ISSN: 2226-6348
Open access
Remedial teachers need to have knowledge and expertise about students with autism to enable them to learn effectively, just like other students. This study aims to evaluate the level of teachers' knowledge about students with autism. It also examines how teaching experience and education levels of remedial teachers influence their knowledge about autism. A quantitative survey method was conducted involving 48 remedial teachers in the Sepang district. Data collection was carried out using questionnaires with a 5-point Likert scale. The collected data was analyzed using the Statistical Package for the Social Sciences (SPSS) software (Version 27). The instrument used was tested with Pearson Correlation analysis, and the Cronbach's Alpha coefficient was 0.73. The findings revealed that the level of remedial teachers' knowledge about students with autism is high. This indicates that these teachers have a deep understanding and the ability to identify and apply appropriate strategies in educating students with autism. Therefore, the professionalism of remedial teachers must be strengthened through continuous training and support programs to ensure their knowledge and skills remain relevant and capable of meeting the increasingly complex educational needs of students with autism.
Hamdan, R. (2020). Menilai tahap keyakinan dan pengetahuan guru Pendidikan Pemulihan Khas dalam melaksanakan pengajaran dan pembelajaran di bilik darjah. Jurnal Pendidikan Khas, 10(1), 23-45.
Jamian, R. (2011). Permasalahan Kemahiran Membaca Dan Menulis Bahasa Melayu Murid-Murid Sekolah Rendah Di Luar Bandar. Jurnal Pendidikan Bahasa Melayu 1(1): 1-12.
Jamian, A. R. (2022). Permasalahan Kemahiran Membaca Dan Menulis Bahasa Melayu Murid-Murid Sekolah Rendah Di Luar Bandar. Jurnal Pendidikan Bahasa Melayu. 3(4): 1-12.
Ahmad, M., Johari, J., Jamaluddin, M., & Musa, N. 2021. Kerjasama pelbagai pihak dalam meningkatkan pendidikan murid autisme. Jurnal Pendidikan Malaysia, 40(2), 56-70.
Alias, M. & Samsudin, R. (2021). Reka Bentuk Kajian: Panduan untuk Merancang dan Menjalankan Kajian Akademik. Jurnal Pendidikan Malaysia, 45(2), 34-44.
Anuar, R., Lee, K., & Malik, N. (2021). Strategi pengajaran berkesan untuk murid autisme: Kajian kes guru pendidikan khas. Jurnal Pendidikan Asia Tenggara, 15(2), 102-117.
Bakken, J. P., Brown, L. M., & Downing, J. (2021). Strategi pengajaran inklusif untuk kanak kanak autisme. Journal of Special Needs Education, 19(4), 223-240.
Falkmer, T., Parsons, R., & Granlund, M. (2020). Kemahiran motor kasar dan halus dalam kalangan murid autisme: Perspektif guru pendidikan khas. Occupational Therapy in Education, 32(1), 45-61.
Fletcher-Watson, S., Prior, D., & Singh, P. (2019). Sistematik latihan untuk guru dalam mengadaptasi pendekatan pengajaran autisme. International Journal of Autism, 7(4),
45-60.
Hardani, H., Juhari, F., & Noor, S. (2020). Penggunaan instrumen kajian dalam pendidikan khas. Jurnal Metodologi Pendidikan, 8(2), 56-67.
Haris, H., & Khairuddin, K. S. (2021). Pelaksanaan Pedagogi Inklusif bagi Murid Berkeperluan Khas Masalah Pembelajaran. Malaysian Journal of Social Sciences and Humanities (MJSSH). 6(2): 197-210.
Hume, K., Steinbrenner, J. R., & Boyd, B. A. (2019). Intervensi berasaskan bukti untuk murid autisme di bilik darjah. Journal of Evidence-Based Practice, 25(2), 130-144.
Ismail, A., & Rahman, S. (2021). Pembangunan dan Penilaian Instrumen Kajian dalam Penyelidikan Pendidikan. Jurnal Penyelidikan Pendidikan, 41(1), 25-35.
Kaliammah Krishnan & Yusoff Daud, M. 2020. Kaedah penyelidikan untuk kajian Pendidikan khas. Pendidikan Sains Sosial, 20(3), 45-58.
Chian, L. K., & Mohamed, S. (2021). Tahap Pengetahuan Guru dalam Pelaksanaan Pendidikan Inklusif di Kelas Prasekolah. Jurnal Dunia Pendidikan. 3(2): 253-260.
Maggie, A., Mosher, Adam, C. Carreon, Stephanie, L., Craig, & Lindsay, C. Ruhter. (2022). mmersive Technology to Teach Social Skills to Students with Autism Spectrum Disorder: a Literature Review. Journal of Autism and Developmental Disorders. 9(1):
334–350.
MacDonald, M., Lord, C., & Schertz, H. (2019). Pembangunan kemahiran motor dalam kanak- kanak autisme. Developmental Disabilities Quarterly, 15(2), 65-80.
Milton, K. (2020). Pengurusan tingkah laku murid autisme dalam persekitaran bilik darjah. Education and Special Needs Journal, 15(3), 78-90.
Noraziah, S., & Rosnah, J. (2021). Cabaran ibu bapa dan guru dalam pendidikan murid autisme. Jurnal Pendidikan Khas Malaysia, 9(1), 34-49.
Norhayati, M., Latifah, S., & Hamdi, M. (2018). Tingkah laku kanak-kanak autisme: Cabaran dalam pengajaran inklusif. International Journal of Early Childhood Education, 12(1),
12-30.
Lin, P. S., & Yasin, M. H. (2021). Pengetahuan Dan Sikap Guru Aliran Perdana Terhadap Program Pendidikan Inklusif Di Daerah Sibu. Jurnal Dunia Pendidikan. 3(1): 515-529.
Selvarajan, P., & Vasanthagumar, T. (2022). The Impact Of Remedial Teaching On Improving The Competencies Of Low Achievers. International journal of Social Sciences & Interdisciplinary Research. 11(1): 283-287.
Prof. Datin Dr. Quek Ai Hwa. (2019). Ibu bapa dan pendidikan murid autisme: Cabaran dan penyelesaian. Jurnal Sains Sosial, 17(3), 45-58.
Rahman, R., Ahmad, A., & Johari, F. 2020. Intervensi awal untuk kanak-kanak autisme: Pendekatan pendidikan khas. Journal of Early Intervention Practices, 13(1), 25-40.
Derbala, R., & Ruhizan, M. (2022). Tahap Pengetahuan, Penerimaan, Kesediaan dan AmalanPengajaran Guru Pemulihan Khas Terhadap Pengajaran Terbeza. Malaysian Journal of Social Sciences and Humanities (MJSSH). 7(4): 2-20.
Rathaneswaary, K. (2022). Tahap pengetahuan guru Pendidikan Pemulihan Khas mengenai autisme. Jurnal Pendidikan Inklusif, 14(2), 45-61.
Suhana, N., & Jamil, M. (2020). Peningkatan kemahiran guru melalui latihan profesional. Jurnal Pendidikan Guru Malaysia, 22(4), 112-125.
Wood, L., Halpin, S., & Dunn, L. (2021). Latihan profesional berterusan untuk guru dalam pendidikan murid autisme. Journal of Autism Education, 18(3), 78-92.
Subramaniam, S., & Rashid, S. M. M. (2025). The Knowledge Level of Remedial Teachers about Autism. International Journal of Academic Research in Progressive Education and Development, 14(2), 229–239.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode