DiGi-ViS Intervention Module: A Need Analysis

112 53

Authors

  • Tharishni Anblagan Universiti Putra Malaysia
  • Nor Aniza Ahmad Universiti Putra Malaysia
  • Samsilah Roslan Universiti Putra Malaysia

DOI:

https://doi.org/10.55549/epess.786

Keywords:

Digital visual support, Autism, Preschool, Need analysis, Design and developmental research

Abstract

Autism Spectrum Disorder (ASD), a neurodevelopmental disorder, is now a significant public
health concern. The goal of this study is to determine whether there is a need for a Digital Visual Support
(DIGI-ViS) intervention module among preschoolers with autism in Perak. The informants of this study were a
total of five special education preschool teachers who were selected by purposive sampling. The data was used
to analyse the interview transcripts. An interview method using semi-structured, guided questions is used to
explore the study's objectives. The findings of the data analysis revealed five themes (benefits, teaching practice,
threats, approaches, and subject matter) that emerged, recommending that there is a need to develop digital
visual support among preschoolers with autism placed in the Preschool Special Education Integration Program
in Perak. Need analysis studies are essential for determining the content and requirements of an intervention
module. Researchers also explored the expert opinion of special education teachers on the current challenges
experienced in the classroom setting during self-management subjects. The outcomes of this study suggest that
digital visual support as an intervention tool for preschoolers with autism is recommended and very useful.

Downloads

Published

2024-07-01

How to Cite

Anblagan, T., Ahmad, N. A., & Roslan, S. (2024). DiGi-ViS Intervention Module: A Need Analysis . The Eurasia Proceedings of Educational and Social Sciences, 34, 1–11. https://doi.org/10.55549/epess.786

Issue

Vol. 34 (2024)

Section

Articles

License

Copyright (c) 2024 The Eurasia Proceedings of Educational and Social Sciences

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The articles may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. All authors are requested to disclose any actual or potential conflict of interest including any financial, personal or other relationships with other people or organizations regarding the submitted work.