The purpose of this study is to explore multi-sensory elements through songs in learning and the impact on pupils with learning disabilities (PLD). This is a case study in which the data were collected through observation and triangulated with interviews and pupils’ work. This study was conducted on six pupils, four teachers and six parents. The pupils, aged from 10 to 12, were chosen through purposive sampling from the Special Education Integrated Program (SEIP) in Perak. Data of the study were analyzed by using constant comparison techniques of multi-sensory elements, the use of songs and the effects on pupils using the Nvivo software. This comparison is to identify the themes of the use of songs in multi-sensory elements and the effects on pupils. The multi-sensory elements of Dunn and Dunn Learning Style Model was used as guidance in the observation and interviews because this model was the most suitable to be applied to pupils with learning disabilities. The results of the analysis showed that the use of songs can assist pupils with learning disabilities to memorize the content knowledge and participate in the discussion on the topics taught. The research had identified the triggers of learning for achieving learning outcomes for pupils with learning disabilities which could be used by teachers in the professional practice in the classroom.
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In-Text Citation: (Husin & Abdullah, 2019)
To Cite this Article: Husin, M. R., & Abdullah, N. Y. B. (2019). Mediation Exploring Multi-Sensory Elements Through The Use Of Songs and Its Effects to Pupils with Learning Disabilities. International Journal of Acdemic Research in Progressive Education and Development, 8(4), 1094–1102.
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