Perspektif Guru terhadap Keterlibatan Akademik dalam Kalangan Murid dengan Ketidakupayaan Penglihatan (Teachers’ Perspectives on Academic Engagement of Students with Visual Impairments)

Authors

  • MANISAH MOHD ALI Fakulti Pendidikan Universiti Kebangsaan Malaysia 43600 Bangi Selangor
  • NOORFAZIHA HASSAN Fakulti Pendidikan Universiti Kebangsaan Malaysia 43600 Bangi Selangor

Keywords:

Academic engagement, student with visual impairments, teachers, special education, resource teacher

Abstract

The aim of this study is to explore teachers’ perspective on academic engagement among students with visual impairments. Difference of perception towards academic engagement among teachers in special school and mainstream school (resource and typical teachers) was also explored. This survey study was conducted on 46 teachers who teach students with visual impairment in the Klang Valley. A set of questionnaire was administered for teacher samples. Data was analyzed descriptively involving mean scores and standard diviations. The findings showed that teachers’ perspective towards academic engagement among students with visual impairment is moderate. The resource teachers in the mainstream schools indicated a more positive perception on academic engagement as compared to the typical teachers and special school teachers. This study has implication on the importance and teachers role to enhance academic engagement among students with visual impairments in classroom.

References

Ajodhia-Andrews, A. & Frankel, E. 2010. Inclusive education in Guyana: a call for change. International Journal of Special Education 25(1):126-144.

Amla Mohd Salleh, Mazdalina Mat Desa & Ramlah Mohd Tuit. 2013. The relationship between the learning ecology system and students’ engagement: A case study in Selangor. Asian Social Science 9(2): 110-117.

Appleton, J.J., Christenson, S.L. & Furlong, M.J. 2008. Student engagement with school: critical conceptual and methodological issues of the construct. Psychology in the Schools 45(5): 369-386.

Archambault, I., Janosz, M., Morizor, J. & Pagani, L. 2009. Adolescent behavioral, affective and cognitive engagement in school: Relationship to dropout. Journal of School Health 79(9): 408-415.

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. 2006. Pelan Induk Pembangunan Pendidikan 2006-2010. Putrajaya: Kementerian Pelajaran Malaysia.

Bardin, J.A. 2006. Academic Engagement of Students with Visual Impairments in General Education Language Arts Classroom. Dissertation. Florida State University.

Bardin, J.A. & Lewis, S. 2008. A survey of the academic engagement of students with visual impairments in general education classes. Journal of Visual Impairment & Blindness 102(8): 472-483.

Bardin, J.A. & Lewis, S. 2011. General education teachers’ rating of the academic engagement level of students who read Braille: A comparison with sighted peers. Journal of Visual Impairment & Blindness: 479-492.

Charema, J. 2010. Inclusive education in developing countries in the sub Saharan Africa: From theory to practice. International Journal of Special Education 25(1): 87-93.

Davis, P. 2003. Including Children with Visual Impairment in Mainstream Schools: Practical Guide. London: David Fulton Publishers Ltd.

Friend, M. 2005. Special Education: Contemporary Perspectives for School Professionals. Boston: Pearson Education Inc.

Fredricks, J.A., Blumenfeld, P.C. & Paris, A.H. 2004. School engagement: Potential of the concept, state of the evidence. Review of Educational Research 74(1):59-109.

Holdheide, L.R. & Reschly, D.J. 2008. Teacher Preparation to Deliver Inclusive Services to Students with Disabilities. Vanderbilt University: National Comprehensive Center for Teacher Quality.

Klem, A.M. & Connell, J.P. 2004. Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health 74(7): 262-273.

Manisah Mohd Ali. 2011. Teknologi bantuan untuk pelajar berkeperluan khas: pengenalan dan kriteria pemilihan bahan. Dlm. Pendidikan Kanak-kanak Berkeperluan Khas: Konsep dan Amalan, disunting oleh Zalizan Mohd. Jelas. Cetakan Kedua. Bangi: Fakulti Pendidikan, UKM.

Marks, H.M. 2000. Students engagement in instructional activity: patterns in theelementary, middle, an high school years. American Educational Research Journal 37(1): 153-184.

Reschly, A.L., Huebner, E.S., Appleton, J.J. & Antaramian, S. 2008. Engagement as flourishing: The contribution of positive emotions and coping to adolescents’ engagement at school and with learning. Psychology in the Schools 45(5): 419-431.

Sharipah Azizah Syed Sahil. 2010. A Structural Model of the Relationships between Teacher, Peer and Parental Support, Behavioural Engagement, Academic Efficacy and Cognitive Engagament of Secondary School Adolescents. Universiti Utara Malaysia: Tesis Doktor Falsafah.

Sirin, S.R. & Rogers-Sirin, L. 2005. Components of school engagement among African American adolescents. Applied Developmental Science 9(1): 5-13.

Smith, D.C., Ito, A., Gruenewald, J. & Yeh, H. 2010. Promoting school engagement: Attitudes toward school among American and Japanese youth. Journal of School Violence 9: 392-406.

Wang, M. & Holcombe, R. 2010. Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal 47(3): 633-662.

Wolffe, K.E., Sacks, S.Z., Corn, A.L., Erin, J.N., Huebner, K.M. & Lewis, S. 2002. Teachers of students with visual impairments: What are they teaching?. Journal of Visual Impairment & Blindness: 293-304.

Wong Huey Siew. 2006. Persekitaran Pembelajaran Pelajar Cacat Penglihatan di Malaysia. Kuala Lumpur: Perpustakaan Negara Malaysia

Downloads

Issue

JPM, Vol. 39, No. 2 (Nov 2014)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Licence that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

It is the author’s responsibility to ensure that his or her submitted works do not infringe any other existing copyright. Authors should obtain letters of permission to reproduce or adapt copyright material and enclose copies of these letters with the final version of the accepted manuscript.

The author indemnifies the editors and publisher against any breach of such a warranty.