U S E O F PA R K I N G S PA C E S A C T I V I T I Y AS THE TEACHING AID INTEACHING SCIENCE FOR STUDENTS WITH LEARNING DISABILITIES FAJRIANI NOOR AINI AHMAD SULTAN IDRIS EDUCATION UNIVERSITY, TG MALIM-PERAK
INTRODUCTIONIndividuals with Disabilities Education Acts (1997) states that schools arerequired to provide access for students with disabilities to public educationcurriculum and instruction in the concepts based on the level of thelessons such as science, social science, and mathematics. In fact, IDEAmandates that students with disabilities should be involved in developingthe curriculum of public education. This paper highlights the extent of thesuitability of parking spaces activities for use as materials for teachingscience to students with learning disabilities in secondary schools.
OBJECTIVEThis study was conducted with the objective of whichis to see how suitable the parking space activity issuitable as a teaching aid in science for pupils withlearning disabilities at secondary school level.
MAIN CONCEPTThe main concept used in this study is a strategy based on Steele (2007) inteaching science to students with learning disabilities. As presented bySteele (2007, 48-49) that the strategies in teaching science to students withlearning disabilities are (1) collaboration between special education andnormal education, (2) create learning based on the theme or main idea, (3)enter clear instructions on the subjects, (4) use the graphics and visualmodels, and (5) model of behavior that can be followed by students.
T H E C O N C E P T UA L F R A M E W O R K O F T H E S T U DY
RESEARCH FOCUSThis study has been limited to only students with learning disabilities. Activity islimited to the use of this parking space activity in teaching science. A review ofthe concepts defined or intended by the researchers in this research are: Parking space activity is a form of activity that is carried out by using severalpictures of vehicles and its parking space, in which students ought to mention thename of the vehicles and appropriate parking. Teaching science is a process of teaching and learning in science for studentswith learning disabilities in secondary schools.
METHODSThis study uses a qualitative approach as a method of study. This study isdesigned based on case studies. Data-collection techniques based oninterviews is to understand the performance of the parking space activity byspecial education teachers in schools. Qualitative research is used as a methodto collect data because the purpose of this study is to understand theintegration of parking space activity in teaching science to students withlearning disabilities.
SAMPLE AND INSTRUMENT Respondent of the study is a special education teacher who taught science fortwo years, and specialized learning disabilities. This study is conducted on 6students with learning disabilities to carry out the parking space activity. This parking space activity is the pictures of vehicle and its parking spacestucked on the mounting board paper, or it can be done by providing a number oftoy vehicles that is appropriate. Researchers did not use the toy vehicle because itwas a bit difficult to get it. So, researchers modified the activity by using picturesof vehicles.
RESULTS In this study, the participant is a female teacher named Miss Zi. She is 36years old, not married yet, and has been teaching for nine years in mainstreamschool and two years on special education for learning disabilities program inhigh school in Perak. Miss Zi teaches Mathematics, Living Skills (Cooking),Science, and Religion study. Besides being a special education teacher, Miss Ziis has also ever been a volunteer on Rehabilitation for Cummunity Program.
RESULTSRelated to the parking space activity that was carried out, Miss Zi thoughtthat the parking space activity will help students with learning disabilities tounderstand the concept of means of transportation. Miss Zi says: “When I do the state park parcel activity, the pupils were happy. They wanted to master the concept of means of transportation with such pictures easily.” Code: CZ/TB2/C2/APP/8-11
RESULTSActivities can be adapted to the students in the group taught by Miss Zi.After Miss Zi uses the parking space activity as teaching aid in teachingscience, Miss Zi says : “This activity is appropriate for teaching science. This also can be the integration to teaching science, right? I think thats great. It can get two results with a single activity. I was glad to do it.” Code: CZ/TB2/C3/APP/20-24
RESULTSIn addition to the classroom, Miss Zi also use this parking space activityoutside the classroom, so that students do not feel bored with the classroomlearning atmosphere. According to Miss Zi: “Activities can be conducted anywhere, on field, under the trees, or in the classroom. The important thing is how the teachers control the students to stay focused on teachers and lesson.” Code: CZ/TB2/C4/APP/25-28
DISCUSSIONS Teaching science to students with learning disabilities should be repeated untilstudents are able to understand the concepts described by the teacher. Teachingscience to students with learning disabilities should also integrate the teaching ofstudents with learning disabilities and normal students. Study by Moin et al (2008)had found that in the United States, there are a large number of students withlearning disabilities in the secondary school level, including regular science classes.Students with learning disabilities can succeed in science if they accept the type ofinstruction they need. To simplify these instructions, special education teachers areoften admitted to classes with students with learning disabilities.
CONCLUSION To develop this study from another point of view, it is hoped that future researchers willconduct further studies. Researchers suggest the further studies that related to this parkingspace activity could be varied and used in different teaching settings such as in the teachingof Malay language or mathematics. In the teaching of Malay language, this activities can be used to teach reading and writingskills for students with learning disabilities. Teacher asks students to write the correct nameof the vehicle and the name of the parking space. While teaching mathematics, teachers canask students to mention the most spacious parking and the largest vehicles. In thiscase, students are given an understanding of the concepts of size and area.
CONCLUSION Discussion and overall conclusions made on the objectives of this study areobtained. Eventually the researchers hope that this study can be used or canprovide benefits for special education teachers who wish to develop variousactivities to help students with learning disabilities. In further studies, the parking space activity could be used in other subjectssuch as Malay language or mathematics. This study was a qualitative study, forfurther study can be examined quantitatively. More respondents also can beconsidered to compare the results of study at the place of other studiesquantitatively.