The implementation of occupational therapy intervention in education is very important and necessary among special education students with learning disabilities. However, in Malaysia, these practices still need to be seen compared to developed Western countries such as the United States. This study was conducted to explore the level of knowledge of special education teachers with learning disabilities about occupational therapy. The objective of this study is to identify the level of knowledge of special education teachers towards occupational therapy, to identify the importance of the level of knowledge of special education teachers towards occupational therapy, and to identify the way of implementing the level of knowledge of special education teachers towards occupational therapy. This study is a survey study involving 210 special education teachers in the Malacca district. The design of this study uses a quantitative approach, which is the filling of questionnaires and document analysis for the data collection process. This study uses Bloom's Taxonomy Model and the Iceberg Competency Model. Overall, the findings of the study show that the level of knowledge of special education teachers towards occupational therapy is at a moderate level (mean=3.39, SD = 0.885, N=210). While the importance of the level of knowledge of special education teachers towards occupational therapy is at a high level (mean=3.69, SD = 0.803, N=210), and the way of implementing the level of knowledge of special education teachers towards occupational therapy is also at a high level (mean =4.01, SD= 0.716, N=210). Finally, this study proves to the special education teachers in Malaysia that knowledge, awareness of the importance and implementation of occupational therapy interventions plays an important role in detecting students' fine and gross motor problems furthermore impacting the development of special needs students.
Barnhill, G. P., Polloway, E. A., & Sumutka, B. M. (2011). A Survey of Personnel Preparation Practices in Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 26(2), 75-86. https://doi.org/10.1177/10883576103782
Benson, J. D., Szucs, K. A., & Mejasic, J. J. (2016). Teachers’ perceptions of the role of the occupational therapist in schools. Journal of Occupational Therapy, Schools, & Early Intervention, 9 (3), 290–301. https://doi.org/10.1080/19411243.2016.1183158
Canadian Association of Occupational Therapists. (2016). What is Occupational Therapy?. https://www.caot.ca/site/aboutot/whatisot?nav=sidebar
Case-Smith, J., Sines, J., & Klatt, M. (2010). Perceptions of children who participated in a school-based yoga program. Journal of Occupational Therapy, Schools and Early Intervention, 3, 226–238. https://doi.org/10.1080/19411243.2010.520246
Case-Smith. (2002). Effectiveness of School-Based Occupational Therapy Intervention on Handwriting. The American Journal of Occupational Therapy 2002, 56(1), 17–25. doi: 10.5014/ajot.56.1.17
Chua, Y. (2006). Kaedah dan Statistik Penyelidikan: Kaedah Penyelidikan.McGraw Hill Education.
Gee, K., & Gonsier-Gerdin, J. (2018). The First Year as Teachers Assigned to Elementary and Middle-School Special Education Classrooms. Research and Practice for Persons with Severe Disabilities, 43(2), 94–110. https://doi.org/10.1177/154079691877170
Jabatan Perangkaan Malaysia. (2021). Bilangan OKU baru berdaftar mengikut kategori ketidakupayaan Masalah Pembelajaran, etnik dan negeri.
https://www.data.gov.my/data/ms_MY/dataset/bilangan-oku-baru-berdaftar-mengikut-kategori-ketidakupayaan-masalah-pembelajaran-etnik-dan-negeri
Jackman, M., & Stagnitti, K. (2007). Fine motor difficulties: The need for advocating for the role of occupational therapy in schools. Australian Journal of Occupational Therapy, 54, 168-173. https://doi.org/10.1111/j.1440-1630.2006.00628.x.
Kirby, A., Davies, R., & Bryant, A. (2005). Do teachers know more about specific learning difficulties than general practitioners? British Journal of Special Education, 32, 122-126. https://doi.org/10.1111/j.0952-3383.2005.00384.x
Lee, L. W., & Low, H. M. (2013). ‘ “Unconscious” inclusion of students with learning disabilities in a Malaysian mainstream primary school: teachers’ perspectives’, Journal of Research in Special Educational Needs, 13(3), 218–228.
https://doi.org/10.1111/j.1471-3802.2012.01250.x
Leong, H. M., Jeniffer S. & Mark C. (2014). The use of sensory integration therapy in Malaysia and Singapore by special education teachers in early intervention settings. Journal of Intellectual And Developmental Disability, 39(1): 10-23.
https://doi.org/10.3109/13668250.2013.854876
Margo, C., Elizabeth, B. & Laura, A. (2015). Preparing special education teachers to collaborate with families. School Community Journal , 25(1), 117-136.
Masne, K., Nor, A., R., Hany, N., Chai, S., C., Noorashikin, S. (2017). Reframing Services for Malaysian Students in Schools: Time to Bring Occupational Therapy. Malaysian Health Science Journal , 15(1) : 67-73. http://ejournal.ukm.my/jskm/issue/view/635
Norfishah, M., & Hasrul, H. (2015). 'Educational therapy' in special education. Sultan Idris University of Education.
Patrícia, L., Beatriz, P., Joana, R., Roseli, E. (2020)."Occupational Therapy Research in Schools: A Mapping Review", Occupational Therapy International, 9.
Rens, L., & Joosten, A. (2013). Investigating the experiences in a school-based occupational therapy program to inform community-based paediatric occupational therapy practice. Australian Occupational Therapy Journal, 61(3), 148–158.
Ruppar, A. L., Neeper, L. S., & Dalsen, J. (2016). Special Education Teachers’ Perceptions Preparedness to Teach Students with Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 41(4), 273–286.
https://doi.org/10.1177/1540796916672843.
Strogilos, V., Lacey, P., Xanthacou, Y., & Kaila, M. (2011). Collaboration and integration of services in Greek special schools: two different models of delivering school services. International Journal of Inclusive Education, 15(8), 797-818. doi :10.1080/13603110903431550.
Toran, H., Westover, J. M., Sazlina, K., Suziyani, M., & Mohd, H. M. Y. (2016). The Preparation, Knowledge and Self Reported Competency of Special Education Teachers regarding Students with Austism. Pertanika Journal of Science & Humanity, 24(1), 185-196.
Truong, V., & Hodgetts, S. (2017). An exploration of teacher perceptions toward occupational therapy and occupational therapy practices: A scoping review. Journal of Occupational Therapy, Schools, & Early Intervention, 10(2), 121–136. https://doi.org/10.1080/19411243.2017.1304840
Tschannen-Moran, M., & Gareis, C. R. (2004). Principals’ Sense of Efficacy. Journal of Educational Administration, 42, 573-585.
Tuckman, B. C. (1978). Conducting Educational Research. Harcourt Brace Jovanovich.
Turner, J. E., Husman, J., & Schallert, D. L. (2002). The importance of students’ goals in their emotional experience of academic failure: Investigating the precursors and consequences of shame. Educational Psychologist, 37 , 79–89. https://doi.org/10.1207/S15326985EP3702_3
Wilson, A. L., & Harris, S. R. (2017). Collaborative Occupational Therapy: Teachers’ Impressions of the Partnering for Change (P4C) Model. Physical & Occupational Therapy In Pediatrics, 38(2), 130-142. doi: 10.1080/01942638.2017.1297988.
World Health Organization. (2021). Early Childhood Development and Disability: http://apps.who.int/iris/bitstream/10665/75355/1/9789241504065_eng.pdf
Yasin, M. H. B. M., Toran, H., & Dom, N. A. B. M. (2011). Kemahiran Guru Dalam Bidang Motor Halus.
Zaid, N. N., Wahab, R., Kamaralzaman, S., Toran, H., & Ilias, K.(2021). Perceptions of Special Educators Towards Occupational Therapy Trainees in a School Setting. Malaysian Journal of Medicine and Health Sciences. 154-161.
Zainol, M. (2013). Implementation of Occupational Therapy for the Mastery of Fine Motor Skills of Students with Special Needs at School. Journal of Special Needs Education, 3, 81–91. https://journal.nase.org.my/index.php/jsne/article/view/55
