Perkhidmatan Sokongan bagi Keluarga yang Mempunyai Anak Masalah Pembelajaran di Luar Bandar (Support Services for Families of Children with Learning Disabilities in Rural Areas)

Aizan Sofia Amin, Hasanatulakhma Mat Ayu, Jamiah Manap

Abstract


This study aimed to explore the forms of support services received by families of children with learning disabilities. This study used a qualitative research approach of case study design, and it was conducted in a rural area of Kelantan. Five informants were interviewed in-depth, four of whom were mothers, and one was the father of children with learning disabilities. The data were transcribed verbatim and thematically analyzed. The results show that there are eight forms of support services received by families with children with learning disabilities. The support services are: 1) Community Rehabilitation Program, 2) Allowance or Financial Assistance, 3) Early Intervention, 4) Security (Conditional Infrastructure Provisioning), 5) Social Support, 6) Bus Services, 7) Counseling and Advisory Services and 8) Treatment and Medicine. Although most families received support services to support their children, there are still some limitations. The limitations were in terms of the provision of support services that may be due to the lack of proper cooperation from many parties whether involving government agencies, non-government and local communities. As a result, support services for families of children with learning disabilities need to be enhanced holistically and systematically.

 


Full Text:

PDF

References


Aizan Sofia Amin., & Jamiah Manap. (2015). Geografi, kemiskinan dan wanita kurang upaya di Malaysia. Geografia Malaysia Journal of Society and Space, 11(7), 82-91. Diperoleh dari http://ejournal.ukm.my/gmjss/article/view/18792.

Chan, M., & Zoellick, R.B. (2011). Preface. In: WHO. World Report On Disability, WHO Press.

Creswell, J. W. (2007). Research design: Qualitative and quantitave approaches. Thousand Oaks: SAGE Publication.

Denzin, N.K. (1997). Educational Research Methodology and Measurement: An International handbook. Oxford (2nd ed.). Pergamon Press.

Egilson, S. T., & Traustadottir, R. (2009). Participation of students with physical disabilities in the school environment. American Journal of Occupational Therapy, 63(3), 264–272

Fadilahwati Abdul Rahman., Fattwai Mokhtar., Ronaldi Saleh., & Nor Aziah Alias. (2011). Mengatasi masalah disleksia menggunakan teknologi pendidikan: Konferensi Akademik Pendidikan UITM-UPI. Universitas Pendidikan Indonesia, Bandung.

Hammond, M., & Wellington, J. (2013). Reasearch Methods: The key concept (1nd ed.). s Canada: Routledge.

Hasnah Toran., Mohd Hanafi Mohd Yasin., Mohd Mokhtar Tahar., Safani Bari, Siti Nur Nadirah Ibrahim., & Rozniza Zaharudin. (2013). Bilik darjah pendidikan khas pada masa kini dan kekangannya terhadap proses pengajaran. Asia Pacific Journal of Educators and Education, 28, 1-9.

Hasnah Toran., Salmiah Bujang., & Fadliana Chiri. (2013). Siri Pendidikan Autisme: Pengajaran Berstruktur. Penerbit UKM.

Hazlin Falina Rosli., Wan Amizah Wan Mahmud., & Maizatul Haizan Mahbob. (2015). Realiti dan kesamarataan hak Orang Kelainan Upaya (OKU) di Malaysia dari perspektif media. International Conferences on Media and Communication MENTION 2015.

Jabatan Kebajikan Masyarakat. (2008). Pendaftaran Orang Kurang Upaya.

Kementerian Pendidikan Malaysia, (1998). Program Intervensi Awal bagi kanak-kanak berkeperluan khas. Pendidikan Khas.

Kementerian Pengajian Tinggi. (2007). Pelan Strategik Pengajian Tinggi Negara.

Kamarulzaman Kamaruddin. (2007). Adult Learning for People with Disabilities in Malaysia: Provisions and Services. The Journal of Human Resource and Adult Learning. 3(2), 50-64.

Kuno, K. (2007). Does Community Based Rehabilitation Really Work? Community Based Rehabilitation (CBR) and Participation of Disabled People. Kuala Lumpur: Institut Sosial Malaysia.

Laporan Statistik Jabatan Kebajikan Masyarakat. (2015).

Liyana Ahmad Afip., Nurul Fatihah Hanapi., & Khuzaiton Zakaria. (2013) Persepsi dan pengalaman guru pendidikan khas dalam menghadapi permasalahan disleksia dalam kemahiran literasi. In: Seminar Sains Kemanusiaan OKU Peringkat Kebangsaan 2013 (SKOKU).

Mohamed, K.A. Jamila. (2005). Pendidikan khas untuk kanak-kanak istimewa. PTS Professional. Publishing Sdn Bhd

Malaysia. (2008). Akta Orang Kurang Upaya. (Akta 685).

Ong LC., Lim YN., & Sofiah, A. (2002). Malaysian children with Spina Bifida: Relationship between functional outcome and level of lesion. Singapore Medical Journal, 43(1), 12-17.

Pertubuhan Bangsa-bangsa Bersatu. (2010). Konvensyen Hak-hak Orang Kurang upaya. Diperoleh dari http://www.un .org/disabilities/ convention/ conventionful/

Razhiyah, K. A. (2008). Apa itu autisme? PTS Professional. Publishing Sdn Bhd.

Singh, Er. H. R., & Chowdhary, R. (2009). Dictionary of Biosciences. New Delhi: Jnanada Prakashan (P&D.).

Samadi, S. A., & McConkey, R. (2011). Autism in developing countries: Lessons from Iran. Autism research and treatment.

Situmorang, Charina. (2011). Hubungan Sindroma Down dengan Umur Ibu, Pendidikan Ibu, Pendapatan Keluarga, dan Faktor Lingkungan. Jurnal Kedokteran Indonesia, 2(1), 96-101.

The World Bank. (2010). World report on disability. WHO Press.

WHO. (2011). World Report On Disability. WHO Press.

Weisner, Thomas., Beizer, L & Stolze, L. (1991). Religion and families of children with developmental delays. American Journal of Mental Retardation: AJMR, 95(6), 647-662.

Wolfendale, S. (1997). Encouraging parental views as part of statutory assessment: An analysis of local authorities special educational needs documentation produced for parents. Support for Learning, 12(3), 99 -103.


Refbacks

  • There are currently no refbacks.


DISCLAIMER

The editors and publisher of Jurnal Psikologi Malaysia have made every possible effort to verify the accuracy of all information contained in this publication. Any opinions, discussions, views and recommendations expressed in the article are solely those of the authors and are not of Jurnal Psikologi Malaysia, its editors or its publisher. Jurnal Psikologi Malaysia, its editors and its publisher will not be liable for any direct, indirect, consequential, special, exemplary, or other damages arising therefrom.