Colour Reading Speech Kit (Tubana Kit) as a Therapy Tool for Students with Special Needs at Sekolah Menengah Kebangsaan Seremban 2, Seremban, Negeri Sembilan

Abstract

The Color Reading Speech Kit (Tubana Kit) is provided to improve the skills of listening, speaking, reading, observation, concentration, and interest and reduce the stress of students in special education schools. This kit consists of two items, namely activities for tongue twister training in the form of software and English and Malay activities and coloring books. This study was conducted through collaboration with the Mobile Book Café as the industry collaborator and Sekolah Menengah Kebangsaan (SMK) Seremban 2, as the community collaborator. The respondents comprised 14 special needs students, i.e. 7 students from the Malay Language class and 7 students from the English Language Class. Despite having learning disabilities, these special needs students are still able to read and write. All the students in the Malay Language and English class have profited from the Tubana Kit's knowledge transfer, according to the results obtained after utilizing it. The pupil now speaks and behaves better, with better pronunciation. Their vocabulary and articulation in both Malay and English are also on par. The use of coloring books and activities in both Malay and English has improved vocabulary usage among students who typically have low vocabulary. Indeed, SMK Seremban 2 children with special needs have demonstrated the effectiveness of the Tubana Kit as a therapy tool in both Malay and English languages.Keywords: Special needs; therapy; tongue twister training; coloring; tubana kitReferencesBautista, A., Yu, J., Lee, K., Sun, J. (2023). Impact of play-based pedagogies in selected Asian contexts: What do we know and how to move forward? Effective Teaching Around the World. Springer.Cheng, D., Reunamo, J., Cooper, P., Liu, K., & Vong, K.-i. P. (2015). Children’s agentive orientations in play-based and academically focused preschools in Hong Kong. Early Child Development and Care, 185(11–12), 1818–1844 https://doi.org/10.1080/13598660903474163Cohen-Liebman, M. S. (2002). Art therapy. Encyclopedia of Psychotherapy. Academic Press.Collins Dictionary. (2022). Definition of therapy. Harper Collins Publishers Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning Disabilities: From Identification to Intervention (2nd ed.). The Guilford Press.Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2018). Exceptional Learners: An Introduction to Special Education (14th ed.). Pearson.Khatijah Amat & Yasmin Hussain, (2006). Kajian penggunaan komputer dalam proses pengajaran dan pembelajaran Guru-Guru Pendidikan Khas masalah pembelajaran di Melaka. Jabatan Pendidikan Khas.Kirk, S. A., Gallagher, J. J., & Coleman, M. R. (2015). Educating Exceptional Children (14th ed.). Cengage Learning.Lam, P. (2018). Bridging beliefs and practices: A study of Hong Kong kindergarten teachers’ perceptions of “learning through play” and the implementation of “play” in their practices [Doctor of Education dissertation, Northeastern University]. https://repository.library.northeastern.edu/files/neu:m0449b715/fulltext.pdfLerner, J. W., & Johns, B. (2012). Learning disabilities and related mild disabilities: Characteristics, teaching strategies, and new directions (12th ed.). Wadsworth.Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14. https://psycnet.apa.org/doi/10.1007/s11881-003-0001-9Ministry of Education Malaysia. (2011). Primary school standard curriculum. Ministry of Education Malaysia.Mosley. (2001, November 2). Therapy and special education. http://www.kids.candiscover.com/therapy-and-special education. Paul, R. (2007). Language Disorders from Infancy through Adolescence: Assessment & Intervention (3rd ed.). Mosby.Pinto C., Baines, E., & Bakopoulou, I. (2019). The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers. British Journal of Educational Psychology, 89(4), 818-837. https://doi.org/10.1111/bjep.12262Safani, B., Manisah, M. A., Norani, M. S., Aliza, A. (2006). Penggunaan alat bantuan pendengaran di kalangan murid-murid bermasalah pendengaran. https://www.researchgate.net/publication/237578488Smith, C. R. (2017). Learning disabilities: The interaction of students and their environments (8th ed.). Pearson.Syed Azman, S. Z., Shahril, R., & Borhan, L. (2022). Applied Behaviour Analysis (ABA) as the Main Intervention for Autistic Children. IIUM Journal of Human Sciences, 4(1), 69–77. https://doi.org/10.31436/ijohs.v4i1.226Takahashi, M. (2016). Consumers at play: Negotiations of identity in a Japanese preschool. Young Consumers, 17(1), 94–106.Yasmin (2013). Terapi dalam pendidikan khas. Pekan Ilmu Publications Sdn.Bhd.