hasil kajian yang telah dipresentasikan pada International Conference on Desicion Modelling 13 March 2012 di Universiti Utara malaysia, Kedah Darul Aman, Malaysia

1. U S E O F PA R K I N G S PA C E S A C T I V I T I Y
AS THE TEACHING AID IN
TEACHING SCIENCE FOR STUDENTS
WITH LEARNING DISABILITIES
FAJRIANI
NOOR AINI AHMAD
SULTAN IDRIS EDUCATION UNIVERSITY, TG MALIM-PERAK

2. AUTHORS
FAJRIANI
NOOR AINI AHMAD

3. INTRODUCTION
Individuals with Disabilities Education Acts (1997) states that schools are
required to provide access for students with disabilities to public education
curriculum and instruction in the concepts based on the level of the
lessons such as science, social science, and mathematics. In fact, IDEA
mandates that students with disabilities should be involved in developing
the curriculum of public education. This paper highlights the extent of the
suitability of parking spaces activities for use as materials for teaching
science to students with learning disabilities in secondary schools.

4. OBJECTIVE
This study was conducted with the objective of which
is to see how suitable the parking space activity is
suitable as a teaching aid in science for pupils with
learning disabilities at secondary school level.

5. MAIN CONCEPT
The main concept used in this study is a strategy based on Steele (2007) in
teaching science to students with learning disabilities. As presented by
Steele (2007, 48-49) that the strategies in teaching science to students with
learning disabilities are (1) collaboration between special education and
normal education, (2) create learning based on the theme or main idea, (3)
enter clear instructions on the subjects, (4) use the graphics and visual
models, and (5) model of behavior that can be followed by students.

6. T H E C O N C E P T UA L F R A M E W O R K O F T H E
S T U DY

7. RESEARCH FOCUS
This study has been limited to only students with learning disabilities. Activity is
limited to the use of this parking space activity in teaching science. A review of
the concepts defined or intended by the researchers in this research are:
 Parking space activity is a form of activity that is carried out by using several
pictures of vehicles and its parking space, in which students ought to mention the
name of the vehicles and appropriate parking.
 Teaching science is a process of teaching and learning in science for students
with learning disabilities in secondary schools.

8. METHODS
This study uses a qualitative approach as a method of study. This study is
designed based on case studies. Data-collection techniques based on
interviews is to understand the performance of the parking space activity by
special education teachers in schools. Qualitative research is used as a method
to collect data because the purpose of this study is to understand the
integration of parking space activity in teaching science to students with
learning disabilities.

9. SAMPLE AND INSTRUMENT
 Respondent of the study is a special education teacher who taught science for
two years, and specialized learning disabilities. This study is conducted on 6
students with learning disabilities to carry out the parking space activity.
 This parking space activity is the pictures of vehicle and its parking space
stucked on the mounting board paper, or it can be done by providing a number of
toy vehicles that is appropriate. Researchers did not use the toy vehicle because it
was a bit difficult to get it. So, researchers modified the activity by using pictures
of vehicles.

10. RESULTS
 In this study, the participant is a female teacher named Miss Zi. She is 36
years old, not married yet, and has been teaching for nine years in mainstream
school and two years on special education for learning disabilities program in
high school in Perak. Miss Zi teaches Mathematics, Living Skills (Cooking),
Science, and Religion study. Besides being a special education teacher, Miss Zi
is has also ever been a volunteer on Rehabilitation for Cummunity Program.

11. RESULTS
Related to the parking space activity that was carried out, Miss Zi thought
that the parking space activity will help students with learning disabilities to
understand the concept of means of transportation. Miss Zi says:
“When I do the state park parcel activity, the pupils were happy. They
wanted to master the concept of means of transportation with such
pictures easily.”
Code: CZ/TB2/C2/APP/8-11

12. RESULTS
Activities can be adapted to the students in the group taught by Miss Zi.
After Miss Zi uses the parking space activity as teaching aid in teaching
science, Miss Zi says :
“This activity is appropriate for teaching science. This also can be the
integration to teaching science, right? I think that's great. It can get two
results with a single activity. I was glad to do it.”
Code: CZ/TB2/C3/APP/20-24

13. RESULTS
In addition to the classroom, Miss Zi also use this parking space activity
outside the classroom, so that students do not feel bored with the classroom
learning atmosphere. According to Miss Zi:
“Activities can be conducted anywhere, on field, under the trees, or in the
classroom. The important thing is how the teachers control the students to
stay focused on teachers and lesson.”
Code: CZ/TB2/C4/APP/25-28

14. DISCUSSIONS
 Teaching science to students with learning disabilities should be repeated until
students are able to understand the concepts described by the teacher. Teaching
science to students with learning disabilities should also integrate the teaching of
students with learning disabilities and normal students. Study by Moin et al (2008)
had found that in the United States, there are a large number of students with
learning disabilities in the secondary school level, including regular science classes.
Students with learning disabilities can succeed in science if they accept the type of
instruction they need. To simplify these instructions, special education teachers are
often admitted to classes with students with learning disabilities.

15. CONCLUSION
 To develop this study from another point of view, it is hoped that future researchers will
conduct further studies. Researchers suggest the further studies that related to this parking
space activity could be varied and used in different teaching settings such as in the teaching
of Malay language or mathematics.
 In the teaching of Malay language, this activities can be used to teach reading and writing
skills for students with learning disabilities. Teacher asks students to write the correct name
of the vehicle and the name of the parking space. While teaching mathematics, teachers can
ask students to mention the most spacious parking and the largest vehicles. In this
case, students are given an understanding of the concepts of size and area.

16. CONCLUSION
 Discussion and overall conclusions made ​on the objectives of this study are
obtained. Eventually the researchers hope that this study can be used or can
provide benefits for special education teachers who wish to develop various
activities to help students with learning disabilities.
 In further studies, the parking space activity could be used in other subjects
such as Malay language or mathematics. This study was a qualitative study, for
further study can be examined quantitatively. More respondents also can be
considered to compare the results of study at the place of other studies
quantitatively.