Evaluating the Awareness of Fine Motor Skills in Teaching and Learning for Students with Special Education Needs (Learning Disabilities) among Teachers

Fine motor skill is an essential element for everyday life and a basic need in education and needed to be reinforced from early childhood. It is important for teachers to be aware of the skill in order to deliver impactful teaching and learning sessions. Therefore, this research is undertaken to evaluate the level of awareness among teachers and to see whether are there any significance in attending courses or workshops towards the impact of adapting fine motor skills in teaching and learning sessions for students with special education needs (learning disabilities). A total of 204 primary school teachers that are teaching students with special education needs (learning disabilities) under the Integrated Special Education Program (PPKI) of Federal Territory of Kuala Lumpur were chosen using survey method. The Research Findings showed that there is a high level of awareness among teachers with total average mean score (mean=44, sp=0.56). The null hypothesis is accepted. In conclusion, there is no significant min difference in the level of awareness whether a teacher attend or does not attend a course or workshop regarding fine motor skill. Therefore, self-awareness plays a vital role as it is the teacher’s initiative to improve the level of awareness of the importance of fine motor skills via knowledge and experience exchange and transfer. Introduction In Malaysia, particularly special education teachers are allowed to improvise and restructure their curriculum plans according to the students’ abilities as mentioned in the Education Act (1996). Under the Education Rules (Special Education) 2013, Special Education Curriculum means a specially developed curriculum and any form of skills training that are appropriate and beneficial to students with special education needs. International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 11, November, 2019, E-ISSN: 2222-6990 © 2019 HRMARS 1215 Fine motor skill is an essential element in daily lives and the foundation for academic excellence. Fine motor skills must be developed from an early childhood stage in order for students to be able to master it naturally (Arshad, 2012). Children indirectly are always using the fine motor skill as it has interrelation with the nerves that are used in their daily lives (Roebers, 2014). Therefore, the increasing level of awareness among teachers towards students with learning disabilities and special education students contribute to the lesson plans and pedagogical approach (Ylonen & Norwich, 2013). Meticulous lesson planning by regarding the importance and the needs as well as flexible teaching approach must be adapted in teaching students with special education needs (Lerkkanien, Kikas, Pakarinen, Poikonen & Nurmi, 2013). In this research, the level of awareness towards fine motor skill in teaching and learning for students with special education need (learning disabilities) among teachers is evaluated and the significance of attending a course or workshop regarding fine motor skill is also observed. Literature Review The literature reviews in this research are fine motor skill of students with special education needs (learning disabilities) and teachers’ awareness. Fine Motor Skill of Students with Special Education Needs (Learning Disabilities) The main teaching activities in early childhood curriculum have to be focused towards the development of fine motor skills that involves hand-eye coordination and small muscles control that functions to cut, grasp small objects, and buttoning-up clothes (Bhatia, Davis & ShamasBrandt, 2015). Mastering fine motor skills such as cutting, pasting, colouring, writing and folding will lay a strong foundation for students to improve their academic abilities (St John, 2013). Fine motor skill involves smaller muscles like the hands and fingers in activities such as eating with cutleries, hand-drawing, cutting with scissors and writing (Kim, Carlson, Curby and Winsler, 2016). Fine motor could be seen clearly when there are precise movement formed with hands, fingers, writing utensil during a writing activity (Datchuk, 2015). In conclusion, fine motor skill is a basic functionality in performing daily as well as academic tasks. Hand-eye coordination and finger movement activities including must be practiced and reinforced daily in order to master this important skillset. Teachers’ Awareness The difficulties in understanding students with learning disabilities in providing all needs and skills are undeniable, thus, a teacher’s attitude and motivation is essential in order to improve teaching professionalism by taking initiatives to attend courses and trainings (Juliet & Ida, 2013). Trainingin-service is important for professional and commitment development in an organization (Celebi, Ozdemir & Elicin, 2014). Teaching and learning sessions affect the level of awareness for the needs of students with special education needs among teachers (Norwich & Ylonen, 2012). Teachers are able to take the initiative to self-learn to increase professionalism of their teaching method (Neve, Devos & Tuytens, 2015). Teachers’ understanding towards self-believe International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 11, November, 2019, E-ISSN: 2222-6990 © 2019 HRMARS 1216 in own capabilities would increase students’ performance (Takahashi, 2011). The increasing level of awareness among teachers towards students with learning disabilities and special education students contribute to the lesson plans and pedagogical approach (Ylonen & Norwich, 2013). In conclusion, awareness is a self-infliction and is not necessarily obtained via courses and workshops, but through readings and self-initiatives as well as via knowledge and experience exchange amongst fellow teachers. This will indirectly affect teaching and learning sessions and the students. Methodology In this study, the researcher used the survey method with questionnaire as the main instrument. Data from the questionnaire is used to evaluate the level of awareness of fine motor skills in teaching and learning for students with special education needs (learning disabilities) among teachers. Data from the survey is used to validate the research. Research Findings Respondents are 204 primary school teachers that are teaching students with special education needs (learning disabilities) under the Integrated Special Education Program (PPKI) of Federal Territory of Kuala Lumpur. The findings are based on level of awareness towards fine motor skill in teaching and learning for students with special education need (learning disabilities) among teachers and the significance of attending a course or workshop regarding fine motor skill. International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 11, November, 2019, E-ISSN: 2222-6990 © 2019 HRMARS 1217 Section A: Demographic Data Chart 1 Respondent distribution in attending course or workshop regarding fine motor skill Chart 1 shows the respondent distribution in attending course or workshop regarding fine motor skill. 92 respondents (45.1%) have never attended any course regarding fine motor skill and 112 respondents (54.9%) had attended the course or workshop at least once. This shows the majority of teachers have attended courses or workshops regarding fine motor skills. Section B: The Level of Awareness of Fine Motor Skills in Teaching and learning for Students with Special Education Needs (Learning Disabilities) among Teachers The research findings showed that the level of awareness of fine motor skills in teaching and learning for students with special education needs (learning disabilities) among teachers is high. The total average mean score (mean=4.44, sp=0.56). Item mean score ranges from 4.11 to 4.70. Five items with the highest mean score are as follows. First is item B17 (mean 4.70, sp=0.48) which is buttoning-up clothes and tying-up shoes. Then is item B1 (mean 4.66, sp=0.52) which is to overcome writing speed problem, followed by item B9 (mean 4.62, sp=0.53) which is to overcome problems that deter students from writing. The fourth is item B13 (mean 4.60, sp=0.57) which is shirt buttoning activities that involve efficient use of all hands and fingers, and lastly is item B15 (mean 4.58, sp=0.57) which is activities to practice finger movements such as clay modeling. Course or Workshop Regarding Fine Motor Skill Attended n = 112; 54.9% n = 92, 45.1% Yes


Introduction
In Malaysia, particularly special education teachers are allowed to improvise and restructure their curriculum plans according to the students' abilities as mentioned in the Education Act (1996). Under the Education Rules (Special Education) 2013, Special Education Curriculum means a specially developed curriculum and any form of skills training that are appropriate and beneficial to students with special education needs.
Fine motor skill is an essential element in daily lives and the foundation for academic excellence. Fine motor skills must be developed from an early childhood stage in order for students to be able to master it naturally (Arshad, 2012). Children indirectly are always using the fine motor skill as it has interrelation with the nerves that are used in their daily lives (Roebers, 2014).
Therefore, the increasing level of awareness among teachers towards students with learning disabilities and special education students contribute to the lesson plans and pedagogical approach (Ylonen & Norwich, 2013). Meticulous lesson planning by regarding the importance and the needs as well as flexible teaching approach must be adapted in teaching students with special education needs (Lerkkanien, Kikas, Pakarinen, Poikonen & Nurmi, 2013). In this research, the level of awareness towards fine motor skill in teaching and learning for students with special education need (learning disabilities) among teachers is evaluated and the significance of attending a course or workshop regarding fine motor skill is also observed.

Literature Review
The literature reviews in this research are fine motor skill of students with special education needs (learning disabilities) and teachers' awareness.

Fine Motor Skill of Students with Special Education Needs (Learning Disabilities)
The main teaching activities in early childhood curriculum have to be focused towards the development of fine motor skills that involves hand-eye coordination and small muscles control that functions to cut, grasp small objects, and buttoning-up clothes (Bhatia, Davis & Shamas-Brandt, 2015). Mastering fine motor skills such as cutting, pasting, colouring, writing and folding will lay a strong foundation for students to improve their academic abilities (St John, 2013).
Fine motor skill involves smaller muscles like the hands and fingers in activities such as eating with cutleries, hand-drawing, cutting with scissors and writing (Kim, Carlson, Curby and Winsler, 2016). Fine motor could be seen clearly when there are precise movement formed with hands, fingers, writing utensil during a writing activity (Datchuk, 2015).
In conclusion, fine motor skill is a basic functionality in performing daily as well as academic tasks. Hand-eye coordination and finger movement activities including must be practiced and reinforced daily in order to master this important skillset.

Teachers' Awareness
The difficulties in understanding students with learning disabilities in providing all needs and skills are undeniable, thus, a teacher's attitude and motivation is essential in order to improve teaching professionalism by taking initiatives to attend courses and trainings (Juliet & Ida, 2013). Trainingin-service is important for professional and commitment development in an organization (Celebi, Ozdemir & Elicin, 2014). Teaching and learning sessions affect the level of awareness for the needs of students with special education needs among teachers (Norwich & Ylonen, 2012).
Teachers are able to take the initiative to self-learn to increase professionalism of their teaching method (Neve, Devos & Tuytens, 2015). Teachers' understanding towards self-believe in own capabilities would increase students' performance (Takahashi, 2011). The increasing level of awareness among teachers towards students with learning disabilities and special education students contribute to the lesson plans and pedagogical approach (Ylonen & Norwich, 2013).
In conclusion, awareness is a self-infliction and is not necessarily obtained via courses and workshops, but through readings and self-initiatives as well as via knowledge and experience exchange amongst fellow teachers. This will indirectly affect teaching and learning sessions and the students.

Methodology
In this study, the researcher used the survey method with questionnaire as the main instrument. Data from the questionnaire is used to evaluate the level of awareness of fine motor skills in teaching and learning for students with special education needs (learning disabilities) among teachers. Data from the survey is used to validate the research.

Research Findings
Respondents are 204 primary school teachers that are teaching students with special education needs (learning disabilities) under the Integrated Special Education Program (PPKI) of Federal Territory of Kuala Lumpur. The findings are based on level of awareness towards fine motor skill in teaching and learning for students with special education need (learning disabilities) among teachers and the significance of attending a course or workshop regarding fine motor skill.

Section A: Demographic Data
Chart 1 Respondent distribution in attending course or workshop regarding fine motor skill Chart 1 shows the respondent distribution in attending course or workshop regarding fine motor skill. 92 respondents (45.1%) have never attended any course regarding fine motor skill and 112 respondents (54.9%) had attended the course or workshop at least once. This shows the majority of teachers have attended courses or workshops regarding fine motor skills.

Section B: The Level of Awareness of Fine Motor Skills in Teaching and learning for Students with Special Education Needs (Learning Disabilities) among Teachers
The research findings showed that the level of awareness of fine motor skills in teaching and learning for students with special education needs (learning disabilities) among teachers is high. The total average mean score (mean=4.44, sp=0.56). Item mean score ranges from 4.11 to 4.70. Five items with the highest mean score are as follows. First is item B17 (mean 4.70, sp=0.48) which is buttoning-up clothes and tying-up shoes. Then is item B1 (mean 4.66, sp=0.52) which is to overcome writing speed problem, followed by item B9 (mean 4.62, sp=0.53) which is to overcome problems that deter students from writing. The fourth is item B13 (mean 4.60, sp=0.57) which is shirt buttoning activities that involve efficient use of all hands and fingers, and lastly is item B15 (mean 4.58, sp=0.57) which is activities to practice finger movements such as clay modeling.

The Significance of Attending a Course or Workshop Regarding Fine Motor Skill
A t-test was done to evaluate any significance between teachers' self-awareness regarding fine motor skill and awareness by attending a course or workshop regarding fine motor skill. In total, the findings showed that all 204 respondents have a high level of awareness of the importance of fine motor skill in teaching and learning sessions. Average mean for the awareness of respondents that attended fine motor skill course at least once is 4.475, whereas the level for those who has never attended any course is 4.402. The mean difference is 0.073. Positive t-value signifies that the level of awareness of those who attended course regarding fine motor skill at least once is higher than those who do not.
The value of t=1.393 with degree of freedom (df) is 202. Sig. value (2-tailed) is 0.165, which is greater than 0.05, thus the null hypothesis (the mean of the two groups are significantly different) is accepted. In conclusion, there is no significant mean difference in the level of awareness of fine motor skills between teachers who attended course regarding fine motor skill at least once with the teachers who do not.

Discussion
The research findings are supported by a statement; writing skill is one of the components of fine motor skill that uses small muscles such as the fingers and writing is a complex process (Mahfuzah, 2014). The five highest mean score items from the research finding showed a high level of awareness towards fine motor skill in teaching and learning for students with special education need (learning disabilities) among teachers where fine motor skills are not only focused on academic tasks but also on daily activities. Children indirectly are always using the fine motor skill as it has interrelation with the nerves that are used in their daily lives (Roebers, 2014).
The difficulties in understanding students with learning disabilities in providing all needs and skills are undeniable, thus, a teacher's attitude and motivation is essential in order to improve teaching professionalism by taking initiatives to attend courses and trainings (Juliet & Ida, 2013). Although the t-test did not correspond to the above statement, but there is a statement that supports the research findings which is; reflective practice does not only increase pedagogical knowledge, self-awareness and self-perception of a teacher, but also a form of sustainable professional development (Sanchez & Borg, 2014).
The questionnaire used in this study is used to evaluate the level of awareness towards fine motor skill in teaching and learning for students with special education need (learning disabilities) among teachers. However, further improvement should be made to the survey instrument by detailing the activities and importance of fine motor skills applied in teaching. The flexibility of teaching aids should be improved to fit the needs of students with special education needs (learning disabilities) in order to further strengthen the research findings.

Conclusion
The level of awareness towards find motor skills must be cultivated among teachers to produce a fun and engaging teaching and learning session. The awareness can be a self-infliction and a self-initiative to improve the effectiveness of teaching. The impact may not me maximum at all sessions, but the optimal developmental pace may effect not only the students, but also to the teacher in improving both academic tasks and daily activities of students. For students with special education needs (learning disabilities) at primary school level, fine motor skill is an essential component to be mastered in order to improve learning. The learning curve for students with special education needs are not only in terms of academic, but also in terms of daily activities so that they would be able to be independent and become a strong part of the society.