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The Model of Technology-Supported Learning for Special Educational Needs Learners: Towards Inclusive Environment for Students With Disabilities (SWDs) in Malaysian Higher Education
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Author(s): Roslinda Alias (Universiti Teknologi MARA, Malaysia), Nor Aziah Alias (Universiti Teknologi MARA, Malaysia), Johan Eddy Luaran (Universiti Teknologi MARA, Malaysia), Rosilawati Sueb (Universiti Teknologi MARA, Malaysia)and Mahadi Kamaludin (Universiti Teknologi MARA, Malaysia)
Copyright: 2017
Pages: 17
Source title:
The Future of Accessibility in International Higher Education
Source Author(s)/Editor(s): Henry C. Alphin Jr. (Drexel University, USA), Roy Y. Chan (Indiana University, USA)and Jennie Lavine (University of Hull, UK)
DOI: 10.4018/978-1-5225-2560-8.ch012
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Abstract
The Model of Technology-Supported Learning can be considered among the comprehensive model in creating the inclusive environment for SWDs. It is based on the two needs assessments conducted among the public and 66 SWDs from eight Malaysian HEIs. It was then validated by a heterogeneous group of 11 subject matter experts (SMEs) from overseas and locals via the Delphi Technique. The consensus among the SMEs was achieved at the Round Two of Delphi. This indicates that the Model of Technology Supported Learning for SEN Learners is feasible and accepted to be implemented in the Malaysian HEIs. The Model comprised of one main component with six sub-components namely: 1) Academic Affairs, 2) Student Affairs, 3) Library, 4) University Administration, 5) Community, Industrial Networking, and Alumni, and 6) Special Department/Unit for SEN learners. In this chapter, the focus will be given on the special unit for SEN learners' component. The exemplification of the component will be discussed further to demonstrate how the Model is feasible to be implemented in higher education.
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