six short videos were created to break down complex
skills into smaller instructional units and provide step-by-
step demonstrations for the students. These videos were
contextualized to the local setting and developed based on
actual recurring challenges observed through various groups
of students with intellectual disability. The videos illustrate
the common causes and effects of non-compliance of
social skills required, and the solutions to correct or prevent
inappropriate behaviours at the workplace. In addition,
to enhance the generalization of the knowledge taught to
the students in videos to the workplace, each set of script
directives were filmed across a total of four work industries.
Substantial efforts were made to ensure that the language
used was clear and concise; from the dialogues delivered
by the actors to the employers that appeared on the videos
who share the consequences of non-conformance of social
behaviours at the workplace.
Qualitative feedback was gathered from the teaching
staff after each run-through of the curriculum and all staff
reported that the curriculum material and videos helped to
support their efforts in the classroom. Students’ feedback
were also collected and students felt that they were more
empowered to access the knowledge and skills.
Integrated Learning Journey
In 2015, staff provided feedback that many students and
families had little information and knowledge about
the possible transition pathways available post school.
Significant efforts were put in place to reduce the lack
of awareness on the appropriate services that were
available to them and their child/ward through a variety
of communication modes and across several platforms.
Despite these efforts, it was of interest to discover that
many students and their families still reported that they had
little understanding on this area. As a result of which, staff
faced significant difficulties conducting transition planning
meetings as other stakeholders had limited capacity to
participate effectively. More importantly, caregivers and
students felt more anxiety about the impending transition
process. Huges and Lackenby (2015) suggested that this is a
common issue that caregivers face during transitions. They
even quoted a parent making reference of the transition
experience likened to ‘crystal ball gazing’. Through their
research, it is suggested that caregivers need three areas of
information: process, support, and information.
With that information in mind, the idea to conduct an
integrated learning journey was seeded. The objective
of the integrated learning journey was to bring about the
three main stakeholders in the transition planning process
to experience and learn more about the services and the
agencies providing them. In April 2016, the inaugural
integrated learning journey was conducted. With the
ENHANCED TRANSITION PROGRAMME: PRACTICES TO ENHANCE TRANSITION
FROM SCHOOL TO POST SCHOOL PATHWAYS
24
Asia-Pacic Journal
of Intellectual Disabilities
support of agencies, the students, caregivers, and staff
visited the three most common post-school agencies to learn
more about their services: APSN Centre for Adults (sheltered
workshop, further training, supported employment, and
other professional services), Mountbatten Vocational School
(further training with national certification programmes), and
SG Enable’s Enabling Village (further training, supported
employment, internship programmes).
During the visits, agencies shared about the processes for
admission, introduce the staff who would be supporting
the students and their families, explained about the various
services that were available, and also about the support that
would be provided for the students and their families to
move on to the next phase of transition if needed.
A total of forty-nine participants took part in this integrated
learning journey; fifteen students, twenty five parents, and
nine staff. A survey was conducted for parents and students
at the end of the learning journey and thirteen completed
survey forms were returned. Twelve survey forms (92.3%)
indicated that they were satisfied with the integrated learning
journey and twelve participants (92.3%) indicated that they
would recommend other parents to take part in future
integrated learning journey like this.
Work Skills Training
According to Kohler and Field (2003), the development of
skills should be geared towards supporting the goals and
aspirations of individual students. The emphasis should
evolve to help sustain students in meaningful community
participation. These development skills could be towards
independent living, further learning, or even working
outcomes. Therefore the primary goal of any transition-
focused education and its curriculum is to promote the
normalization into post-school life.
At the end of 2015, only fifty percent of graduating students
were offered transition options into pathways of their
choice. The reasons that the other fifty percent of students
were not yet ready to access the transition pathways that
they desired include:
Students were not yet able to demonstrate the work
readiness levels required for supported employment/
internship/ or further training.
1. Students were not yet able to meet the required work
stamina or proficiency of basic work related skills.
2. Students were not yet able to demonstrate readiness/
motivation to learn new skills due to poor self-regulation
skills.
3. With transition-focused education as a framework for
decision making, Work Skills Training curriculum was
developed for implementation in 2016.
<Table 1> Schedule for Work Skills Training
Semester 1
(20 weeks – 10 hours per
week)
Semester 2
(20 weeks – 15 hours per
week)
Core Skills Training
Elective Skills Training
Work Exposure (4 single
day work trials experienc-
es at actual worksites with
full teacher support)
Ongoing Project Work
Onsite Training (2 days
per week of work experi-
ence at actual worksites
with full teacher support)
The tasks and skills chosen for the curriculum include:
Floor Sweeping & Mopping
Table Wiping
Basic Office Skills
25
Sorting & Packing
7 Steps of Handwashing
Reading of Work Schedules
These core skills were selected as they can be applied to a
variety of workplaces and job roles. In addition, they help
to enhance independent living and learning outcomes.
In support of the other central and enduring tenet of special
education, individualization, elective skills may also be
taught during lessons to support the different learning needs
of individual students:
Colouring
Basic Measuring of Lengths and Weights
Wearing Hair Net and Apron
First Expired First Out
Using Money
Carrying Service Tray
Table Setting (4 pax)
Data Entry
The unique aspect about the curriculum is the combination
of instructional strategies that are used to increase the work
<Table 2> Instructional strategies used to teach work skills
Instructional Strategy Application In Work Skills Training
Active Engagement Multiple tasks available for engagement. Work routines available to provide in-
struction at all times.
Providing the Experience of Success Simplied to challenging tasks to support learning needs. Continuous guidance
and feedback to lead students towards successful completion of tasks.
Scaffolded Instructions
Visual cues and teacher instructions to provide multiple sources of support. Ac-
commodations to tasks through carefully selected equipment/material and delib-
erate instructional materials to assist students to complete tasks.
Addressing Forms of Knowledge
In addition to declarative and procedural knowledge, work through various proj-
ects, work exposure, and onsite training provide conditional knowledge for transfer
and generalization of skills.
Teaching Strategically
Through tasks training, teachers provide instructions and solutions on how tasks can
be completed more effectively. By continuously providing stimulated challenges
likely to happen across settings, students are encouraged to apply learnt strate-
gies to resolve problems encountered.
Making Instructions Explicit
Through the use of work routines, goals and expectations for the lesson is explic-
itly stated. By providing ongoing demonstrations and with supporting materials,
lessons are carried out in an obvious and direct format.
Teaching Sameness
Stimulation of novel problem solving situations likely to occur in in actual work
environments are introduced to students during training in the classroom. During
actual worksite training and project, when similar problem solving situations occur,
students are guided to apply same solutions to resolve problems. With support to
recall solutions taught before, students are moved towards independent problem
solving.
ENHANCED TRANSITION PROGRAMME: PRACTICES TO ENHANCE TRANSITION
FROM SCHOOL TO POST SCHOOL PATHWAYS
26
Asia-Pacic Journal
of Intellectual Disabilities
readiness levels of students. As suggested by Bost and Ric-
comini (2006), effective instructional principles are relevant
to sustain engagement of special needs students in schools.
Another different teaching strategy termed ‘Station Training’
was also applied to Work Skills Training. This approach was
adapted from Circuit Training Programme developed by
R.E Morgan and G.T. Anderson in 1953 at the University of
Leeds, England. The circuit training program was designed
to increase overall fitness levels and muscular endurance.
Applying the same technique, stations for teaching different
core skills are set up during each lesson. Students are
rotated from station to station. This reduces their down time
between tasks/stations (similar to the rapid movements from
one exercise to the next in circuit training). Over a period
of a few runs of this form of training, students become
more efficient in their ability to complete the tasks as well
as increase their overall work endurance to complete more
stations before feeling fatigue.
Training for generalization was also embedded into the
curriculum to support the students’ use of their skills in
situations and settings different from the classroom (Test,
2012). By doing so, it allows students to transfer the basic
task skills and social behavioural skills that they have learnt
to different situations that may occur at work.
<Table 3> Training for generalization In Work Skills Training
Instructional Training Method Application In Work Skills Training
Programming Common Stimuli
When sweeping oor in the classroom, students are not allowed to switch off the
fans. In authentic work environments, workers may be required to employ sweep-
ing techniques used in windy conditions (example sweeping outdoor areas).
Mediating Generalization
Using of checklist and work routines to provide self-instructions towards tasks-com-
pletion in the classroom. Similarly, students are guided to create to-do lists and
carry out self-checks to complete jobs in authentic work environments.
Teaching Functional Target Behaviour
Social skills and tasks selected for training are behaviours and jobs required during
placement in authentic work environments. Students are taught the importance
of greeting teachers in school because greeting people at the workplace is a
social norm required in work settings. Students are placed to complete selected
jobs that will allow the transfer of task skills learnt in school.
Training Loosely
By rotating the type of projects undertaken and placement in different work envi-
ronments, students are exposed to similar challenges in different settings. Students
are encouraged to apply strategies learnt to resolve problems independently.
Training Sufcient Exemplars
During training, students are gradually exposed to different levels of difcul-
ties in the performance of each task to simulate actual working conditions. In
oor-sweeping, students will be required to sweep up different types on materials,
different amounts, and use different equipment, to increase their generalization
abilities.
27
Since the implementation of Work Skills Training in 2016,
one hundred percent of graduating students have been
offered placement into transition pathways of their choice.
In a post-course survey carried out with students, seventy-
five percent of students have reflected that they feel more
confident about themselves and they feel that they are work-
ready.
Conclusion
Transition phases are potentially stressful periods for
students and their caregivers. Fortunately, there are many
processes, supports, and accommodations that can be put
in place to enable seamless transition. By using sound and
well-researched frameworks such as the Taxonomy for
Transition Programming 2.0, educators and agencies can
identify areas for improvement to provide better support for
persons with special needs and their families.
In a systemic review, APSN Delta Senior School identified
three gaps in her Transition Programme that could be
enhanced to achieve seamless transition. These gaps
occurred in the areas of student development and family
engagement. To close these gaps, the school introduced
three enhancements: Standards of Work Performance
curriculum and videos, integrated learning journey,
and work skills training. It is recognized through these
enhancements that there is no “one size fits all” situation
in special needs education. Each child has unique gifts
and abilities, therefore even within enhancements, the
opportunity to provide individualized support must still be
available. Only through continuous awareness and attention
to the needs of the students and their caregivers will we
be able to provide the transition support need to enable all
students with special needs to achieve their desired futures.
With these enhancements made, students are equipped
with more skills and knowledge to achieve life-long goals
that they desire for themselves. As a result, caregivers are
more assured about the possibilities in store for their child
with special needs. The process of transition from school to
work need not be one filled with anxiety and uncertainty.
Instead, it can be a wonderful experience of self-discovery
for all stakeholders involved.
ENHANCED TRANSITION PROGRAMME: PRACTICES TO ENHANCE TRANSITION
FROM SCHOOL TO POST SCHOOL PATHWAYS
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Received : 15 October 2016
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Published : 26 December 2016
29
CAREER TRANSITION PROGRAMME OF HEARING IMPAIRMENT STUDENTS
Abstract
The aim of this study is to review the capacity and capability
of hearing among impaired students in a transition termed
as a Career Transition Programme in adapting to the
working environment post-school graduation. This research
is a qualitative research by making use of a designed survey.
The Career Transition Programme is a programme that helps
students with special needs in getting a job after school.
Students with hearing difficulties experience hardships in
communicating and socialising with the outside community.
Data were collected by observing the participants as well as
traditional face-to-face interviews with employers, workers,
parents and teachers at school. The participant in the study
is a student necessitating special needs undergoing hearing
difficulties in one elementary school with special education
CAREER TRANSITION PROGRAMME OF
HEARING IMPAIRMENT STUDENTS
Mohd Hana Mohd Yasin*
Professor
National University of Malaysia
Rohaizat Ibrahim
Professor
National University of Malaysia
Noradibah Hana
Professor
National University of Malaysia
Malaysia
Asia-Pacic Journal of Intellectual Disabilities
Dec. 2016, Vol. 3, No. 2, pp. 29~36
* mhmy6365@ukm.edu.my
30
Asia-Pacic Journal
of Intellectual Disabilities
for the disabled. The training module was designed as
a guide for the participant to carry out work at a chosen
nursery. The study found that the participant acquired all the
taught skills and managed to work according to the assigned
hours. The results of the interview show a positive outlook
on the Career Transition Programme that was carried out.
However, the researcher suggests some improvements in
the Career Transition Programme in ensuring the longevity
of its implementation from time to time in the future.
Keywords: Career transition program, students with hearing
problems.
Introduction
Career transition is one programme that can be bring out
the potential and capability of students with special needs
for employment. Talents and potentials stored in them
require sharpening and guiding to ensure the equal rights
to employment at par with normal students. Meticulous
preparation helps students with special needs in their
search for a suitable job employment in accordance to their
capabilities and potentials. In Malaysia, the commitment
of the government in aiding the disabled for employment
is seen through the Technical and Vocational Education
Programme from school to vocational training centres. The
goal of the Career Transition Programme is to empower
independent skills among disabled students. It is one of the
efforts to prepare disabled students with skills to increase
their self-value in facing the job market after they finish
school. In line with study by Walls & Fullimer (1997) which
states various skills can be instilled in this group of students
to give chance for them to work and be independent. These
students with special needs have the right to be given a
chance to prove that they are independent without the help
of others. This is because the skills which they possess vary
to each student and each one of them have a unique set of
skills. According to Safani and Salleh (2000), the disability
faced by the disabled students is the primary obstruction to
work. They require help from the transition team so that
they shall acquire the confidence to thrive in working while
obtaining numerous experiences.
The model used in this research is a teaching model
taken from a psychology education book. As stressed
by Muhibbin Syah (without year), prior to starting a skill
training and student transitioning, the application and usage
of teaching levels in skill training teaching is crucial. The
levels in the teaching process has a direct correlation with
the exertion of teaching strategy. Meaning that each use of
teaching strategies has a strong chain of connection in the
levels of teaching. This model emphasises on three levels
in teaching that are the first level is preparation, the second
level is execution and the third level is evaluation. The levels
of teaching have more or less helped the researcher to carry
out research in a well-organised and systematic way. The
pre-teaching level is preparation before teaching is started.
The teaching level is the teaching itself (preparation of
teaching materials) whereas the third level is the evaluation
level and further action. This level is the evaluation from the
learning outcome after going through the teaching process
and for follow-up arrangements. The construction of the
Career Transition Programme was based on teaching level
model as the following:
31
CAREER TRANSITION PROGRAMME OF HEARING IMPAIRMENT STUDENTS
Statement of Problem and Research Objective
Various factors have been identified as the root of problem
of why people with hearing disabilities face difficulties in job
employment. Attitudinal factor of the disabled is believed to
play a crucial role in one’s effort in job seeking. The feeling
of inferiority complex and low self-confidence with one’s
own potential contribute to why this group of people is far
from being successful in their fields. As stated by Noraini,
Khalid and Nor Aishah (2001), windows of education and
training for people with hearing impairment are limited.
The existing education programme available in the market
does not comply with the market demand and country’s
economic growth. Due to the disability faced and weak
cognitive grasp in those with hearing impairment, they fail
to be adapted in the working sector.
The economical and societal transformation also left a
scar on them. This is supported by a research by Safani
and salleh (2000), that says the attitude of the people with
special needs is one of the reasons of unemployment. They
are inclined to be together with other people facing the
same fate should they want to embark on a certain field.
This shows that they are not confident in their potential and
capability to work hand in hand with normal people. For
that, they will eye for one type of employment only without
going through the trouble of opting for another position that
can ensure a better future. Jun Yaeda (2010) has suggested
several strategies possible in guaranteeing a successful
transition for job employment, one of them is giving the
disabled students a chance to venture in something new.
Apart from that, the competence of the teacher in teaching
technique and vocational skills influence the interest and
inclination of students in progressing in this transition
programme.
The objective of this study is to train disabled students with
numerous skills possible in safeguarding their place in
the working sector whilst mastering the skills taught and
implement it in their workplace. In addition, this study is
able to nurture independence and self-confidence for them
and people around them. The specific objective of this
case study is to observe potential and capability of students
with hearing impairment to better adjust themselves in the
working sector post-school.
Research Methodology
The study was carried out qualitatively through observation.
The data gathered through observation of the participants
and interview with employers, employees, parents
and teachers at school. According to Alias (2008), the
<Figure 1> Levels of Teaching Model
Pre-lesson Lesson Evaluation and
follow-up actions
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Asia-Pacic Journal
of Intellectual Disabilities
observation method has a high level of credibility if it
is systematically collected in an orderly manner in the
situation of a real research. Prior to attempting to observe,
the researcher has to carry out several implementations of
the study plan such as selecting the employer, student, skill
training and Transition Programme Module.
The researcher has acquired permission from the parents
of the participant and has selected the suitable employer
in ensuring the research is conducted systematically. The
chosen employer is a nursery owner. After obtaining
consent from the employer, it was followed up with the
discussion on job scope and tasks related to a certain
required skill. Additionally, the selection of the participant is
based on fitness, the potential of the student, talent, attitude,
behaviour, interest and capability in carrying out numerous
skills. According to Reber (1998), the fitness of students is
defined as having the psychophysical competence to react
to stimulation or to precisely adapt in an environment. The
level of fitness will determine the level of competence of a
student regardless of a gifted child or a talented child.
The student selected as the research participant is a female
student aged 14 (fourteen) years old faced with hearing
impairment since birth. The ability to adapt in a societal
communal, possessing good attributes in listening and
obeying to commands, able to complete the tasks given
and having intrinsic talents are the qualities the researcher
is seeking. The research was done in four weeks involving
20 working days where the research participant was sent to
work and assist the tasks required at the said nursery. The
researcher also implemented several pre-lesson trainings
as per the module developed personally to assess the
level of ability and skill of the student prior to sending her
to the workplace. The module was developed based on
the training of student throughout her work period at the
nursery. The researcher observed the research participant
based on the module. The developed modules are as
follows:
ⅰ. Practical training of sweeping
ⅱ. Practical training of moping the floor
ⅲ. Practical training of washing the dishes
ⅳ. Practical training of bed making
ⅴ. Practical training of folding and arranging
ⅵ. Practical training of room make-up
ⅶ. Practical training of milk preparing
Ⅷ. Practical training of toddler management
The evaluation is based on the observation on the ability
to work, interest and communication throughout the
participant’s work at the nursery. The goal of the evaluation
is to note the ability of the participant in adapting herself
in the workplace and community foreign to her own. The
researcher has done several evaluations through observation
based on the training of skills given and how the work
is done at the nursery. This is to ensure the skill training
and work can both give positive impacts on the student.
The research has also initiated interviews with employers,
nursery staffs, father of students at the nursery and nursery
teachers in order to obtain a first-hand information.
Interview is one important research method as it helps
the researcher to explore and attain in-depth research
information. As what has been stressed by Fontana and Frey
(1994), there are three types of interviews namely structured
interview, semi-structured interview and interviews with no
structure.
33
CAREER TRANSITION PROGRAMME OF HEARING IMPAIRMENT STUDENTS
Research Outcome Observation
Through 4 weeks of observation, the researcher noted
that all the developed modules built specifically for the
participant was applied in full. Every skill taught was
successfully mastered. The researcher continuously oversees
and assists the student throughout the Career Transition
Programme. Before being ready for work, the participant
had undergone training in the hostel twice. The first training
involves cleaning skills like sweeping, mopping the floor,
washing the dishes and bed make-up of room or dorm
at the hostel. From the first observation, the participant
manages to hold the sweeper and the mop correctly, able
to mop the floor and wash the dishes clean. The participant
also accomplished all the skills well. This is because the
participant has been used to carrying out the chores at the
hostel. The second observation encompasses the skill of
babysitting such as folding and rearranging clothes in the
wardrobe, preparing milk, bathing, taking care of toddlers in
the hostel aged 4-5 years old. The researcher observed that
the participant is able to perform the tasks according to the
module developed. After the training session, has ended,
the following week, the participant is sent to the nursery to
assume work there.
The nursery working hours by the participant starts around
2pm and ends at 6pm every working day. Throughout
the session, the research makes observation and notes all
the skills able to be mastered by the participant during the
Career Transition Programme is in session at the nursery.
From the observation of the work, the participant is able to
adapt with other workers and toddlers at the nursery. The
participant starts the first day at the nursery by performing
cleaning chores such as folding blankets, baby clothes
and arranging them in the closet. The following days,
the participant is asked to bath and prepare milk for the
toddlers at the nursery. Every skill learned at the hostel
was implemented in success by the participant at her
workplace. Some toddlers show a positive attitude towards
the participant. This is because the participant herself is easy
going with anybody.
Interview
The face to face interview in this research was done to four
individuals that are the employer, one of the father in the
Face-to-Face Interview Interview Outcome
Employer
“This programme is really good and gives benets to many parties. I learned a new experience
after meeting up with Aliah as this is my rst time meeting up with a student with hearing im-
pairment. Indirectly, I get to learn and develop my Sign Language and to know more about
disabled students. Even though these students lack certain characteristics and are lacking in
some, but they still manage to complete what they are told and very passionate in taking care
of the toddlers in my nursery. I would like to suggest, should any nurseries wish to employ any
workers, you can employ disabled students because they are the same as normal people.
On our side, we will accept them as a mean to help them earn a living while giving them a
chance to learn about the outside world (other than their surrounding). A good programme
must be continued in order to safeguard the welfare of PWD from time to time.”
34
Asia-Pacic Journal
of Intellectual Disabilities
nursery, other staffs of the nursery and the teacher of the
participant. The goal of the interview is to obtain further
information. The following is the outcome of the interview
received by the researcher:
From the above interview, the research participants
gave positive comments towards the Career Transition
Programme developed by the researcher. Training with
special focus to career competence is crucial in giving them
a chance. According to IA, Z. M., Salleh, N., Mustapha, R.,
& Yassin, H. M. (2009), the future career domain will be
narrowed down to skill based careers of the individuals.
This is to help every individual sharpen their own talent
and capability while working a good job to earn a living. As
what has been said by Hiller (2007); Melissa, Shier, Graham
& Jones (2009) and Zainuddin Mohd Isa (2009), between
the skills mentioned are communication, problem solving,
attitude, teamwork, time management, self-confidence,
able to follow orders and able to adapt to social communal.
Other than that, the people with disabilities are able to make
decisions in determining their own life as a worker and a
subset in society.
Father of toddler at nursery
“I am a clerk at a primary school. On the day, I fetch my child, I was surprised to see my child
escorted by a new worker on the way to the car. This is because, my child is not close to any-
one except for the staffs at the nursery. I am fascinated with the ability of the participant who
is able to be close and befriend my child. To me, this programme needs constant supervision
and guidance to make sure this group of people can carry out work well.”
Nursery worker
“The Career Transition Programme is an extraordinary experience for us as nursery workers. We
have never worked with any students with disabilities before. It more or else opens the eyes of
the society and make us realise that these people are like other people. We really like this initia-
tive as we learned several sign languages by communicating with them. Even though it was a
bit difcult communicating with them, the aid equipped by the researcher such as card signs
with pictures eased us to understand sign language of the mute. Our opinion is that, the transi-
tion student is an easy-going student and can be friends with the toddlers at the nursery easily.
At rst, it was challenging to suit ourselves with them but after several days we can get along
pretty good.”
School Teacher
”I am the teacher of the students. For me, the Career Transition Programme like this is able to
give a real-life experience to the students. At least, they can be ready when they are out in the
world after they have nished school soon. Students can differentiate between good and bad
while being more condent and prepared to face the outside world. Other teachers teaching
special education is suggested to carry out a similar Career Transition Programme like this to
other students to assist them in being successful at par with other students. Myself, the ministry,
JPN and PPD should develop a programme like this and expand it in the near future.”
35
CAREER TRANSITION PROGRAMME OF HEARING IMPAIRMENT STUDENTS
Discussions and Suggestions
Based on the research outcome, it can be summarised that
the Career Transition Programme is a crucial providing
training in aiding people with disabilities especially students.
Every skill training that is given to the students helped them
in understanding what to expect in a real-life work. From
the outcome, there several suggestions for improvements
that are:
ⅰ. The ministry, JPN and PPD have to work hand in
hand and play an essential role in developing a Career
Transition Programme to sustain the excellence of
technique and vocational programme that have been
implemented.
ⅱ. The development of modules suitable for the potential
and interest of the disabled is really encouraged in order
to help them carry out skill training proportionate with
their potential and talent.
ⅲ. The public and private employment agencies are
hoped to give the disabled a chance to experience the
working world at par with other normal people by
organising workshops or training courses on career path
collaborating with Non-Governmental Organisations
(NGO) and related establishments.
ⅳ. Education support and employment support for the
Career Transition Programme can be implemented in
Malaysia in order to fulfil the needs of disabled students.
This is the key to ensuring success of Career Transition
Programme from school to the working world through
a combination or blend of education support and
employment support.
Conclusion
In conclusion, the research on the Career Transition
Programme is really impactful to the disabled people
especially to the students with hearing impairment having
difficulties in communicating with other people. A bank of
experience they had in the past can be a guide for them in
embarking on new fields of employment in the future. The
involvement and responsibility of all parties are monumental
in ensuring the Career Transition Programme a success
from time to time while fulfilling the needs of the disabled.
Modules related to the training should be developed
systematically. This programme should be future introduced
to guarantee the disabled students to live independently at
par with normal people. The exposure of this programme
should be expanded to all parties especially to teachers,
parents, government departments and job agencies. Among
the efforts that can be done are courses, talks and activities
related to transition programme. The advantages that can be
foreseen are helping teachers, parents and other parties to
add input to be more prepared in implementing the Career
Transition Programme. Last words, the implementation of
the Career Transition Programme for disabled students can
be improved further. It is the job of all people to make sure
the dreams of students with special needs are met in the
future none other than to contribute to the growth of the
country and uphold the name of special education in the
eyes of the world.
36
Asia-Pacic Journal
of Intellectual Disabilities
Alias Puteh. (2008).
Kajian Tindakan di Sekolah:
Suatu Pengenalan.
Kedah: Pure Honey
Enterprise. Fontana, Andrea & Frey, James H.
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Lincoln (Eds.).
The Art of Science. Handbook of
Qualitative Research.
(Pp. 361-376). London:
Sage.
Hiller. (2007). Two-year evaluation of a vocational
support programme for adults on the
autism spectrum.
Career development for
exceptional individuals.
30 (1), 35-47.
Isa, Z. M., Salleh, N., Mustapha,R., & Yassin, H. M.
(2009). Analisis Keperluan Kurikulum Pendidikan
Vokasional Pelajar Bermasalah Pembelajaran
(LD) Di Malaysia.
Malaysian Education Deans’
Council Journal.
3(2), 87- 97.
Jun Yaeda. (2010). Transition from Secondary School
to Employment in Japan for Students with
Disabilities. In D.Jindal-Snape (Ed.),
Educational
Transitions: Moving Stories from around the
world
(pp. 205-220). New York: Routledge.
Jun Yaeda, Divya Jindal-Snape. (2011). Post-school
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Japanese Experience.
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Safani Bari, Djadja Rahardja & Rozilawati Abdul
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teknik dan vokasional.
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Reference
Received : 15 October 2016
Accepted : 28 November 2016
Published : 26 December 2016
37
SYSTEMATICAL REVIEW: WHY IT NEEDS TO PROVIDE ADAPTED PHYSICAL
EDUCATION COURSES AND PRACTICUM TO TEACH STUDENTS WITH INTELLECTUAL
DISABILITY IN GENERAL PHYSICAL EDUCATION
Abstract
The purpose of the study is to conduct systematical literature
review researches related to inclusive physical education for
intellectual disability in order to not only explore the tenden-
cy of past researches but also suggest future research topic.
Findings of the 18 selected studies were largely divided into
two focus areas: physical education teachers’ (a) attitudes
and (b) self-efficacy towards inclusive physical education.
Recommendations for future practice and research were
suggested throughout this study.
Key words: Adapted physical education, Intellectual disabil-
ity, Autism, Inclusive physical education
SYSTEMATICAL REVIEW: WHY IT
NEEDS TO PROVIDE ADAPTED
PHYSICAL EDUCATION COURSES AND
PRACTICUM TO TEACH STUDENTS WITH
INTELLECTUAL DISABILITY IN GENERAL
PHYSICAL EDUCATION
YoungHwan Koh*
Lecturer
Korea National Sport University
Republic of Korea
Asia-Pacic Journal of Intellectual Disabilities
Dec. 2016, Vol. 3, No. 2, pp. 37~47
* kyh5068@gmail.com
38
Asia-Pacic Journal
of Intellectual Disabilities
Introduction
Inclusion is the practice of teaching students with disabilities
in the general education classroom rather than in separate
classrooms (Block, 2007). The inclusion of students with
disabilities in physical education classes has become a more
common educational practice. Therefore, students with dis-
abilities, including severe disabilities, have many opportuni-
ties to be given a general physical education in many coun-
tries in North America, Europe, and Asia (Block & Zeman,
1996).
Many researchers have tried to develop various teaching
strategies for inclusion physical education so that teachers
can efficiently use them in classes featuring both students
with disabilities and those without disabilities. According to
a review of the literature from 1995 to 2005 (Block & Obrus-
nikova, 2007), despite the efforts of researchers and many
professionals concerning adapted and general physical
education, the competence of the general physical educator
who can operate a successful inclusion physical education
plan was insufficient for students with and without disabili-
ties in the same class. Furthermore, Block and Obrusnikova
(2007) determined that teachers needed to be given ade-
quate support in order to successfully include students with
disabilities in general physical education.
The purpose of the study is to conduct systematical litera-
ture review researches related to inclusive physical educa-
tion for intellectual disability in order to not only explore
the tendency of past researches but also suggest future
research topic.
Method
Procedures for Identifying Articles
A literature search was conducted in order to retrieve ar-
ticles related to the study of working with students with
disabilities in general physical education: Inclusion physical
education. A computerized search of Educational Resources
Information (ERIC), the University of Virginia Library system,
Google Scholar, and SPORTDiscus were performed using
the descriptors “inclusion,” “physical education,” “adapted
physical education,” “student with intellectual and develop-
mental disabilities,” and “ inclusion in general physical edu-
cation.” Articles were included in this review if they met the
following criteria: (a) must be an original study published
from January 2007 to December 2014; (b) must be pub-
lished in the English language; (c) must be located in peri-
odical publications, which means that books, unpublished
papers, including doctoral dissertations and master’s theses,
and conference presentations were excluded; (d) must be
field-based research or research related to inclusion physical
education; (e) must provide a clear definition of the sam-
ples, such as the independent and dependent variables; and
(f) must provide a research method such as data collection,
a measurement or assessment tool, and data analysis.
Results
Of the studies reviewed, from 2007 to 2014, 22 articles over-
lapped the purpose statements of inclusion in GPE were
studied during the past seven years. After analysis of the
studies, the following two focus areas were selected: (a)
39
teacher attitudes (n = 15) and (b) self-efficacy (n = 3). The
results of each area were below.
Attitudes
Research related to attitudes toward inclusion physical ed-
ucation has mainly focused on in-service teachers’ attitudes
when teaching students with disabilities in general physical
education (Coates, 2012; Combs, Elliot & Whipple, 2010;
Doulkeridou, Evaggelinou, Mouratidou, Koidou, Panag-
iotou, & Kudlacek, 2011; Elliott, 2008; Fournidou, Kudlacek,
& Evagellinou., 2011; Hersman & Hodge, 2010; Hodge et
al., 2009; Hodge & Elliott, 2013; Jeong & Block, 2011). Only
two studies were found that examined pre-service teachers’
attitude toward inclusion physical education (Mangope et
al., 2013; Martin & Kudlacek, 2010).
Findings were divided into two different points of view. The
first focuses on the reasons teachers have a negative attitude
toward inclusion physical education and the results indicate
that limited coursework and professional training, lack of
teaching experience, and a general lack of support are all
major factors that hamper the development of positive at-
titudes toward inclusion physical education (Combs et al,
2010; Doulkeridou et al., 2011; Elliott, 2008; Fournidou et
al., 2011; Mangope, Mannathoko & Kuyini 2013; Martin &
Kudlacek, 2010).
For example, Elliott (2008) investigated the relationship
between teachers’ attitudes toward the inclusion of children
with mild to moderate intellectual disability in physical edu-
cation and the amount of practice attempts performed and
the level of success attained by these students compared to
their peers without disabilities in the U.S. This study used
the Physical Educators’ Attitude Toward Teaching Individ-
uals with Disabilities III (PEATID III) as an initial screening
mechanism, and elementary physical education teachers
were mailed copies of the instrument. After collecting and
reviewing the completed questionnaires, 20 elementary
physical education teachers were selected as the participants
and separated into two groups depending on their positive
or negative attitude towards inclusion physical education.
To set up the teachers’ practice, two students with mild/
moderate intellectual disability participated in their class in
the same manner as the other students. After the practice,
the scoring instrument was used to show how many at-
tempts each student had, and what percentage of the total
attempts were successful. A two-factor split-plot or mixed
ANOVA was utilized to analyze the data for two aspects of
the teacher’s attitude toward inclusive physical education.
There was no significant difference between teachers’ at-
titude and the type of students with disabilities, F (1,18) =
.495, p= .491; teachers were neither more nor less positive
about including the blind as they were other groups. On
the other hand, there were significant differences between
the number of practice sessions and the teachers’ attitude,
F (1,18) = 9.022, p= .008. This result indicates that more
opportunities to practice inclusive physical education built
the teachers’ confidence in their ability to do so successful-
ly. Interestingly, no statistically significant difference was
found between the type of student and the percentage of
practice attempts that were successful, F (1,18) = 2.488, p =
.132. However, this article did not explain how the scoring
instrument was created, which components and items were
included or how the instrument was validated. This study
also failed to include a control group. The small sample size
and low return rate may also limit the utility of these results.
SYSTEMATICAL REVIEW: WHY IT NEEDS TO PROVIDE ADAPTED PHYSICAL
EDUCATION COURSES AND PRACTICUM TO TEACH STUDENTS WITH INTELLECTUAL
DISABILITY IN GENERAL PHYSICAL EDUCATION
40
Asia-Pacic Journal
of Intellectual Disabilities
Another study investigating how teachers’ attitudes to-
ward teaching students with mild and moderate disabilities
in general physical education are formed and affect their
teaching (Combs et al., 2010) recruited a small group of four
participants using PEATID III and divided them into two
groups: two teachers with positive attitudes and two with
negative attitudes toward inclusive physical education. All
four teachers had extensive experience teaching students
with intellectual disability in their general physical educa-
tion classes. Interviews were conducted to collect in-depth
descriptive information from all four participants, and clear
differences in their teaching style were observed between
the two groups. The teachers with positive attitudes (Group
1) tried to improve their teaching skills to manage inclu-
sive physical education by focusing on multiple areas and
objectives to provide students with and without disabilities
with a variety of teaching styles in their classes. In contrast,
the teachers with negative attitudes (Group 2) used only
traditional games and sports skills, failing to adapt to individ-
ual differences. One male teacher with a negative attitude
mentioned that it was his experience that even students with
mild disabilities had problems working with peers in almost
every class. Interestingly, Group 1 had taken courses related
to adapted physical education and special education while
Group 2 had not. Knowledge of this issue therefore clearly
affects teachers’ attitudes towards it. There were also differ-
ent definitions of student success between the two groups.
Teachers in Group 1 judged success in terms of motor
performance; teachers in Group 2 commented on students’
success in inclusive physical education using only individual
impressions such as “happy,” “good,” or “busy.”
On the other hand, another view focused on the factors that
encourage teachers to develop a positive attitude toward
inclusion physical education. The results of these studies
indicate that support, knowledge of students with disabili-
ties, encouragement from other specialists, preparation for
inclusion, in-service professional workshop, confidence,
and perceived competence all help build a positive attitude
toward inclusion physical education (Coates, 2012; Hersman
& Hodge, 2010; Hodge et al., 2009; Hodge & Elliott, 2013).
To shed more light on these factors, Hodge et al. (2009)
analyzed physical education teachers’ beliefs related to in-
clusion and teaching students with disabilities from a num-
ber of different countries and cultures using an explanatory
multiple-case study. Here, the study participants consisted
of 29 physical education teachers from Ghana (Africa),
Japan, the United States, the Philippines and Puerto Rico.
The authors began by administering the Physical Educators’
Judgments about Inclusion Survey (PEJI, five-point Likert
scale) developed by Hodge, Murata, and Kozub (2002) and
then followed this up by conducting a series of interviews
with the study participants. Based on the descriptive sta-
tistics collected, the Mexican-American (M = 2.5) and Jap-
anese (M = 3.3) teachers generally held negative attitudes
towards inclusion in general physical education, while the
African-American, Puerto Rican, Filipino, Ghanaian, and
White-American teachers were mostly positive (M = 3.5 to
3.7). The interviews revealed two thematic findings. The
first theme identified was Compelling Motives. Most teach-
ers stated that they acquired motivation when they helped
all their students to succeed, including the students with
disabilities. Interestingly, this was not the case for the Japa-
nese teachers, who depended on external factors, primarily
41
school administrators, colleagues, and educational policies,
to improve their motivation for inclusion physical education
classes. The second theme that emerged was Multiplicity of
Concerns. Participants considered themselves to be strug-
gling with their lack of knowledge and preparedness for
instruction for teaching students with disabilities in general
physical education classes for much of the time. They also
noted that large class sizes were one of their biggest chal-
lenges when teaching students with disabilities in their class.
Vickerman and Coates (2009) examined the perspectives of
trainees and recently qualified physical education teachers in
relation to their perceived readiness to include students with
intellectual disabilities in their classes. This study recruited
202 trainee and 19 recently qualified teachers (within 2
years), utilizing a mixed research design and collecting data
through open and closed questionnaires that focused on
participants’ current experiences and perceived confidence
in teaching students with disabilities in general physical
education. The data collection was divided into two stages
by distributing two different questionnaires to the trainee
teachers and recently qualified PE teachers in order to iden-
tify differences and similarities between the two groups re-
garding their current experiences and perceived confidence
when teaching students with disabilities in general physical
education classes. Their reflections on the effectiveness of
their training, professional development and training, links
with schools and mentors, interpretations of inclusive PE
and general values and attitudes were elicited.
The results revealed that 45% of the trainee teachers thought
that their courses included issues related to teaching stu-
dents with disabilities (Vickerman & Coates, 2009). In ad-
dition, 30% mentioned that training for teaching students
with disabilities in general physical education was one of
the compulsory parts of their course. Regarding the number
of hours trainees spent learning how to teach students with
disabilities, 2% of them indicated this was between 0 and 5
hours, and 21% thought that they spent more than 100 hours
doing so, but the great majority (70%) of the trainee teachers
indicated that the total number of hours they devoted to
this was between 5 and 70 hours, spread throughout their
course. In addition, 55% of them had teaching experiences
as a practicum rather than theoretical training. Regarding the
assessment of knowledge, only 27% of the trainee teachers
had experience in assessment with specific reference to in-
clusion physical education and just 19% thought that special
school experiences should be compulsory, with 59% saying
special school experiences should be optional. In terms of
their attitude toward inclusion physical education, 62% of
the trainees agreed that students with disabilities should be
included in general schools and 93% considered that inclu-
sion issues should be comprehensively addressed in ITT.
Looking at the responses from the recently qualified physical
education teachers, 26% indicated that ITT mostly provided
theory-based instruction in this area, while a further 16%
responded that 90% of the coursework was theory. When
asked about their preparation for inclusion, 84% of the re-
cently qualified teachers mentioned that they were not given
any preparatory education for teaching students with dis-
abilities in their initial teacher training. Regarding the teach-
ers’ experience, they commented that initial teacher training
providers should give trainees the opportunity to develop
appropriate strategies for inclusion physical education that
incorporated both theoretical and practical knowledge re-
lated to students with disabilities. In addition, 33% of them
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Asia-Pacic Journal
of Intellectual Disabilities
insisted that school-based training experience should be
strengthened in order for trainee teachers to be challenged
on a daily school basis.
Based on these findings, Vickerman and Coates (2009) rec-
ommended that educational institutions training physical
education teachers should try to provide more opportunities
for pre-service teachers to take courses in inclusion physical
education and maintain a better balance between theoretical
and practice courses related to students with disabilities,
agreeing with DePauw and Doll-Tepper (2000) who point-
ed out that theoretical knowledge is as important as practical
experiences in improving awareness and changing the role
of the physical education professional. In addition, Vicker-
man and Coates (2009) suggest that trainee teachers would
benefit from more opportunities to experience the full
continuum of learning needs. However, this article did not
clarify how the instruments were developed and what items
were included, and once again the reliability and validation
of the instruments was not tested. The unbalanced sample
size may also be a problem.
Self-Efcacy
There has been very little research specifically examining
self-efficacy toward inclusion physical education. One study
examined the relationship between one-day workshops and
in-service teachers’ self-efficacy (Taliaferro & Harris, 2014),
while other studies examined the relationship between sup-
port from paraprofessionals and in-service teachers’ self-ef-
ficacy (Pedersen, Cooley, & Rottier, 2014), and the relation-
ship between PETE coursework and in-service teachers
self-efficacy (Hutzler, Zach, & Gafni, 2005; Taliaferro et al.,
2015).
Taliaferro and Harris (2014) investigated the effects of a one-
day (approximately six-hour) workshop on general physical
educators’ self-efficacy related to including students with au-
tism in general physical education settings. The participants
here were 38 general physical education teachers partici-
pating in a one-day workshop as a treatment group, and 27
general physical education teachers who did not participate
in the workshop as a control group. This article used the
Physical Educators’ Self-efficacy Toward Including Students
with Disabilities-Autism (PESEISD-A; Taliaferro, Block,
Harris, & Krause, 2010). The internal consistency measured
by Cronbach’s alpha was .928. The research design was a
pretest-posttest group design, and a mixed-design/split-plot
analysis of variance (ANOVA) was used to analyze the data.
The analysis revealed that the posttest showed a significant
difference from simple effect on time, F(1,63) = 7.92, p
= .007, but there was no statistically significant difference
from a simple effect on the workshop intervention, F(1,63)
= .800, p = .374. In addition, the interaction revealed no
significant difference for the time (pretest and posttest)
and treatment effect (control and experimental), F (1,63)
= 2.97, p = .09. Therefore, the authors concluded that the
time effect between pretest and posttest increased scores of
general physical educators’ self-efficacy related to including
students with autism in general physical education settings.
However, the effect of the workshop alone did not show
any significant effect on general physical educators’ self-effi-
cacy related to teaching students with autism in the general
physical education class. The results of this study should be
treated with caution, however, given the small number of
participants and short time period (only one observation that
lasted 6 hours). Hence, this sample and treatment cannot be
43
a comprehensive representation.
Taliaferro et al (2015) examined the effect of courses related
to adapted physical education courses and an on-campus
practicum on pre-service physical educators’ self-efficacy
beliefs toward the inclusion of individuals with specific dis-
abilities, in this case autism, intellectual disabilities, physical
disabilities, and visual impairments. The participants of this
study were 98 students (75 males and 23 females) who were
enrolled in physical education teacher education that offered
two courses related to adapted physical education and one
on-campus practicum. All participants took at least one of
the two courses each of which consisted of a 15-week pro-
gram with an associated on-campus practicum. The partici-
pants who were enrolled in course 2 had already completed
course 1; both courses were presented by the same instruc-
tor. Regarding the content of courses, course 1 related to
the characteristics of disabilities and implications for physical
education, implementation, and evaluation, while Course
2 was a senior level adapted physical education course that
provided professional coursework in the last semester. The
course met for 130 minutes each week, which covered the
planning, implementation, and modification of lessons for
students with disabilities and included managing a teaching
environment, staff, and assistants; collaborating with special
education staff; assessing student performance and progress;
and reflecting on teaching experiences. The on-campus
practicum that accompanied the course was a nine-week
program requiring an additional 60 minutes per week. The
students with disabilities who participated included students
with autism (43%), intellectual disabilities (ID, 24%), visual
impairments (VI, 0%), and physical disabilities (PD, 12%).
The first of the two instruments used was the Physical Edu-
cators’ Self-Efficacy Toward Including Students With Disabil-
ities–Autism (PESEISD-A) (Taliaferro et al., 2010), which
was used to judge participants’ confidence in performing 10
tasks associated with teaching autism students in a general
physical education class. This instrument uses a 10-point
Likert scale. Reliability and validity were verified by Taliafer-
ro et al. (2010); a one-factor solution accounted for 57.05%
of the variance and internal consistency of Cronbach’s α =
.928. The second instrument was the Situational Specific
Self-Efficacy Instrument for Physical Education Teacher Ed-
ucation Majors scale (SSSI-PETE) (Block, Hutzler, Barak, &
Klavina, 2013). The content of this instrument included a 15-
item measure of self-efficacy beliefs related to three types
of disability (intellectual disability, physical disability, and
visual impairment) subscales with a five-point Likert scale.
According to Block et al. (2013), Cronbach’s alpha reliability
for all items in each of the scales is high (ID = .86, PD = .90
and VI = .92). In addition, this survey instrument has a good
goodness of fit for the ID scale and a moderate fit in the
PD and VI scales (Block et al., 2013). For the data analysis,
all participants were surveyed three times. The survey was
performed in Week 1 (before the start of the practicum),
Week 8 (halfway through the practicum), and Week 15 (at
the conclusion of the practicum and course). Four separate
two-factor fixed-effect split-plot analyses of variance (ANO-
VAs) were conducted to examine the effects of an adapted
physical education course with the practicum on pre-ser-
vice teachers’ self-efficacy beliefs toward inclusion physical
education. The analysis of the autism results revealed no
significant difference between course 1 and course 2 on
self-efficacy belief for teaching autism, F (1, 85) = 3.33, p =
.072, although there was a significant difference across time,
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EDUCATION COURSES AND PRACTICUM TO TEACH STUDENTS WITH INTELLECTUAL
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Asia-Pacic Journal
of Intellectual Disabilities
F(2, 170) = 92.15, p < .001 and the effect size was large, η
2 = .51. Looking at the effect of self-efficacy belief toward
teaching intellectual disability in general physical education,
there was no significant difference between course 1 and
course 2, F (1, 88) = .87, p = .35, although once again there
was a significant difference across time, F(2, 176) = 98.24,
p < .001 and the effect size was large, η2 = .52. Regard-
ing physical disability, there was no significant difference
between course 1 and course 2 on self-efficacy belief for
teaching physical disability, F (1, 86) = 0.50, p = .48 but a
significant difference across time, F(2, 172) = 69.39, p < .001
and, once again, the effect size was large, η2 = .45. Finally,
the result revealed no significant difference between course
1 and course 2 on self-efficacy belief for teaching visual
impairment, F (1, 86) =.64, p = .43, but yet again there was
a significant difference across time, F(2,172) = 82.70, p <
.001 and a large effect size, η2 = .49. To enrich the statistical
results, the authors conducted a purposeful open-ended
survey that found that 42% of the participants began to feel
comfortable working with students with disabilities around
Week 3. Five participants also reported that they gained
confidence when they received feedback and support from
peers, teachers, paraprofessionals, and graduate assistants.
However, this study did not use a control group, such as
pre-service physical education teachers who did not take
an adapted physical education courses or had no practical
experience teaching students with disabilities. If the authors
had been able to compare the results from a control group
with those of the participants in this study, the effect of the
courses related to adapted physical education and practicum
on their self-efficacy belief toward inclusion physical educa-
tion would be verified and further clarified. Moreover, this
study used an intact sampling strategy rather than a random
sampling strategy. Therefore, the participants in this study
did not wholly reflect the effect of adapted physical educa-
tion courses.
Discussion
As discussed previously, positive attitudes toward inclusion
physical education have consistently been reported by re-
searchers. However, a number of factors that disturb and
degrade this positive attitude were also found in the litera-
ture. In the research related to in- and pre-service physical
education teachers’ attitudes, unprepared coursework and
professional training, the lack of teaching experiences, and
the lack of support were all major factors that hampered the
development of positive attitudes toward inclusion physical
education (Combs et al, 2010; Doulkeridou et al., 2011;
Elliott, 2008; Fournidou et al., 2011; Mangope et al., 2013;
Martin & Kudlacek, 2010). Studies investigating positive atti-
tudes toward inclusion physical education identified factors
such as support from school administrators, colleagues, and
educational policies, additional professional training, greater
knowledge of students with disabilities, encouragement
from other specialists, preparation for inclusion, in-service
professional workshops, confidence, and perceived com-
petence as contributing to a more positive attitude toward
inclusion physical education (Coates, 2012; Hersman &
Hodge, 2010; Hodge et al., 2009; Hodge & Elliott, 2013).
Regarding self-efficacy toward inclusion physical education,
the main factor that has been found to improve self-efficacy
45
is the duration of the participation rather than the type of
adapted physical education courses or the effect of a one-
day workshop (Taliaferro & Harris, 2014; Taliaferro et al.,
2015). However, little research that focuses specifically on
pre-service teachers’ self-efficacy has yet been reported in
the literature. Although Hutzler et al (2005) looked closely at
the impact of various types of coursework related to prepa-
ration for teaching students with disabilities, they found no
effect due to the type of course, namely adapted physical
education, special education, and teaching practicum for
students with disabilities. Taliaferro et al. (2015) also exam-
ined the effect of adapted physical education courses on
pre-service teachers’ self-efficacy toward inclusion physical
education, but only two courses were included and the
study was limited to adapted physical education. Future
research is thus needed to verify the effect of the number
of APE courses in PETE programs on pre-service physical
education teachers’ self-efficacy toward inclusion physical
education.
Conclusions
This review of the literature suggests that the relationship be-
tween the type of preparation coursework related to teach-
ing students with disabilities and the level of pre-service
teacher confidence that results is a valuable factor support-
ing successful inclusion physical education with a positive
attitude. Furthermore, although it was a very limited sample
Combs et al. (2010) reported that the GPE teachers with
positive attitudes in their study had taken both APE and spe-
cial education courses during their PETE program. In special
education studies, courses related to special education and
experience teaching students with disabilities were identified
as an important strategy that can improve pre-service teach-
ers’ self-efficacy toward inclusion (Leyser et al., 2011).
There is, therefore, a need for research to identify the effect
of possible courses related to teaching students with dis-
abilities in GPE. It may be possible to suggest a model for
physical education teacher education programs that can im-
prove pre-service teachers’ attitudes and self-efficacy toward
inclusion in physical education.
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EDUCATION COURSES AND PRACTICUM TO TEACH STUDENTS WITH INTELLECTUAL
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Asia-Pacic Journal
of Intellectual Disabilities
Block, M.E. (2007).
A teachers’ guide to including
children with disabilities into general physical
education
(3rded.). Baltimore: Paul H. Brookes.
Block, M.E., & Obrusnikova, I. (2007). Inclusion of
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SYSTEMATICAL REVIEW: WHY IT NEEDS TO PROVIDE ADAPTED PHYSICAL
EDUCATION COURSES AND PRACTICUM TO TEACH STUDENTS WITH INTELLECTUAL
DISABILITY IN GENERAL PHYSICAL EDUCATION
Received : 13 October 2016
Accepted : 1 December 2016
Published : 26 December 2016
48
Asia-Pacic Journal
of Intellectual Disabilities
Society for the welfare of the intellectually disabled,
Bangladesh (SWID Bangladesh) is a Government Registered
Voluntary Organization and recognized as the national
institute to provide services to all over Bangladesh for the
cause of Intellectual disabilities. It has started to work with
a group of Parents, Professionals and Philanthropists for
the Intellectually Disabilities through special schools in
designing of educational policies such as
Individual Educational plan (IEP) on self help skill
development (basic skills of the individuals), including
cognitive, Social and Communication, Skills on sports and
Cultural activities, Scout discipline and behavior modification
if the Childs with aggressive/ hyperactive biting and
destroyed tendency to build social behavior.
SWID BANGLADESH AS A SERVICE
PROVIDER FOR THE PERSONS WITH
INTELLECTUAL DISABILITIES
SERVICE PROVIDER REPORT
Mahmudul Hasan
SWID Bangladesh
Mohammed Moslem*
SWID Bangladesh
Jowaherul Islam Mamun
SWID Bangladesh
Nurul Islam
SWID Bangladesh
Bangladesh
Asia-Pacic Journal of Intellectual Disabilities
Dec. 2016, Vol. 3, No. 2, pp. 48~52
* swidbd@gmail.com
49
SWID BANGLADESH AS A SERVICE PROVIDER FOR THE PERSONS
WITH INTELLECTUAL DISABILITIES
Teaching Technique and Method
(Guided by the Teacher)
ⅰ) Student’s assembly including Physical Training (PT) and
Knowledge about Body parts through music in Singing.
ⅱ) Student’s assembly before starting the class every day.
ⅲ) Follow the class routine and attendance records,
ⅳ) Student’s conversation in wishing the best with good
monitoring to each others as a friend in the class.
ⅴ) Gradually Guided Teaching through Task analysis
ⅵ) Full Physical help of the child /Students needed.
ⅶ) Teaching Training without help.
ⅷ) Promoting Play & games and cultural and scouts
activities,
ⅸ) Arrangement of yearly sports & Cultural Completion,
ⅹ) Students Home visit, field trip as educational tour to
national environment and historical place.
ⅹⅰ) Arrangement of parents Day for evaluation of the
student’s progress and plan for next
achievement.
Objectives & Goals of Special Education
i) Advocacy for creation of awareness among the
community pepole towards the children with intellectual
disabilities.
ii) Establishment of special schools covering all districts
to rural areas of the country in providing more scope
of Education, Inclusive Education to make an inclusive
society for the persons with intellectual disabilities.
iii) Development of Social awareness through Intellectual
Disabilities related publications i.e books, magazine,
book-let and school based programmes on sports and
cultural completion and bring them into mainstream of
the Society.
ⅳ) Build up the best social cooperation of the Cooperation
of involvement of Philanthropists or social activates
and Members of the National Parliament and pepole
of all sectors of government and NGOs for welfare
and rehabilitation of the Intellectually Disabled and
protection of their equal rights and participation in the
development activities of the country.
Immediate govt. & Operational activities
of SWID Bangladesh
i) Providing Clinical & Therapeutic Services under the
National Institute for the Intellectually Disabled & Autism
(NIIDA) including the activities as follows:
Assignment of the clients with intellectual Disabilities and
counseling to the parents.
Curriculum development of special Education.
Preparation of Individual Education or Lesson Plan.
Organizing the training on Special Education, Teaching
methods & Technique and class management for the
teachers, parents and volunteers and professional from
others institution; college and universities.
ii) Special School services:
Providing special education through 350 special schools
for the Intellectually disabled (ID) Children throughout
the country and the beneficiaries raised in near about
15500 (students with ID)
50
Asia-Pacic Journal
of Intellectual Disabilities
The Special Classes (SEC) are divided into different
groups with physical age of the students are:
a) Mother and Child Groups-5 to 7 yrs. activities
including play, games, music & motivational activities.
b) Children groups 8-10 yrs, including play games, music,
and painting
c) Special Educational class 11-14 yrs including play
games ,music ,painting motivational activities and pre
academic lessons/primary Education
d) Vocational Training class Activities of Daily living
(ADL), Primary Education and training on productive
activities & goods marketing.
e) Home Based and Community Based Rehabilitation
activities or employment in the govt. & NGO Sectors.
f) Organizing a special Education Teachers Training
College with B.S. ED course under the National
University of Bangladesh to make an educated
professional group or manpower in the field of
disabilities better service through special schools.
g) Organizing a central Sports & Cultural development to
build up an Expert Athlete group and cultural Team
to participants the national and International sports
cultural completion direct under supervision of NEC.
h) Organizing a Laboratory Model School service
provider for the persons with intellectual disabilities.
Achievement
SWID Bangladesh organizes a good number of cultural
programs in national and international level with the
participation of the intellectually disabled and autistic
person such as ALPANA Society in New Delhi India.
SWID Bangladesh Participates regularly Special Olympic
Bangladesh and International Special Olympics since in
1991 and our intellectually disabled and autistic persons
have shown remarkable performances in the world special
Olympic. A good number of adult persons with Intellectual
disabilities have been rehabilitated the vocational works
, home based works production centre ,pharmaceuticals
company , handicrafts, garments industry ,domestic works,
agricultural works small business through community based
rehabilitation.
Government Strategy for the differently
abled
The differently abled persons with disabilities will be
brought into the mainstream of the development process.
The Government will promote and protecting rights of
persons with disabilities to facilitate their full participation
in mainstream social, political and cultural lives. They will
be enabled tom lead productive and meaningful lives
through access to education, health care, food and nutrition,
employment and protection and security in society. The
Government is strongly committed to the advancement and
rights of persons with disabilities by virtue of the constitution
of the Pepoles’s Republic of Bangladesh, which enshrines
equal rights and status for every citizen, and by singing
the UN Convention on Rights of Persons with disabilities
and the Beijing Proclamation on the Full Participation and
Equality with Disability in Asia and the Pacific Region.
51
The Proposed actions for the Seventh
plan include
The Rights of the Persons with Disabilities and their
Protection Act 2013will be implemented to ensure
international standards on disability rights as set out in the
Act. The National Coordination Committee for persons with
Disabilities will be strengthened to monitor and coordinate
activities of different ministries/divisions in implementation
of the Act. Requirements of the Poor and vulnerable,
including women and children, will be prioritized in all
activities and implemented.
The Government will ensure that every child certified as
having severe disability will be provided with a regular
transfer, known as the child Disability Benefit. This will
extend the current Child Disability Grant that is managed
by the Ministry of Social Welfare .The government will
develop a mechanism to identify severe disability among
children, which will not only include children with physical
disability but also other disabilities like autism, cognitive,
mental or intellectually Disabled ,sensory impairment
etc. Furthermore, early screening will be ensured for early
detection of child autism and other disabilities. It is estimated
that there will be around 35000 children eligible for the
scheme. Mechanisms will also be established to remove
children with disabilities from the street, making the child
Disability Benefit conditional on chi8ldren not involved in
begging. A system of penalties will be introduced for those
who employ children as beggars.
The current disability grant managed by the Ministry of
Social welfare will be reformed into a scheme that provides
a regular transfer to all poor and vulnerable pepole aged
19-59+ years with a service disability and at 60years, they
will accessible by all poor and vulnerable pepole aged 19-
59 years with a severe disability and at 60 years, they will
transition to the Citizens Pension. The Government will
design robust measures for indentifying severe disability and
will establish an appeals mechanism for those who feel that
they have been excluded.
The introduction of a reformed Disability Benefit will mark
a significant change in the lives of the disabled citizens who
are poor. They will be better able to enter the labour market
and access credit so that they can invest in small businesses.
The Ministry of Social welfare will complement the Disability
Benefit by providing additional support to recipients by
ensuring access to vocational education and small business
schemes and eliminating discrimination in the labour
market.
Along with an expansion of integrated education
programme for visually impaired children, existing
institutions for hearing impaired and mentally retarded
children will be expanded. New institutions will be
established to provide access to more children with
disabilities at primary, secondary and tertiary levels. A
collaborative effort involving the government, NGOs and the
private sector will be encouraged to expedite an expansion
of existing institutio9ns, established new institutions and
undertake teachers’ training on disability.
Action will be taken in the health sector to(i) strengthen
early detection of symptoms of disability and provide
primary medical rehabilitation,(ii) undertake a nutrition
programme for pregnant women (iii)appoint trainee
doctors, nurses and other caregivers to deal with disability
issues; and (iv)introduce support services of assistive devices
SWID BANGLADESH AS A SERVICE PROVIDER FOR THE PERSONS
WITH INTELLECTUAL DISABILITIES
52
Asia-Pacic Journal
of Intellectual Disabilities
and equipment at health centres.
Measures will be taken so that persons with disabilities
can gave access to all physical facilities and information
and communication. Inclusion of persons with disabilities
in various national and community level decision making
process that affect6 their lives will be ensured. Services like
early detection and timely medical intervention, fitment of
artificial aids and appliances, educational services in special
and integrated schools, vocational rehabilitation including
micro-credit will be provided to persons with disabilities
through community base4d rehabilitation programmes.
As persons with disabilities are predominantly poor and
marginalized in society, it is necessary to support the
organizing of Pepole with disabilities in order to make
t6hem ‘visible’ and to empower them to make their voices
heard. Some persons with disabilities require specialized
support services, assistive devices and job modification
but, more importantly, they right to decent work needs
to be recognized. Such approach can ensure meaningful
participation of persons with disabilities in the development
process.
Conclusion
SWID has established positive attitude towards the children
with ID. So the Community pepole come forward to work
with the SWID for rehabilitation of the ID.
Received : 16 October 2016
Accepted : 30 November 2016
Published : 26 December 2016
