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p-Index From 2020 - 2025
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of ICSAR
Aliza Alias
Universiti Kebangsaan Malaysia
Education

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The Effectiveness of Augmentative and Alternative Communication Application Implementation in Improving Student with Autism Verbal Communication Nurul Aina Nazri; Aliza Alias
Journal of ICSAR Vol 2, No 2 (2018): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.877 KB) | DOI: 10.17977/um005v2i22018p095

Abstract

Augmentative and Alternative Communication is widely used in the educational context as a learning aid for improving verbal communication among students.  The aims of this research are to study the effectiveness of Augmentative and Alternative Communication implementation in improving students with autism verbal communication. This research was conducted at one of the primary school in Machang, Kelantan. 2 students with autism participate in this study as a respondent and divided into treatment group and controlled group. Pre and post-tests were conducted to collect and analyze data. Finding in this research shows there was a significant difference between the pre and post-test score in the treatment group when Augmentative and Alternative Communication application was implemented in the intervention.
The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations Salehuddin Al As Anuas; Nurfaradilla Mohamad Nasri; Aliza Alias
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.27255

Abstract

In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology.
Co-Authors NURFARADILLA MOHAMAD NASRI Nurul Aina Nazri Salehuddin Al As Anuas