ISSN: 2222-6990
Open access
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) mentioned that students with special educational needs have a basic human right to be educated in mainstream schools. These students learn at a relatively slow pace and might need more time to build a basis of arithmetic facts if compare with the typical students in mainstream classrooms. The difficulties in Mathematics happen among the students, especially for students with dyscalculia. The innovation of SPEEDLINE DOTS-CULIA aims to assist teachers and students to enhance their teaching and learning of the basic arithmetic skills in a quick and an effective way. The purpose of this study is to utilize SPEEDLINE DOTS-CULIA to improve the addition and subtraction skills for students with special educational needs. SPEEDLINE DOTS-CULIA is an easy to learn method and suitable with the cognitive development level for the students. The method employed in this study is single-group experiment. A pre-test had been carried out in order to select the students who have not mastered in addition and subtraction skills. Ten participants were selected among the students in special education class. After the pre-test, three weeks of intervention was carried out to the participants, followed by a post-test. Data was analysed using descriptive statistics. The findings showed that there were improvements in achievement for the participants. As a conclusion, SPEEDLINE DOTS-CULIA has improved the addition and subtraction skills among the students with special educational needs. This study implicated that the utilization of SPEEDLINE DOTS-CULIA is effective in teaching and learning of basic arithmetic skills and it is applicable for all special educational needs students.
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In-Text Citation: (May & Ismail, 2021)
To Cite this Article: May, Y. S., & Ismail, N. A. (2021). The Utilization of SPEEDLINE DOTS-CULIA for Students with Special Educational Needs. International Journal of Academic Research in Business and Social Sciences, 11(10), 975 – 981.
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