International Journal of Academic Research in Business and Social Sciences

search-icon

Conceptual Framework of Teachers’ Competence in Teaching and Learning of Fine Motor Skills to Students with Special Education Needs (Learning Disabilities)

Open access
Fine motor skill is the basic component of motor skills development. The skill will affect not only one’s capability in academics but also the ability in performing daily tasks, if early interventions are not done. It is imperative that teachers are aware of the importance of the fine motor skill. Awareness is should then be followed with formal knowledge development or the teachers’ initiatives in gaining knowledge and ensued by the teachers’ ingenuity and creativity in developing avtivities on par with students’ abilities and capabilities. The Iceberg Competency Model by Spencer & Spencer (1993) is used as the basis to develop the concepual framework in this study. The conceptual framework is focusing on two layers – the visible layer which consists of knowledge and skills, and the hidden layer layer which consists of awareness. By combining awareness, knowledge and skills, a conceptual framework is designed to develop and increase teachers’ professionalism in applying and practicing fine motor skill component in teaching and learning of students with special education needs (learning disabilities).
Jamian, A. R. (2011). Permasalahan Kemahiran Membaca Dan Menulis Bahasa Melayu Murid-Murid Sekolah Rendah Di Luar Bandar. Jurnal Pendidikan Bahasa Melayu.1 (1): 1-12.
Azizinezhad, M., Hashemi, M., & Darvishi, S. (2013). Relationship between EFL teachers’ attitudes, teaching techniques and classroom (large and small). Procedia - Social and Behavioral Sciences 93, 134 – 137
Barnaa, I., Dobrota, C., & Draguc, M. (2013). Optimising Special Education: Active Language and Psychomotor Education. Procedia - Social and Behavioral Sciences 84, 390 – 395
Geeraerts, K., Vanhoof, J., & Bossche, P. V. (2016). Teachers' perceptions of intergenerational knowledge flows. Teaching and Teacher Education 56, 150-161.
Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E. (2015). Informal Learning Of Primary School Teachers: Considering The Role Of Teaching Experience And School Culture. Teaching and Teacher Education 47, 151-161.
Hedgcock, J. S., & Lee, H. (2017). An exploratory study of academic literacy socialization: Building genre awareness in a teacher education program. Journal of English for Academic Purposes. 26, 17-28.
Higashionna, T., Iwanaga, R., Tokunaga, A., Nakai, A., Tanaka, K., Nakane, H., & Tanaka, G. (2017). Relationship between motor coordination, cognitive abilities, and academic achievement in Japanese children with neurodevelopmental disorders. Hong Kong Journal of Occupational Therapy 30, 49-55.
Katkat, D. (2014). The leardership abilities of the teachers. Procedia - Social and Behavioral Sciences 116, 3880-3885.
Kim, H., Carlson A. G., Curby, T. W., & Winsler, A. (2016). Relations among motor,social,and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities 53–54, 43–60.
Lim, C. Y., Yasin, M. H. M., & Tahar, M. M. (2012). Genggaman Pensel Kanak-Kanak Bermasalah Pembelajaran Dalam Meningkatkan Kemahiran Menulis. Jurnal Pendidikan Bahasa Melayu. 2 (1): 65-77.
Munthe, E., & Rogne, M. (2015). Research Based Teacher Education. Teaching and Teacher Education, 46, 17-24.
Persico, D., Milligan C., & Littlejohn, A. (2015). The Interplay between Self-Regulated Professional Learning and Teachers’ Work-Practice. Procedia - Social and Behavioral Sciences. 191, 2481-2486.
Pieters, S., Desoete, A., Roeyers, H., Vanderswalmen, R., & Waelvelde, H. V. (2012). Behind Mathematical Learning Disabilities: What About Visual Perception And Motor Skills? Learning and Individual Differences. 22, 498 - 504.
Reimer, A. M., Cox, R. F. A., Boonstra, F. N., Sanden, D. M. W. G. N. (2015). Measurement of Fine-Motor Skills in Young Children with Visual Impairment. Journal of Developmental and Physical Disabilities.
Shohani, S., Azizifar, A., Gowhary, H., & Jamalinesari, A. (2015). The Relationship between Novice and Experienced Teachers’ Self- Efficacy for Personal Teaching and External Influences. Procedia - Social and Behavioral Sciences 185, 446 – 452.
Gomez, S. E., Nunez, S. M. J., Gomez, P. A. I., & Trapero, P. N. (2015), Lesson study and the development of teacher’s competences. International Journal for Lesson and Learning Studies. 4, 209 – 223.
Spencer, L. M. J., & Spencer, S. M. (1993). Competence At Work, Models For Superior Performance. New York: John Wiley & Sons, Inc.
Terziev, V. (2014). Analysis of Educational Needs Assessment Methodology of Children with Special Educational Needs in Bulgaria. Procedia - Social and Behavioral Sciences 146, 47 – 54.
In-Text Citation: (Musa & Ahmad, 2019)
To Cite this Article: Musa, F. C., & Ahmad, N. A. (2019). Conceptual Framework of Teachers’ Competence in Teaching and Learning of Fine Motor Skills to Students with Special Education Needs (Learning Disabilities). International Journal of Academic Research in Business and Social Sciences, 9(11), 1180–1186.