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This study aims to assess the level of knowledge and skills of Special Education teachers in the use of Malaysian Sign Language (BIM) for the teaching of deaf students in Malaysia. This quantitative study used a descriptive survey design involving 59 Special Education teachers from schools in Selangor, Kuala Lumpur, Putrajaya, Negeri Sembilan, Melaka, and Johor. Data is collected through a questionnaire that consists of three sections: profile information, knowledge, and skills. The analysis shows that the knowledge level of Special Education teachers is at a moderately high level (mean = 3.93), while the skill level in the use of BIM is also moderately high (mean = 3.49). Special Education teachers have a strong knowledge of the importance of sign language; however it requires an increase in understanding of BIM and awareness of its use in schools. Proficiency in the use of BIM shows variation with recommendations to improve certain aspects such as the way of communication in BIM. This study recommends that Special Education teachers undergo BIM translation courses and skills assessment tests before teaching deaf students. In addition, the introduction of the Bilingualism-Bicultural (BiBi) education model and the recognition of BIM as the main language of the deaf in Malaysia are recommended to improve the quality of teaching and learning.
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(Kamaluddin & Rashid, 2024)
Kamaluddin, A. A. @, & Rashid, S. M. M. (2024). Use of Malaysian Sign Language for Special Education Teachers in Teaching Deaf Students. International Journal of Academic Research in Business and Social Sciences, 14(8), 2288–2299.
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