Year: 2025
Type: article
Abstract: Remedial education is an area that is specific to students who are less proficient in the basic skills of reading, writing and arithmetic. This study aims to explore the teaching and facilitation practices of remedial teachers in the Rembau district, focusing on their efforts to support students in mastering the basic 3R skills (reading, writing, and arithmetic). Using a qualitative approach, the study involved semi-structured interviews with 10 special education remedial teachers. The findings reveal that these teachers adopt student-centred, individualized approaches and utilize interactive teaching aids to tailor instruction to the individual needs of students. Additionally, the integration of educational technology, play-based learning activities, fostering of social skills, and emphasis on repetition and continuous practice were identified as key strategies in teaching. The implications of this study highlight the need for ongoing support for special education remedial teachers, in line with the Ministry of Education Malaysia’s (MOE) policy emphasizing inclusive and quality education. This study recommends providing more resources, professional training, and collaboration among stakeholders to enhance teaching effectiveness and ensure remedial students receive equitable educational opportunities.
Source: Special Education [SE]
DOI: 10.59055/se.v3i1.33
Authors: Kajapati Mutty, Hasnah Toran
Institution: National University of Malaysia
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4407327684