UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :article
Subject :H Social Sciences (General)
ISSN :1360-3116
Main Author :Hasrul Hosshan
Title :Peer-seating groups and social participation by students with learning disabilities in full-inclusion in Malaysian secondary schools
Place of Production :Tanjung Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2021
Notes :International Journal of Inclusive Education
Corporate Name :Universiti Pendidikan Sultan Idris
HTTP Link :Click to view web link

Abstract : Universiti Pendidikan Sultan Idris
In Malaysian secondary education, typically only academically able students with learning disabilities and acceptable behaviour join mainstream classrooms for full inclusion. Social participation at school is one key indicator of inclusive education outcomes. Most Malaysian mainstream classrooms group students into small fixed peer-seating groups. This group could represent one support for social participation available to students with learning disabilities (LD) in inclusion classrooms. However, nothing is currently known about the views and experiences of social participation from the perspective of Malaysian students with LD or about the support provided by their peer-seating group in mainstream classrooms. We investigated the social participation of four focal students with LD in two Malaysian inclusive secondary schools, using a qualitative multiple case study design. The peer-seating group played a prominent role in focal students? social participation. Several themes identified in the analysis revealed the peer-seating group?s facilitation of social participation (i.e. close contact with peer-seating group; working together on tasks; free time together), but other themes identified obstacles (i.e. limited or absent friendship network). This study contributes to a better understanding of the school social participation experiences of Malaysian adolescents with LD. ? 2021 Informa UK Limited, trading as Taylor & Francis Group.

References

Bonati, M. L., & Andriana, E. (2021). Amplifying children's voices within photovoice: Emerging inclusive education practices in indonesia. British Journal of Learning Disabilities, 49(4), 409-423. doi:10.1111/bld.12405

Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2013). Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 17(1), 60-79. doi:10.1080/13603116.2011.580464

Bradley, R. (2016). ‘Why single me out?’ peer mentoring, autism and inclusion in mainstream secondary schools. British Journal of Special Education, 43(3), 272-288. doi:10.1111/1467-8578.12136

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa

Carrington, S., Templeton, E., & Papinczak, T. (2003). Adolescents with asperger syndrome and perceptions of friendship. Focus on Autism and Other Developmental Disabilities, 18(4), 211-218. doi:10.1177/10883576030180040201

Carter, E. W., Common, E. A., Sreckovic, M. A., Huber, H. B., Bottema-Beutel, K., Gustafson, J. R., . . . Hume, K. (2014). Promoting social competence and peer relationships for adolescents with autism spectrum disorders. Remedial and Special Education, 35(2), 91-101. doi:10.1177/0741932513514618

Carter, E. W., Dykstra Steinbrenner, J. R., & Hall, L. J. (2019). Exploring feasibility and fit: Peer-mediated interventions for high school students with autism spectrum disorders. School Psychology Review, 48(2), 157-169. doi:10.17105/SPR-2017-0112.V48-2

Carter, E. W., Moss, C. K., Asmus, J., Fesperman, E., Cooney, M., Brock, M. E., . . . Vincent, L. B. (2015). Promoting inclusion, social connections, and learning through peer support arrangements. Teaching Exceptional Children, 48(1), 9-18. doi:10.1177/0040059915594784

Chin, M. (2023). The zero reject policy: A way forward for inclusive education in malaysia? International Journal of Inclusive Education, 27(4), 526-540. doi:10.1080/13603116.2020.1846800

Chopra, R. V., & Giangreco, M. F. (2019). Effective use of teacher assistants in inclusive classrooms. Handbook of Inclusion and Diversity in Education, , 193-207. Retrieved from www.scopus.com

Garrote, A., & Dessemontet, R. S. (2015). Social participation in inclusive classrooms: Empirical and theoretical foundations of an intervention program. Journal of Cognitive Education and Psychology, 14(3), 375-388. Retrieved from www.scopus.com

Hammang, A. J. (2012). Retrieved from www.scopus.com

Hebron, J. S. (2018). School connectedness and the primary to secondary school transition for young people with autism spectrum conditions. British Journal of Educational Psychology, 88(3), 396-409. doi:10.1111/bjep.12190

Herbert, M. E., Brock, M. E., Barczak, M. A., & Anderson, E. J. (2020). Efficacy of peer-network interventions for high school students with severe disabilities and complex communication needs. Research and Practice for Persons with Severe Disabilities, 45(2), 98-114. doi:10.1177/1540796920904179

Hosshan, H. (2020). Retrieved from www.scopus.com

Hosshan, H., Stancliffe, R. J., Villeneuve, M., & Bonati, M. L. (2020). Inclusive schooling in southeast asian countries: A scoping review of the literature. Asia Pacific Education Review, 21(1), 99-119. doi:10.1007/s12564-019-09613-0

Ibrahim, H. (2012). Including children with disabilities in regular classes: Current climate and future direction in malaysia. Future directions for inclusive teacher education: An international perspective (pp. 13-22) doi:10.4324/9780203113585 Retrieved from www.scopus.com

Khairuddin, K. F., & Miles, S. (2020). School staff members’ and parents’ experiences of the inclusion of deaf children in malaysian mainstream schools. Education 3-13, 48(3), 273-287. doi:10.1080/03004279.2019.1664403

Khairuddin, K. F., Miles, S., & McCracken, W. (2018). Deaf learners’ experiences in malaysian schools: Access, equality and communication. Social Inclusion, 6(2), 46-55. doi:10.17645/si.v6i2.1345

Maciver, D., Hunter, C., Adamson, A., Grayson, Z., Forsyth, K., & McLeod, I. (2018). Supporting successful inclusive practices for learners with disabilities in high schools: A multisite, mixed method collective case study. Disability and Rehabilitation, 40(14), 1708-1717. doi:10.1080/09638288.2017.1306586

Mah Tjun Lyn, J., Cheong, L. S., & Binti Rosli, N. A. (2021). Defining the roles and responsibilities of malaysian primary school educators in supporting the pre-transition stage of inclusive transitions: A fuzzy delphi method. International Journal of Inclusive Education, doi:10.1080/13603116.2021.1942567

Mamas, C., Daly, A. J., Cohen, S. R., & Jones, G. (2021). Social participation of students with autism spectrum disorder in general education settings. Learning, Culture and Social Interaction, 28 doi:10.1016/j.lcsi.2020.100467

Ministry of Education Malaysia. (2012). Malaysia Education Blueprint 2013-2025, Retrieved from www.scopus.com

Morningstar, M. E., & Shogren, K. A. (2013). Classroom Observation Tool, Retrieved from www.scopus.com

Norazman, N., Ismail, A. H., Ja’afar, N. H., Khoiry, M. A., & Ani, A. I. C. (2019). A review of seating arrangements towards the 21 st century classroom approach in schools. Malaysian Journal of Sustainable Environment, 6(2), 21-46. Retrieved from www.scopus.com

O’Hagan, S., & Hebron, J. (2017). Perceptions of friendship among adolescents with autism spectrum conditions in a mainstream high school resource provision. European Journal of Special Needs Education, 32(3), 314-328. doi:10.1080/08856257.2016.1223441

Patton, M. Q. (1990). Qualitative Evaluation and Research Methods, Retrieved from www.scopus.com

Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32(2), 114-130. doi:10.1177/0741932510361247

Salleh, R., & Woollard, J. (2019). ” Inclusive education: Equality and equity (teachers’ views about inclusive education in Malaysia’s primary schools)”. Jurnal Pendidikan Bitara UPSI, 12, 72-83. Retrieved from www.scopus.com

Schwab, S., Nel, M., & Hellmich, F. (2018). Social participation of students with special educational needs. European Journal of Special Needs Education, 33(2), 163-165. doi:10.1080/08856257.2018.1424784

Stake, R. E. (2006). Multiple Case Study Analysis, Retrieved from www.scopus.com

Szumski, G., Smogorzewska, J., & Grygiel, P. (2020). Attitudes of students toward people with disabilities, moral identity and inclusive education—A two-level analysis. Research in Developmental Disabilities, 102 doi:10.1016/j.ridd.2020.103685

Tomlinson, C., Bond, C., & Hebron, J. (2020). The school experiences of autistic girls and adolescents: A systematic review. European Journal of Special Needs Education, 35(2), 203-219. doi:10.1080/08856257.2019.1643154

Zuber, W. J. (2016). The flipped classroom, a review of the literature. Industrial and Commercial Training, 48(2), 97-103. doi:10.1108/ICT-05-2015-0039


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.