Nor Aziah Alias

Proposed Technology Solutions for Special Educational Needs (SEN) Learners: Towards Inclusive Education in Malaysian Universities

 Abstract—Inclusive Education in Malaysia is not a new agenda. It started in the 1990s in which at the beginning, this movement was focused on the special educational needs (SEN) learners. This movement is in line with the Education Act 1996 and other world declarations related to persons with disabilities (PWDs). For instance, the Worlds Declaration on Education for All (1992), the Salamanca Statement and Framework for Action on Special Needs Education (1994), as well as Biwako Millenium Framework for Action: Towards an Inclusive, Barrier-Free and Rights-based Society for Persons with Disabilities in Asia and the Pacific (2002). In addition, the introduction of the Person with Disabilities Act 2008 which highlighted the equal opportunity in education for SEN learners from pre-school up to tertiary level strengthened the inclusive education movement. Despite all, still SEN learners still faced barriers and challenges at universities as when they further their studies at the tertiary level, their welfare and needs are solely within the care of the individual university they enroll in. In this paper, several technologies are proposed as solutions to help SEN learners not only to survive, but also thrive at the tertiary level particularly university. Several options are put forward such as the use of tablets, the improvement of learning management system as well as the utilization of Web 2.0 in teaching and learning.

Towards Inclusive Education in Malaysian Universities: Addressing the Barriers, Challenges and Needs of Special Educational Needs Learners

Inclusive education is not a new agenda in the education system in Malaysia, including universities. In this study, experiences of the special educational needs (SEN) learners in Malaysian universities are explored. Sixty-six SEN learners who are currently studying in selected Malaysian Universities participated in this study. The study found that most of the participants faced barriers and challenges as learners in IHLs such as during their teaching and learning, during their fieldworks, during their assessments and when dealing with the university staff. In addition, the SEN learners also highlighted on their needs to enhance their functions as learners in universities such as the improvement of campus facilities that are barrier free, getting more support and awareness of the university staff and other able learners as well as the needs of facilities and technologies specifically for them.

Instructional Technology Research, Design and Development: Lessons from the Field

This book is about design and development in Instructional Technology Design and development research (Richey & Klein, 2007), or was formerly known as developmental research (Richey, Klein & Nelson, 2004) is an emerging form of research in the field of instructional technology. This method is also similar to designed case research (Reigeluth & Frick, 1999), design-based research (Reeves, 2006 & Herrington, et. al, 2007), formative research (Nieveen, 2009), and design research (Bannan-Ritland, 2003; Van der Akker, 2007) with differences in certain focal aspects. This book has been prepared to guide researchers who are embarking on a design and development research in instructional technology. These will also include emerging researchers and graduate students in the field of education, computer science, and information technology. It propagates design and development research (DDR) or design-based research but is not limited to specific deliberations on the methodology. It takes a more general approach to presenting design, development and other aspects of instructional technology research through various lessons learned by practitioners in the field. The book offers case-like examples which are detailed accounts of the different phases of the research (analysis, design, development, implementation/delivery and evaluation) that can be a valuable resource for research methodology instructors and students.

A Case of Rural Connectedness: The Malaysian Rural Internet Center (RICs) Users’ Experience

This chapter presents a case of rural connectedness through ICT utilization at internet centers in Malaysia. Personal capacity development is included to provide a complete picture of the rural users’ experience. Aspects of a research conducted at sixteen Malaysian internet centers (RICs) will be succinctly described to provide the reader details on how ICT influences the connectedness of rural folks. The chapter will illustrate the different dimensions and levels of connectedness in rural Malaysia; a typology of connectedness via ICT will be presented. The chapter ends with lessons learned and implications for future studies in ICT and connectedness.

An Overview of Connectedness

This chapter discusses connectedness as a construct and how it is defined and explored in various fields. It will focus on the psycho- social dimension of connectedness and thus, will highlight the definition of connectedness from a psychological perspective. The chapter then briefly relates connectedness to existing theories including Self Determined Theory. Recent research on connectedness will also be highlighted to provide the rationale and to frame the research described in Chap. 3.