Abd-Elfattah E. (2008). An introduction in descriptive and inferential statistic by using spss. 1st ed. Jeddah: El-Khawarezmy Press.

 

Abdul Rasid Jamian. (2011). Permasalahan kemahiran membaca dan menulis bahasa melayu murid-murid sekolah rendah di luar bandar. Jurnal Pendidikan Bahasa Melayu,1 (1), 1-12.

 

Afshari, J. (2012). The effect of perceptual-motor training on attention in the children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 1331-1336.

 

Ahmad Hashim. (2014). Panduan analisa data secara efisien. Selangor: Dubook Press Sdn. Bhd.

 

Akta Pendidikan 1996 (Akta 550). (1997). Diperolehi pada 31 Mac 2012 dari http://414326-Akta-Pendidikan-19966.

 

Albulescu, M. & Albulescu, I. (2015). Motivational benchmarks for teaching career choice. Procedia-Social and Behavioral Sciences, 209, 9-16.

 

American Psychiatric Association. (2013). Diagnostic and Statistical Manual Of Mental Disorders (5th.ed.). Washington, DC: Author.

 

Antoniou, F. & Kalinogloua, F. (2013). Teaching style: is it measurable and changeable. Social and Behavioral Sciences, 93, 1618-1623.

 

Asas kemahiran berbahasa KBSR. Siri panduan guru kurikulum baru sekolah rendah (1992). Jilid 3. Kuala Lumpur: DBP, KPM.

 

Ayaz, A.B., Muhammed Ayaz, Yazgan, Y. & Akin, E. (2013). The relationship between motor coordination and social behavior problems in adolescents with attention-deficit/hyperactivity disorder. Klinik Psikofarmakoloji Bülteni- Bulletin of Clinical Psychopharmacology, 23(1), 33-41.

 

Azizinezhad, M., Hashemi, M. & Darvishi, S. (2013). Relationship between EFL teachers’ attitudes, teaching techniques and classroom (large and small). Procedia - Social and Behavioral Sciences, 93, 134-137.

 

Azlan b. Mohamed Amin. (2010). Menangani masalah tulisan dalam matapelajaran Bahasa Malaysia dalam kalangan murid sindrom down kelas 4 teratai dengan penggunaan teknik visual, audio, kinestetik dan taktil (VAKT). Tesis tidak diterbitkan. Kuala Lumpur: IPGM Kampus Ilmu Khas.

 

Barnaa, I., Dobrota, C. & Draguc, M. (2013). Optimising special education: active language and psychomotor education. Procedia-Social and Behavioral Sciences, 84, 390-395.

 

Bekirogullari, Z., Soyturk, K. & Gulsen, C. (2011). The attitudes of special education teachers and mainstreaming education teachers working in cyprus and special education teachers working in the usa towards mainstreaming education. Procedia Social and Behavioral Sciences, 12, 426-435.

 

Bhatia, P., Davis, A. & Shamas-Brandt, E. (2015). Educational gymnastics: the effectiveness of montessori practical life activities in developing fine motor skills in kindergartners. Early Education and Development, 26(4), 594-607.

 

Blomeke, S., Busse, A., Kaiser, G., Konig, J. & Suhl, U. (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education, 56, 35-46.

 

Bo, J., Colbert, A., Chi, M.L, Schaffert, J., Oswald, K. & Neill, R. (2014). Examining the relationship between motor assessments and handwriting consistency in children with and without probable developmental coordination disorder. Research in Developmental Disabilities, 35, 2035-2043.

 

Buku Panduan Pengoperasian Program Pendidikan Khas Integrasi. Bahagian Pendidikan Khas, Kementerian Pelajaran Malaysia 2015.

 

Burgener, L. & Barth, M. (2017). Sustainability competencies in teacher education: making teacher education count in everyday school practice. Journal of Cleaner Production, 174, 821-826.

 

Carlson, A.G., Rowe, E. & Curby, T.W. (2013). Disentangling fine motor skills’ relations to academic achievement: the relative contributions of visual-spatial integration and visual motor coordination. The Journal of Genetic Psychology, 174(5), 514-533.

 

Caspersen, J. (2013). The valuation of knowledge and normative reflection in teacher qualification. a comparison of teacher educators, novice and experienced teachers. Teaching and Teacher Education, 30, 109-119.

 

Celebi, M., Ozdemir, H. & Elicin, O. (2014). Studying level of awareness of teachers in terms of their lifelong learning skills. Procedia-Social and Behavioral Sciences, 116, 2030-2038.

 

Celikler, D. (2013). Awareness about renewable energy of pre-service science teachers in Turkey. Renewable Energy, 60, 343-348.

 

Chichibu. T & Kihara, T. (2013),"How japanese schools build a professional learning community by lesson study", International Journal for Lesson and Learning Studies, 2, 12-25.

 

Chua, B.S., Ferlis, F. @ Hj. Bahari & Jasmine Adela Mutang. (2014). SPSS prinsip dan analisa data dalam sains tingkahlaku. Sabah: Universiti Malaysia Sabah.

 

Chua, Y. P. (2012). Kaedah dan Statistik Penyelidikan. Kuala Lumpur: Mc Graw Hill.

 

Cooc, N. (2019). Teaching students with special needs: international trends in school capacity the need for teacher professional development. Teaching and Teacher Education, 83, 27-41.

 

Commodari, E. (2012). Attention skills and risk of developing learning difficulties. Curr Psychol, 31, 17-34.

 

Cronbach, L.J.   (1951).   Coefficient   alpha   and   the   internal   structure   of   test. Psychometrika, 16, 297-334.

 

Datchuk, S. (2015). Teaching handwriting to elementary students with learning disabilities a problem-solving approach. Teaching Exceptional Children, 48(1), 19-27.

 

Deng, Z. (2018). Pedagogical content knowledge reconceived: bringing curriculum thinking into the conversation on teachers' content knowledge. Teaching and Teacher Education, 72, 155-164.

 

Dudley, P. (2013). Teacher learning in lesson study: what interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and Teacher Education, 34, 107-121.

 

Dufflin, L.S., French, B.F. & Patrick, H. (2012). The teachers’ sense of efficacy scale: confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education, 28, 827-834.

 

Ekstam, U., Korhonen, J., Linnanmaki, K. & Aunio, P. (2017). Special education pre-service teachers' interest, subject knowledge, and teacher efficacy beliefs in mathematics. Teaching and Teacher Education, 63, 338-345.

 

Farhat, F., Hsairi, I., Baati, H., Engelsman, B.C.M.H., Masmoudi, K., Mchirgui, R., Triki, C. & Moalla, W. (2016). The effect of a motor skills training program in the improvement of practiced and non-practiced tasks performance in children with developmental coordination disorder (DCD). Human Movement Science, 46, 10-22.

 

Fariba Mirzaei, Fatin Aliah Phang & Hamidreza Kashefi. (2014). Assessing and improving reflective thinking of experienced and inexperienced teachers. Procedia-Social and Behavioral Sciences, 141, 633-639.

 

Fauzi Hussin, Jamal Ali & Mohd Saifoul Zamzuri Noor. (2014). Kaedah penyelidikan & analisis data SPSS. Sintok: Penerbit Universiti Utara Malaysia.

 

Frunza, V. (2014). Implications of teaching styles on learning efficiency. Social and Behavioral Sciences, 127, 342-346.

 

Fuad Mohamed Berawi. (2017). Metodologi penyelidikan panduan menulis tesis. Sintok: Penerbit Universiti Utara Malaysia.

 

Geeraerts, K., Vanhoof, J. & Bossche, P.V. (2016). Teachers' perceptions of intergenerational knowledge flows. Teaching and Teacher Education, 56, 150- 161.

 

Ghazali Darusalam & Sufean Husin. (2016). Metodologi penyelidikan dalam pendidikan, amalan dan analisis kajian. Kuala Lumpur: Penerbit Universiti Malaya.

 

Gomez, E.S., Nunez, M., J.S., Gomez, A.I.P. & Trapero, N.P., (2015), Lesson study and the development of teacher’s competences. International Journal for Lesson and Learning Studies, 4, 209-223.

 

Grindle, C.F., Cianfaglione, R., Corbel, L., Wormald, E.V., Brown, F. J., Hastings, R. P. & Hughes, J.C. (2017). Teaching handwriting skills to children with intellectual disabilities using an adapted handwriting programme. Support For Learning, 32(4).

 

Grosemans, I., Boon, A.,Verclairen, C., Dochy, F. & Kyndt, E. (2015). Informal learning of primary school teachers: considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 151-161.

 

Gzibovskis, T. & Marnauza, M. (2012). Development of young adults' fine motor skills when learning to play percussion instruments. Music Education Research, 14(3), 365-380.

 

Habibah Mohd. Samin & Hasnah Awang. (2010) Revisi bahasa melayu akademik 1 untuk PPISMP. Kuala Lumpur: Kumpulan Budiman Sdn. Bhd.

 

Hasnah Toran, Mohd Hanafi Mohd Yasin, Mohd Mokhtar Tahar & Noraini Salleh. (2010). Tahap latihan, pengetahuan dan keyakinan guru-guru pendidikan khas tentang autisme. Jurnal Pendidikan Malaysia, 35(1), 19-26.

 

Hedgcock, J.,S. & Lee H. (2017). An exploratory study of academic literacy socialization: building genre awareness in a teacher education program. Journal of English for Academic Purposes, 26, 17-28.

 

Higashionna, T., Iwanaga, R., Tokunaga, A., Nakai, A., Tanaka, K., Nakane, H. & Tanaka, G. (2017). Relationship between motor coordination, cognitive abilities, and academic achievement in japanese children with neurodevelopmental disorders. Hong Kong Journal of Occupational Therapy, 30, 49-55.

 

Hobbs, L. (2012). Examining the aesthetic dimensions of teaching: relationships between teacher knowledge, identity and passion. Teaching and Teacher Education, 28, 718-727.

 

Irene M.J., Sanne C.M., Hartman, E., Elferink-Gemser, M.T., Smith, J. & Vissher, C. (2014). The relationship between motor skills and cognitive skills in 4–16 year old typically developing children: A systematic review. J Sci Med Sport, 18(6), 697-703.

 

Jeder, D. (2014). Practical aspects of the continuous training activities regarding the learning difficulties. Social And Behavioral Sciences, 116, 2125-2130.

 

Jimenez, J.E. (2017). Early grade writing assessment: an instrument model. Journal of Learning Disabilities, 50(5), 491-503.

 

Jiraro, S., Sujiva, S. & Wongwanich, S. (2014). An application of action research for teacher empowerment to develop teachers’ test construction competency development models. Procedia-Social and Behavioral Sciences, 116, 1263- 1267.

 

Juliet, E. & Ida, M. (2013). A statewide survey of special education directors on teacher preparation and licentiate in autism spectrum disorders: a model for university and state collaboration. International Journal Of Special Education, 28(1), 4-13.

 

Jones, B.H. & Vail, C.O. (2013). Preparing special educators for collaboration in the classroom: pre-service teachers’ beliefs and perspectives. International Journal Of Special Education, 28(1), 56-68.

 

Kapadia, R.H. (2014). Level of awareness about knowledge, belief and practice of brain based learning of school teachers in Greater Mumbai region. Procedia- Social and Behavioral Sciences, 123, 97-105.

 

Kartasidou, L., Varsamis, P. & Sampsonidou, A. (2012). Motor performance and rhythmic perception of children with intellectual and developmental disability and developmental coordination disorder. International Journal Of Special Eduation, 27(1), 74-80.

 

Katkat, D. (2014). The leardership abilities of the teachers. Procedia-Social and Behavioral Sciences, 116, 3880-3885.

 

Katerina, A. & Dimitra, K. (2016). Cognitive process-based subtypes of developmental coordination disorder (DCD). Human Movement Science, 47, 121-134.

 

Kementerian Pelajaran Malaysia (2012b). Pelan strategik interim 2011-2020. Bahagian Perancangan Dan Penyelidikan Dasar Pendidikan. Putrajaya, Kementerian Pelajaran Malaysia: 81-85.

 

Kim, H., Carlson A.G., Curby, T.W. & Winsler A. (2016). Relations among motor,social,and cognitive skills in pre kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53-54, 43- 60.

 

Kimmel, S.R., & Ratliff, S.K. (2011). Growth and development. In r.e. rakel & d. rakel (eds.), textbook of family medicine. Philadelphia, Pa: Saunders Elsevier.

 

Klassen, R.M. & Tze, V.M.C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59- 76.

 

Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.

 

Lasauskiene, J. & Rauduvaite, A. (2015). Expression of pre-service teachers’ emotional competency in their educational practice. Procedia-Social and Behavioral Sciences, 205, 103-109.

 

Lay, Y.F. & Khoo, C.H. (2012). Pengenalan kepada pendekatan kuantitataif dalam penyelidikan pendidikan. Sabah: Penerbit Universiti Malaysia Sabah.

 

Learner, J.W. & Johns, B.H. (2015). Learning disabilities and related mild disabilities: strategies for success (13th ed.). Stamford, CT: Cengage Learning.

 

Lee, M.S.N. (2014). Mentoring and developing pedagogical content knowledge in beginning teachers. Procedia-Social and Behavioral Sciences, 123, 53-62.

 

Lerkkanena, M.K., Kikas, E., Pakarinenc, E., Poikonend, P.L. & Nurmi, J., E. (2013). Mothers’ trust toward teachers in relation to teaching practices. Early Childhood Research Quarterly, 28, 153-165.

 

Lim, C.Y., Mohd Hanafi Mohd. Yasin & Mohd. Mokhtar Tahar. (2012). Genggaman pensel kanak-kanak bermasalah pembelajaran dalam meningkatkan kemahiran menulis. Jurnal Pendidikan Bahasa Melayu, 2(1), 65-77.

 

Mahfuzah Zainol. (2014). Panduan terapi carakerja untuk murid istimewa. Malaysia: Wilayah Persekutuan Putrajaya.

 

Mahzan Arshad. (2012). Pendidikan literasi awal kanak-kanak. teori dan amali. Perak: UPSI.

 

Mazlina binti Che Mustafa, Norly binti Jamil, Azila binti Alias & Loy, C.L. (2011). Mari belajar menulis bersama kanak-kanak. Selangor: Gerak Ilmu Sdn. Bhd.

 

Haris, M. & Amra, M. (2014). Fine motor skills in children with down syndrome. Journal Specijalna edukacija rehabilitacija (Beograd), 13(4), 365-377.

 

Mohd Majid Konting. (1990). Kaedah penyelidikan pendidikan. Kuala Lumpur: Dewan Bahasa Dan Pustaka.

 

Mohammad Nabi Karimi & Monireh Norouzi. (2017). Scaffolding teacher cognition: changes in novice L2 teachers' pedagogical knowledge base through expert mentoring initiatives. SYSTEM, 65, 38-48.

 

Mohd Zuri Ghani. (2014). Pendidikan kanak-kanak berkeperluan khas. Tanjung Malim: UPSI

 

Mohd Zuri Ghani dan Aznan Che Ahmad. (2011). Kaedah dan strategi pengajaran kanak- kanak berkeperluan khas. Pulau Pinang: USM.

 

Mokhtar Ismail. (2011). Kaedah penyelidikan kuantitatif dalam pendidikan. KL: Dewan Bahasa dan Pustaka.

 

Munthe, E. & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education, 46, 17-24.

 

Nayereh Shahmohammadi. (2015). Competent teacher characters from students point of view. Procedia-Social and Behavioral Sciences, 205, 242-246.

 

Neve, D.D., Devos, G. & Tuytens, M. (2015). The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction. Teaching and Teacher Education, 47, 30-41.

 

Nik Azis Nik Pa. (2014). Penghasilan disertasi berkualiti dalam pendidikan matematik. KL: Penerbit Universiti Malaya.

 

Noor Azlan Ahmad Zanzali & Hasriani Asri Atjeng. (2010). Faktor-faktor yang mempengaruhi keyakinan guru pelatih semasa menjalani latihan mengajar. KL: Universiti Teknologi Malaysia.

 

Norwich, B., Dudley, P. & Ylonen, A. (2014). "Using lesson study to assess pupils’ learning difficulties". International Journal for Lesson and Learning Studies, 3, 192-207.

 

Othman Talib. (2013). Asas penulisan tesis penyelidikan dan statistik. Serdang: Penerbit Universiti Utara Malaysia.

 

Overvelde, W. & Hulstijn, W. (2012). Implicit motor sequence learning in children with learning disabilities: deficits limited to a subgroup with low perceptual organization. Developmental Neuropsychology, 37(7), 579-589.

 

Pellegrino, A., Weiss, M. & Regan, K. (2015). Learning to collaborate:general and special educators in teacher education. The Teacher Educator, 50(3), 187-202.

 

Pieters, S., Desoete, A., Roeyers, H., Vanderswalmen, R. & Waelvelde, H.V. (2012). Behind mathematical learning disabilities: what about visual perception and motor skills?. Learning and Individual Differences, 22, 498-504.

 

Pereboom, M.J., Peeters, A., Overvelde, A., Sanden, M.W.G.N. & Steenbergen, B. (2015). Learning of writing letter-like sequences in children with physical and multiple disabilities. Research in Developmental Disabilities, 36, 150-161.

 

Persico, D., Milligan, C. & Littlejohn, A. (2015). The interplay between self-regulated professional learning and teachers’ work-practice. Procedia-Social and Behavioral Sciences, 191, 2481-2486.

 

Pesova, B., Sivevska, D. & Runceva, J. (2014). Early intervention and prevention of students with specific learning disabilities. Social and Behavioral Science, 149, 701-708.

 

Peeters, J., Backer, F.D., Reina, V.R., Kindekens, A., Buffel, T. & Lombaerts, K. (2014). The role of teachers’ self-regulatory capacities in the implementation of self-regulated learning practices. Procedia-Social and Behavioral Sciences, 116, 1963-1970.

 

Popp, J.S & Goldman, S.R. (2016). Knowledge building in teacher professional learning communities: Focus of meeting matters. Teaching and Teacher Education, 59, 347-359.

 

Poznanski, B., Hart, K.C., & Cramer, E. (2018). Are teachers ready? preservice teacher knowledge of classroom management and ADHD. School Mental Health, 10, 301-313.

 

Prasertcharoensuk, T., Somprach, K. & Tang, K.N. (2015). Influence of teacher competency factors and students’ life skills on learning achievement. Procedia-Social and Behavioral Sciences, 186, 566-572.

 

Ramlee Mustapha & Norani Salleh. (2007). Self-fulfilling prophecy and digital divide revisited: vocational and IT competencies of special needs population in Malaysia. Jurnal Kerja Sosial, 6(1), 33-35.

 

Rigoli, D., Piek, J.P., Kane, R., Whillier, A. Baxter, C. & Wilson, P. (2013). An 18- month follow-up investigation of motor coordination and working memory in primary school children. Human Movement Science, 32, 1116-1126.

 

Reimer, A.M., Cox, R.F.A., Boonstra, F.N. & Nijhuis M.W.G. (2015). Measurement of fine-motor skills in young children with visual impairment. Journal Of Developmental And Physical Disabilities, 27, 569-590.

 

Roebers, C, M. (2014). The relation between cognitive and motor performance and their relevance for children’s transition to school: A latent variable approach. Human Movement Science, 33, 284-297.

 

Rogers, N. & Wright, J. (2015). Linking fine and gross motor skills to the curriculum. Educating Young Children- Learning And Teaching In The Early Childhood Years, 21 (1).

 

Rohani Abdullah. (2001). Perkembangan kanak-kanak. penilaian secara portfolio. Serdang: UPM.

 

Runesson, U. (2015),"Pedagogical and learning theories and the improvement and development of lesson and learning studies". International Journal for Lesson and Learning Studies, 4, 186-193.

 

Saeedeh Shohani, Akbar Azizifar, Habib Gowhary & Ali Jamalinesari. (2015). The relationship between novice and experienced teachers’ self- efficacy for personal teaching and external influences. Procedia-Social and Behavioral Sciences,, 185, 446-452.

 

Sanchez, H.S. & Borg, S. (2014). Insights into L2 teachers’ pedagogical content knowledge: a cognitive perspective on their grammar explanations. System, 44, 45-53.

 

Santrock, J.W. (2012). Child development (12th ed.). New York: McGraw Hill.

 

Schott, N., El-Rajab, I. & Klotzbier, T. (2016). Cognitive-motor interference during fine and gross motortasks in children with developmental coordination disorder (DCD). Research in Developmental Disabilities, 57, 136-148.

 

Serdenciuc, L.N. (2015). Shaping learning experiences of the future teachers. Procedia-Social and Behavioral Sciences, 180, 966-971.

 

Sirotova, M. (2016). Pedagogical praxis as a process of developing professional competencies in university education of future teachers. Procedia - Social and Behavioral Sciences, 228, 529-534.

 

Siti Iwana Sharizah Abu Samah, Rohaty Mohd Majzub & Zamri Mahamod. (2015). Teaching Writing. Preschool Classroom Journal of Applied Research in Education, 19, 50-59.

 

Smith, A.W. & Clikeman, M.S. (2014). Are fine-motor impairments a defining feature of nonverbal learning disabilities in children?. Applied Neuropsychology: Child, 3(1), 52-59.

 

Spencer, L.M. Jr., & Spencer, S.M. (1993). Competence at work, models for superior performance. New York: John Wiley & Sons, Inc.

 

St. John, S. (2013). Factaring in fine matar: haw impraving fine matar ahilities impacts reading and writing. Illinois Reading Council Journal, 41 (4).

 

Suggate, S., Pufke, E. & Stoeger, H. (2016). Do fine motor skills contribute to early reading development. Journal of Research in Reading, 00, 1-19.

 

Takahashi, S. (2011). Co-constructing efficacy: a “communities of practice” perspective on teachers’ efficacy beliefs. Teaching and Teacher Education, 27, 732-741.

 

Tan, K.N. (2012). A comparative study on teacher leadership in special education classroom between China and Malaysia. Procedia-Social and Behavioral Sciences, 31, 231-235.

 

Terziev, V. (2014). Analysis of educational needs assessment methodology of children with special educational needs in Bulgaria. Procedia-Social and Behavioral Sciences, 146, 47-54.

 

Taylor, L.A. (2017). How teachers become teacher researchers: narrative as a tool for teacher identity construction. Teaching and Teacher Education, 61, 16-25.

 

Undang-undang Malaysia, Akta 685, Akta Orang Kurang Upaya 2008. (2008). Malaysia.

 

Varuzza, C., Rose, P.D., Vicari, S. & Menghini, D. (2015). Writing abilities in intellectual disabilities: a comparison between down and williams syndrome. Research in Developmental Disabilities, 37, 135-142.

 

Warta Kerajaan Persekutuan, Peraturan-peraturan Pendidikan (Pendidikan Khas) 2013. (2013). Malaysia: Jabatan Peguam Negara.

 

Wollscheid, S., Sjaastad, J. & Tomte, C. (2016). The impact of digital devices vs. Pencil and paper on primary school students' writing skills - a research review. Computers & Education, 95, 19-35.

 

Wollscheid, S., Sjaastad, J., Tomte, C. & Lover, N. (2016). The effect of pen and paper or tablet computer on early writing- a pilot study. Computers & Education, 98, 70-80.

 

Ylonen, A. & Norwich, B. (2012). Using lesson study to develop teaching approaches for secondary school pupils with moderate learning difficulties: teachers’ concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education, 27(3), 301-317.

 

Ylonen, A. & Norwich, B. (2013),"Professional learning of teachers through a lesson study process in England", International Journal for Lesson and Learning Studies, 2, 137-154.

 

Yoon, J.C. & Sungok S.S. (2013). Predicting teachers’ achievement goals for teaching: the role of perceived school goal structure and teachers’ sense of efficacy. Teaching and Teacher Education, 32, 12-21.

 

Yusop Malie Malie & Walter, A.J. (2010). Disgrafia dan cara membantu: kajian kes ke atas murid program integrasi pendidkan khas. Jurnal Penyelidikan Tindakan Jilid 4. Sarawak: Institut Pendidikan Guru Kampus Batu Lintang.

 

Zalizan Mohd Jelas. (2009). Pendidikan kanak-kanak berkeperluan khas:konsep dan amalan. Selangor: UKM.

 

Zi, Y. & Chi, K.C. (2015). Primary teachers' attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128- 136.