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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Journal of Innovative and Creativity
Khairul Farhah Khairuddin
UNIVERSITI KEBANGSAAN MALAYSIA
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Challenges in Implementing Early Intervention for Students with Special Needs in Remote Areas: A Case Study of Tioman Island. Mohamad Haniff Azmi; Khairul Farhah Khairuddin
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.7325

Abstract

This study explores the challenges of implementing early intervention for Students with Special Needs (SSN) in remote areas, with a specific focus on Tioman Island. This qualitative research employed a case study design and involved in-depth interviews with 12 participants comprising special education teachers, parents, and school administrators. The findings revealed three main challenges: limitations in resources and infrastructure, issues related to human resources and training, and geographical and logistical challenges unique to the island context. The study also documented various adaptive strategies implemented by schools, including the development of teaching and learning materials using local resources, collaboration with the local community, and the use of flexible instructional approaches. The findings suggest the need for a contextualised approach to early intervention implementation in remote areas that takes into account resource constraints and location-specific characteristics. Overall, the results provide important implications for policymakers in designing more effective and context-appropriate early intervention programmes for remote areas in Malaysia.
Instructional communication in inclusive deaf education: a global and Asian bibliometric review Siti Farisah Yahya; Syar Meeze Mohd Rashid; Khairul Farhah Khairuddin
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38569

Abstract

Instructional communication supports equitable access, participation, and learning in inclusive deaf education. However, evidence on how this field has evolved globally, particularly in Asian contexts, remains fragmented. This bibliometric review analyses 423 Scopus-indexed publications (2015–2025) using performance indicators and science-mapping techniques to examine publication trends, collaboration networks, thematic structures, and intellectual development. The findings indicate sustained growth after 2018, driven by global inclusion agendas and the expansion of digital learning environments. While research increasingly emphasizes multimodal pedagogy, inclusive practices, and technology-enhanced communication, collaboration networks remain dominated by Western institutions. Asian contributions, although growing, are more visible in emerging technology-oriented domains than in foundational theoretical cores. The study identifies a shift from clinically oriented approaches toward integrated, multimodal, and digitally mediated instructional communication frameworks. It further reconceptualizes instructional communication as an evaluative indicator of inclusive teaching quality, reflecting access, interaction, and pedagogical responsiveness. These findings highlight the need for stronger regional research capacity, context-sensitive theoretical development, and more inclusive global knowledge structures. The study has implications for policy development, teacher training, and curriculum design in multilingual and technologically diverse educational systems, particularly across Asia.
Valid and reliable instrument for measuring Malaysian talented students’ social support Tuan Zahrah Tuan Mat; Khairul Farhah Khairuddin; Wan Ahmad Munsif Wan Pa; Nur Choiro Siregar
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.22863

Abstract

Social support is an essential protective factor against the risk of talent development failure, especially in the catastrophic situation. This study aimed to test the validity and reliability of social support instruments specifically for talented sports students in Malaysia. Content validity index (CVI), exploratory factor analysis (EFA), and internal consistency are the methods used to ensure that measurement instruments are appropriate for use in local contexts and cultures. A total of 268 form four talented sports students aged 16 years were selected by proportionate stratified random sampling in this study. The study found that the instrument had good content validity, with the items reaching the minimum level of CVI value and exceeding the recommended cut-off point of 0.78. Factor analysis found that the final measurement model has three factors, namely i) family support, ii) friends support, and iii) coach support, with factor loading ranging between 0.49 and 0.89. Correlation matrix was also measured through the KMO and Bartlett test of sphericity. All three factors had internal consistency values of 0.83 for coach support and 0.85 for family and friend support, which was defined good. Future research is warranted to explore the instrument with different samples and measurement in various scenarios.
Physical fitness interventions for primary school students with special educational needs: a bibliometric analysis of global trends in inclusive education (1964–2025) Ranjanie Karunamoorthy; Khairul Farhah Khairuddin; Nur Shakila Mazalan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37726

Abstract

Physical fitness is a critical determinant of health, development, and well-being for children with special educational needs (SEN), yet their participation in physical activity remains limited due to physical, social, and institutional barriers. Although adapted physical activity (APA) interventions have been widely investigated, the global evolution of research on physical fitness among children with disabilities has not been systematically mapped. This study conducts a bibliometric analysis of Scopus-indexed publications from 1964 to 2025 focusing on school-aged children (approximately 5-12 years) with physical, intellectual, sensory, and developmental disabilities. Studies unrelated to physical fitness or exercise outcomes were excluded. A total of 536 documents were analyzed using Scopus Analyzer, Microsoft Excel, and VOSviewer to examine publication trends, document types, country productivity, authorship patterns, collaboration networks, keyword co-occurrence, and bibliographic coupling. The inclusion of 2025 records reflect early-access indexing at the time of retrieval. Results indicate substantial growth in research output, particularly after 2016. Research is predominantly concentrated in high-income Western countries. Established themes center on rehabilitation and motor performance, while emerging topics include inclusion, adaptive sports, and psychosocial outcomes. Findings should be interpreted cautiously due to reliance on a single database and English-language dominance.
Co-Authors Mohamad Haniff Azmi Nur Choiro Siregar Nur Shakila Mazalan Ranjanie Karunamoorthy Siti Farisah Yahya Syar Meeze Mohd Rashid Tuan Zahrah Tuan Mat Wan Ahmad Munsif Wan Pa