Journal of Special Needs Education

ENHANCING SOCIAL SKILLS AMONG YOUNG CHILDREN WITH SELECTIVE MUTISM THROUGH PEER SOCIALISATION IN EARLY CHILDHOOD CLASSROOMS

Grace Annammal Piragasam — 2026-01-06

The prevalence of selective mutism among young children in the early years is difficult to know since these children exhibits tendencies to interact with selected peers in non-verbal situations or gesturing to make choices. However, they struggle with developing social interactions that leads to oppositional or avoidance behaviour patterns. Although early years education continues to target social interaction in natural settings it is inconsistent with evidence-based practices and not facilitated with peer socialisation at large. This study aims to explore the use of peer socialisation to enhance social skills of children with selective mutism by a) changing behavioural patterns of students with selective mutism and b) increasing the social interactions with their typical peers. The researcher used purposeful technique to select four cases of children between age four to six with selective mutism in the early childhood classrooms. Transcripts of interview data were thematically analysed and triangulated with observational data of the children’s behaviour and analysis of documents comprising images and perfomances record. Findings of this study show that the social skills of the children with selective mutism improved following a decrese in avoidance behaviours, facilitated by supportive peer interactions. These results highlight the importance of teachers in identifying behavioural patterns and implementing ecological interventions.

INCLUSIVE EDUCATION FOR STUDENTS WITH DISABILITIES: INSIGHTS FROM UiTM LAW FOUNDATION STUDIES

Nor Fadzlina Nawi — 2026-01-06

This study explores inclusive education for students with disabilities (SWDs) at the Universiti Teknologi MARA (UiTM) Law Foundation Studies programme, Malaysia. It examines the unique challenges and experiences of SWDs, assesses the effectiveness of inclusive teaching methods and supports, and investigates educators' perspectives on supporting SWDs. Qualitative data from interviews with five SWDs and four educators reveal key challenges and opportunities in fostering inclusive educational practices. The findings highlight discipline-specific barriers such as delayed access to adapted legal materials and gaps in physical accessibility, which persist despite the valued support of the SWD buddy system. The study concludes with practical recommendations centred on systematic support, educator training, and improved accessibility. These contributions aim to foster a more inclusive and empowering foundation for SWDs pursuing legal education in Malaysia.

PARENTS’ PERCEPTIONS OF ONLINE LEARNING FOR CHILDREN WITH DYSLEXIA DURING THE COVID-19 PANDEMIC IN MALAYSIA

Mee Yuen Doh — 2026-01-06

Research in special needs have found parents to perceive online learning during the COVID-19 pandemic to be more difficult and challenging, compared to in-person schooling. This study explores parents’ perceptions of online learning for children with dyslexia during the COVID-19 pandemic in Malaysia. The study employed a qualitative multiple-case study using semi-structured interviews to examine parents’ perceptions of teacher instruction, their child’s academic progress, and their own experiences, during online learning. Three families participated in this study. Findings suggested that parents have perceived teachers to lack the instructional and technical skills for online teaching, use standardised instruction and lack accommodations. Parents have also perceived a loss of learning in their child’s academic performance during the pandemic and found online learning during the pandemic to be challenging to both themselves and their child. Study findings can inform future research in three areas, namely, enhancing accessibility in online learning for children with dyslexia, investigating strategies for mitigating losses in online learning, and providing support to parents for sustainable implementation of online learning for children with dyslexia.

TECHNOLOGICAL TOOLS USED BY MALAYSIAN TEACHERS TO ENHANCE ONLINE READING COMPREHENSION FOR PUPILS WITH DYSLEXIA AFTER COVID-19

Muhammed Zivali — 2026-01-06

This study investigates the technological tools implemented by Malaysian teachers to facilitate the online reading comprehension skills of pupils with dyslexia after COVID-19. It seeks to understand teachers’ experiences in selecting, modifying, and using online teaching materials. This study employed a qualitative phenomenological approach to gather data from nine teachers at three dyslexia schools. Data collection methods included semi-structured interviews, online lesson observations, and document analysis. The findings reveal that teachers utilised text-to-speech software, multimedia resources, and gamified platforms, modifying them to meet students’ specific needs. To reduce cognitive load and facilitate comprehension, they implemented visual aids, interactive quizzes, and simplified instructions. Furthermore, collaborating with parents was essential in aligning the tools used to develop reading comprehension at home and at school. These findings address the research question by illustrating the technological tools and digital materials used by Malaysian teachers to support online reading comprehension among pupils with dyslexia. Moreover, the results highlight the importance of multisensory technology use, as well as the need for targeted professional development and increased investment in accessible digital resources to promote inclusive education.

BEHAVIOURAL STRENGTHS OF AUTISTIC STUDENTS THAT SUPPORT EFFECTIVE TEACHING AND LEARNING: A SCOPING REVIEW AND BIBLIOMETRIC ANALYSIS

Maran Chanthiran — 2026-01-06

Autistic students demonstrate distinctive behavioural strengths that can significantly enhance learning experiences when effectively recognised and utilised. However, research has historically focused more on deficits than on strengths-based approaches. This study combines a scoping review and bibliometric analysis to synthesise recent evidence, identify research trends and highlight key behavioural strengths of primary school-age autistic students. Peer-reviewed studies published between January 2022 and August 2025 were retrieved from major scholarly databases. Bibliometric indicators such as publication counts, citation patterns, country productivity, were analysed to map the research landscape. A total of 41 studies met the inclusion criteria. Bibliometric analysis revealed a steady increase in publications, with a peak in 2024. The United States, China and the United Kingdom were the leading contributors. This scoping review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). The findings identified recurring strengths, including exceptional pattern recognition, attention to detail, sustained focus, visual learning preference, and adherence to structured routines. These strengths were integrated into instructional practices such as differentiated instruction, visual aids, peer-mediated activities and technology-supported learning in both inclusive and special education classrooms. The findings support a shift towards strengths-based approaches for children with autism. Leveraging behavioural strengths can promote academic achievement, improve social interaction and foster adaptive skills. This integrated methodological approach provides a comprehensive resource for educators, policymakers and researchers to develop evidence-based, student-centred instructional strategies.