1

INTERNSHIP REPORT
DIPLOMA IN PSYCHOLOGY

SITI JAWAHER AL-MUSHIERA MAZLAN

DPSY 1709-8533

SPECIAL EDUCATION UNIT,

MINISTRY OF EDUCATION,
BRUNEI DARUSSALAM.
SUPERVISOR: SIR NORALIZULRAINEE BIN ALI YUSSOF

3RD of February – 4th of May

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TABLE OF CONTENT

NO CONTENT PAGE
1 Acknowledgments 3
2 Introduction 4
- Description of the 3 months internship 5
3 PART ONE:
- Description of internship setting 6
4 PART TWO:
- Psychological testing and assessments
7
i. Wechsler Nonverbal Scale of
Ability
ii. Wide Range Achievement Test 23
iii. Naglieri Nonverbal Ability Test 25
5 PART THREE:
- Program development 26
6 PART FOUR:
- Program Implementation 31
7 PART FIVE: Guidance 35
- Individual 36
38
- Group
8 PART SIX:
- Administration work; update filing, 47
report or any suitable administration
9 PART SEVEN:
- Research and Data Analysis 48
10 Conclusion 50
11 References 51
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ACKNOWLEDGMENTS

The time I spent in Special Education Unit (SEU) as an intern from the 3rd of
February to the 4th of May 2020 was a great opportunity for me to experience and
helped me discover my potential. I personally believe this experiences and
opportunities given will forever shape and influence my professional life while
fostering personal growth and development.

Therefore, I want to thank, DR. Mona Aliana Dato Haji Alimin, the acting head at
that time, for giving me the opportunity to follow my internship there. Also, I would
like to express my deepest gratitude and special thanks to my supervisor, Sir
NoraliZulrainee Ali Yussof who despite being busy with his duties, took time to hear
me out, guide me and keep me on the right path. He will always make sure if my
goals are already accomplished.

Biggest thanks to two Educational Psychologists, DR. Mustazah and Ms. Aurelia
Escoto-Kemp for their constant supervision which contributed immensely to my
personal development. Also, for their guidance that enabled me to successfully
complete all my goals for my internship program. They both helped me and coached
me during my internship by giving me feedback and tips on how to handle and
approach different situations.
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INTRODUCTION

I completed my three months internship at the Special Education Unit (SEU), from
February 3rd to May 4th 2020. This internship was a great opportunity for me, to
broaden my knowledge and skills in communication, counselling, as well as broaden
my experiences by working with professionals. The focus of my experiences as an
intern is developmental, which emphasized on human growth and development in
counselling and assessment. The field supervisor that was assigned to me was Dr
Mustazah. She played an important part in imparting knowledgeable information
and experiences during my internship.

On the very first day of the internship, I was told to report to the main office which
is located at Pintu Malim, Jalan Kota Batu, Bandar Seri Begawan. The ice breaking
session began and my supervisor introduced me to all of the officers and the acting
head, Dr Mona Aliana. Then, I was told to look into the SEU’s Objectives, Mission
and Vision in order to understand their roles in the field of Education. We also had
a discussion on the internship as to how to achieve the main goals and objectives
during the three months duration.
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Since my internship involved students with special needs, I often visited primary
schools and was given the opportunity to observe and participate in a real-life
counselling situation with real professional counselors. The session focused on
children ages between 6 and 13 years old.

DESCRIPTION OF THE 3 MONTHS INTERNSHIP

Six scopes were identified in the internship proposal, and activities to enable
achievement of the objectives.

i. Task one; Psychological testing and assessments – minimum 6 types of

psychological instruments that appropriate to the client in the organization.
ii. Task two; Programme development – minimum 3 talks or group exercise
iii. Task 3; Programme implementation – students join any program conducted
by the organization (as a participant, observer or committee member)
iv. Task 4; Guidance (minimum 30-45 minutes per session)
1. Individual – minimum 4 clients
2. Group – minimum 2 groups
v. Task 5; administration work; update filing, report or any suitable
administration
vi. Task 6; research or data analysis
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PART ONE:
Description of internship setting

Special Education Unit (SEU) is to assist in the planning, co-ordination and

implementation of special education programmers and support services for students
with special needs across the schools in Brunei Darussalam. It was established in
1994 with the vision “Quality Inclusive Education” – defined as giving all
children/students including those with special needs an opportunity to learn
alongside their peers under the same teaching and learning conditions, and, the
mission “Provide quality services and programmers to enable students with special
education needs to achieve their fullest potential”. Special Education Unit is
committed to the nation building and improve the quality of education in order for
the students to be successful citizens of Brunei Darussalam.

The policy of Special Education Unit (SEU) states “All children are able to learn
given an appropriate learning environment and this environment can be created
within the inclusive school which provides appropriate instruction for all children
based on their level”. (Special Education Policy Guidelines, Ministry of Education,
1997)

SEU’s objectives is to plan and provide the support services for students with special
education needs, as well as, to conduct psychometric/psychoeducational tests and
assessments to measure the capabilities of students with special needs in a
classroom. It is also to increase public awareness about Special Education and to
involve the parents and guardians in the aid of the students. There are 3 type of
professional services they provide; 1. Educational Psychology services, 2. Speech
and Language Therapy Support services, and, 3. Occupational Therapy services.
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PART TWO:
Task 1; Psychological testing and assessments.

There are 3 types of instruments used in Brunei Darussalam schools. These

instruments are nationally recognized throughout Brunei. Unfortunately, these
instruments were not accessible fully due to their confidentiality. These instruments
are,
1. The Wechlser Nonverbal Scale of ability (WNV) by David Wechler and
Jack A. Naglieri.
2. Wide Range Achievement Test (WRAT) by Gary J. Robertson, and
3. Naglieri Nonverbal Ability test (NNAT) by Jack A. Naglieri.

i. The Wechlser Nonverbal Scale of Ability (WNV) by David Wechler and

Jack A. Naglieri, 2006.
- The Wechsler Nonverbal Scale of Ability is an “individually administered test
of nonverbal intelligence for individuals ages 4 through 21 years. When
language poses a barrier to typical administration, or if traditional intellectual
assessment results are questionable due to language-related difficulties, the
WNV is appropriate” (Texas Education Agency TEA, 2015). This instrument
uses subtests to establish a full-scale measure of cognitive ability and does not
require any language or arithmetic skills. The subtests produce a raw score
that will be converted to a t-score to allow student’s performance to be
compared to his or her peers.
The subtest consists of Matrices, Coding, Object Assembly, Recognition,
Spatial Span, Picture Arrangement.
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a) Matrices
- The matrices subtest requires the examinee to determine how different
geometric shapes are spatially or logically interrelated. These items will be
constructed using shapes (such as, Squares, Circles, and Triangles) and colors
(Black, White, Yellow, Blue, and Green) to maintain interest and minimize
the likelihood that impaired color vision would influence the scores.

Figure 1 & 2. Examples of Matrices –

adapted from the Naglieri Nonverbal
Ability test (NNAT) by Jack Naglieri,
2006,
https://lesacreduprintemps19.files.word
press.com/2012/11/wechsler-
nonverbal1.pdf
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b) Coding
- “The coding subtest requires examinee to copy symbols (for instance, a dash,
two vertical lines, an open parenthesis) that are paired with simple geometric
shapes or numbers according to a key provided at the top of the page”. (Jack
A. Naglieri, 2009, Ch 12, Pg 321). There are two forms of coding subtest; (1)
A is used in the 4 subtest battery for ages 4-7 years and, (2) B is used in the 4
subtest battery ages 8-21 years.
- Examples are attached on the next page (Response booklet) Coding A and
Coding B

c) Object Assembly
- The Object Assembly subtest contain items that require the examinee to
complete a piece of puzzle to form an object, such as a ball or a car. These
items may range from 2 to 11 pieces depending on the complexity of the
puzzles – Starting from the easiest two-pieces puzzle and gradually increasing
until to 11 pieces puzzle.

Figure 3; example of Object Assembly – 2 pieces puzzle, by

Jack Naglieri, 2006,
https://lesacreduprintemps19.files.wordpress.com/2012/11/wechs
ler-nonverbal1.pdf
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d) Recognition
- The recognition subtest is used for examinees ages 4-7 years. The examinee
needs to examine a stimulus for three seconds and then choose which options
that is identical to the previous stimulus that has been presented. To maintain
the examinee’s interest, the figures usually colored in Black, White, Yellow,
Blue and Green.

Figure 4; example of Recognition – Choosing figure

by Jack Naglieri, 2006,
https://lesacreduprintemps19.files.wordpress.com/2012/11/wechs
ler-nonverbal1.pdf

e) Spatial Span
- The Spatial Span subtest is used for examinee ages 8-21. It requires the
examinee to touch a group of blocks that are arranged in a nonsystematic
spatial manner in the same and reverse order of that demonstrated by the
examiner.
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f) Picture Arrangement
- Picture Arrangement is for examinee ages 8-21 years. This subtest requires
examinee to arrange a “cartoon-like” illustrations or pictures into a sequence
that is logical and make sense. For instance, when you present a picture of
processes of building a house, which come first?

Figure 5; example of Picture Arrangement – the process of building

house. Which come first?
by Jack Naglieri, 2006,
https://lesacreduprintemps19.files.wordpress.com/2012/11/wechsler-
nonverbal1.pdf

OBSERVATION

This technique is use in schools during the observations. I did not get the chance to
observe and participate as it was a one to one observation. Thus, to avoid student
being distress or uncomfortable in the room with multiple people.
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Below I attached sample of Wechsler Nonverbal Scale of Ability

(WNV) Record form and the response booklet.
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ii. Wide Range Achievement Test (WRAT) by Gary J. Robertson (Edition

4, 1941)
- WRAT is designed “to comprehensively assess the following areas; Reading
comprehension – word meaning in context, literal, and inferential reading
skills, such as, passages include textbook, recreational, and functional reading
selections. Mathematics – computation, conceptual understanding, and
reasoning with an emphasis on problem solving and nonverbal reasoning (for
group assessment) – ability to reason with symbolic and figural content
without requiring reading” (York Universite University, 2018). It is use for
adults and children ages 5 to 94 years.
- The WRAT provides two equivalent forms (Blue and Green), to enable
retesting within short periods of time without developing practice effects that
occur from repeating the same items.

BENEFITS OF USING THIS TECHNIQUE

I. It is time efficient. Assessments only take minimum 15 minutes for younger

children and minimum 30 minutes for older adults and children.
II. It is high in Reliability. Standardized on a representative national sample age
from 5 to 94 years. According to Jantz et al (2015), suggested that this
technique can provide additional support for special populations such as
Autism.
III. Flexible. It is for individual, or only with small groups (that were previously
selected good in math and spelling areas but lacking in comprehensive
evaluation)
IV. High in Validity. Independent research supports the use of WRAT edition 4
for various of purposes. For instance, according to Chua, Liow, & Yeongt
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(2014), the spelling subtest has been shown to be an effective screening tools
for kindergarten students who are bilingual and are at risk for reading
difficulties. Furthermore, according to Sayegh et al (2014) imply that the
Word Reading subtest has been used as a “Valid proxy measure for education
quality and a key predictor of neurocognitive performance” (Gary J
Robertson, 2006)

OBSERVATION
During the internship, the technique is use for primary school students ages 6 to 10
years. The students will be tested and observed under their parents’ consents. This
technique mostly used for special needs students, as well as, gifted students .

Sample of Wide Range Achievement Test

(WRAT) cover page.
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iii. Naglieri Nonverbal Ability test (NNAT) by Jack A. Naglieri (Level E)

- NNAT is designed to asses’ students, as it utilizes shapes and figures to
evaluate student’s problem-solving skills abilities without requiring the
students to read, write, or speak. They have to rely on reasoning rather than
verbal skills to solve problems presented by them. It is qualified for
preschoolers to 12 grade students that are gifted and talented.
- In this test, there are 48 questions that are broken down into four distinct
questions types. These questions include;
o Pattern completion
o Reasoning by analogy
o Serial reasoning
o Spatial visualization

OBSERVATION
During the internship, 3 students (aged 8), different schools, were being observed
and given the NNAT test. They were under appointment, so different student will
come at different time to ensure no distraction. These students were of course under
parents’ consents. The test took 30 minutes to be completed.

Sample of Naglieri
Nonverbal Ability Test
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PART THREE:
Task two; Program development

The largest proportion of my time was spent enhancing my program development

by preparing PowerPoints, doing talks and group activities, as well as, participating
in workshops that were conducted by the officers in the Special Education Unit
(SEU).
i. On the 15th of February 2020, at 2 PM, my first presentation on “Best
Practices in Teaching and Learning” was conducted. The whole morning
before starting with the talk, I had a group discussion with Cikgu
Norazyyah and Cikgu Norahdianah. I was asked to present on behalf of
them and later, they gave me a paper on what I have learned during the
talk. There were 9 officers, from different departments that participated
during the talk.
- In the PowerPoint, points out the differences education system between,
Malaysia, Brunei and Indonesia, as well as, how special education being
executed in Malaysia.

Pic 2; PowerPoint on : “Best Practices in

Pic 1; Cikgu Norazyyah and Cikgu Teaching and Learning”
Norahdianah (Officers)
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Pic 3; Brunei,
Malaysia and
Indonesia

Pic 4,5,6; the officers that participated. They

are then given quiz by Cikgu Norazyyah to
gauged their understanding on the topic.
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ii. On the 25th of February 2020, 2 PM until 4 PM, at the main office, Pintu
Malim, my second presentation on the “Main Categories of Students with
Special Needs” was conducted. Initially, the topic was “How to support
Students with Needs in Classroom settings”. However, during the group
discussion, the officers advised me to change the name due to its
inappropriation. There were 6 participants and all of them were
secondary math teachers from different schools. This presentation was
supervised by the professional, Ms Aurelia.

- In this presentation, I talk about the difference between the two

terminologies which are; Children with Special Education Needs (SEN) and
Children with Special Needs (SN). Children with Special Education Needs
(SEN) usually requires two special accommodation in the classroom and
exams depending on their severity. There are two types; (1) Individual
Education Plan (IEP), and, (2) Remedial Education Plan (REP). however,
Children with Special Needs (SN) only use the Individual Education Plan
(IEP). Besides that, I also talked about the main categories of needs, for
instance, Cognition and Learning, Sensory, Physical, and, Gifted. Lastly, I
added some case studies for a fun interactive with the teachers and let them
identify the student’s category of needs and the requirement (IEP and REP)
to the case studies.
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Pic 1; PowerPoint on “Main Categories

of Students with Special Needs”

Pic 2; participants (Teachers)

interaction during discussion on
case studies

Pic 3; Ms Aurelia (Front) helped

me set up the PowerPoint
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iii. On the same day with the same participants, I had another talk on
“Inclusive Practices in Schools”. This was also supervised by Ms Aurelia.
This topic has been done previously by her during one of her workshops
that I participated in and she gave me a chance to represent it to another
group of teachers.

- In this presentation, I explained the meaning of inclusive practice which is

recognizing the diversity of students and enabling them to fully participate in
learning activities and demonstrate their knowledge and strengths at
assessments regardless of their level of disabilities. I did not do any activities
for the teachers as Ms Aurelia advised me to not do it.

iv. Others:
- Workshops conducted by Ms Aurelia in Tutong District that I participated in.
Workshop on “Priority Levels for SENA Teachers”.

Pic 1: Workshop on “Priority Levels for

SENA Teachers”

Pic 2: Ms Aurelia assisting one

of the teachers during activity
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PART FOUR:
Task three; Programme implementation

On the second day of my internship, I participated in organizing an upcoming event

held by the Special Education Unit at Airport Mall, Berakas. I spent most of my
times helping on the decoration and arranging the tables and chairs, and as well as,
interacting and getting to know more with the other officers.
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• The actual event was on Wednesday, 05th of February 2020, attended by the
guest of honor, Hajah Anis Faudzulani Haji Dzulkiflee, who is a Acting
Director General of Ministry of Education, Brunei Darussalam. The event was
it is for students who have completed their Pre-vocational Program for the
2015-2019 session.

Pic 1 & Pic 2: the actual event

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Pic 3; Students waiting for their name Pic 4: One of the recipients
to be called

• On the completion of the event, the exhibition and sales of pre-vocational

program students’ handicrafts were displayed.

• I have attached the program next page

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PART FIVE:
Task four: Guidance

Educational psychologists under Special Education Unit (SEU) or Educational

Psychologists in general work in a variety of ways, such as, observations, interviews
and assessments, as well as, offering consultation, advice and support to teachers,
and parents. They also use School Based Team (SBT) which is a small group of
teachers from various facets of education (SENA teachers, Gifted teachers,
Administration, Guidance, Psychologist etc.), that work with the classroom teacher.
However, in some cases, the parents of the child will be involved too. This team will
meet weekly to review the progress of each students. In Special Education Unit
(SEU), the psychologists use “Proforma” for every session to keep up the progress
of the students.

Pic 1 & Pic 2:

Proforma that is used
by the psychologists
in SEU
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i. The first school I visited was Penaga Primary School along with Dr
Mustazah (Psychologist), and the other officers. I was assigned to advised
the SENA teacher, Cikgu Ummuhajidah, to do screening tests for those
students who have not been officially diagnosed yet, as these students are
preschool students. I also give her details on how to support these students
and what type of activities, techniques and strategies that can be use during
her observation. During this one-to-one counseling, I was supervised by
Dr Mustazah and the other officers in case there was a mistake on my
behalf.

Pic 1: Panaga Primary School

- Two of the activities that I showed her as a sample were: (1), I called it “Stick
the Number” – this activity is intended usually for preschool students and
primary 1 students, and, (2), Color matching. I explained and gave the teacher
the instruction on how to do these activities.
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- The instruction (Stick the Number);

The teacher needs to model the activity visually. Teach the student one number
at a time, then, proceed to another number if the student excelled the first one.
This will go on until the 10th number. This however is time consuming but very
affective to understand the student’s ability. After a while, student needs to stick
the number matching the words without the help of the teacher.

- The instruction (Color Matching)

This requires the students to match colors with items that have the same color.
Thus, the colors should be colored with the same color as the name, for
instance, “Red” should be in red color. The teacher should say the name of
the colors and show different colored items and ask the student to which color
matches the item.
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-I did not take picture with the SENA teacher to protect her privacy-

ii. The second individual observation was a preschool student, Khalid, 3 years
of aged, diagnosed with Autism. I was once again assigned with Dr
Mustazah to observe on how to use Wechsler Nonverbal Scale of Ability
(WNV) psychological technique.

- Khalid during one of the activities. This activity requires him to arranged
blocks to the same shape and colors – to test his ability if he is aware of
different shapes and colors.

iii. The third school I visited was Kilanas Primary School along with Dr
Mustazah and Cikgu Pg Zainab to do a School Based Team (SBT). This is
a group observeration/guidance. There were 3 parent(s), each have a child
that is diagnosed with Autism (ASD). The first session was at 8 AM to 9
AM, the second session was at 10 AM to 11 AM and lastly, the third was
at 11:30 AM to 12:30 PM. (I was not able to take any pictures of the parents
and teachers due to confidentiality.)
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Pic 1: Kilanas Primary School Pic 2: with Dr Mustazah and Cikgu Pg

Zainab

OBSERVATIONS

1. First session : (Student 1) – 4 Years 10 months (Autism)

- She struggles to enter classroom every morning and will be throwing tantrum
if she was forced but later will calm down.
- She is seated beside the teacher as she is still very independent and cannot
communicate.
- However, even though she cannot speak, she will model what she wants to do.
for instance, if she wants to eat, she will put her tip of her thumb touching the
tips of her fingers and tapping it on her mouth.
- Alphabet, she knows her Alphabet except for the letter “Y”, she is bright and
fast learner. She is also a visual learner.
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Strategies to support the student (to teachers);

- Using visual, such as, pictures
- Make social stories – is a type of prompt or script used to help individuals
understand and behave appropriately in certain situations.
- Using communication book (Visual) – using prop to grab attention.

2. Second session: (Student 2) – Year 1 student. (Autism with Speech

delayed)

- Likes to go to school, active in school rather at home.

- He understands the word ‘No’, due to the teacher visually model him the word
no.
- However, he only interested in doing one-to-one with the teachers and will
get intimated if other students are around.

Strategies to support the student:

- Using dot to dot classwork/homework (modified)
- Teach him the right and wrong
-
3. Third session: (Student 3) – 4 years old (Autism)

- Still having a hard time talking, only baby talk

- He was exposed to gadgets. However, while exposed, student 3 knows nursery
rhymes, and murmuring and imitating the Azan.
- In class, he still does not know how to grip and hold pencil.
- He is likes to play puzzle.
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Strategies to support the student:

- Giving positive and negative reinforcement
- Giving rewards
- Use visual work (Pictures, puzzle, etc.)
- Use “now and then” technique

Pic 1: Dot to Dot sample work

Pic 2: Visual Numbers and Social Stories

samples
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Pic 3: another visual pictures

sample Pic 4: Colors Matching
(Visual) sample

Pic 6: Another example of social

stories sample. Taken: article,
Pic 5: First and then (Now and then) Research Autism, 2017.
sample. Taken: article, Autism Speaks, www.researchautism.net/intervention
2015. www.autismspeaks.org.com
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iv. The final school which both Dr Mustazah and myself visited was
Sengkurong Primary School. This was also a group-based
observation/guidance. During the SBT sessions, Teachers, students, and
parent(s) were involved. There were 3 sessions, Session 1 was at 8:15 AM
to 8:45 AM, Session 2 was at 8:45 AM to 9:15 AM, and lastly, Session 3
was at 9:15 AM to 9:45 AM

1. Session 1

- Imitate words without knowing the meaning behind it. For instance, “Bye-
Bye” and “Ok”.
- His favorite toys are action figures – thus, whenever, he is throwing a tantrum,
the only way to calm him down is by giving his action figures.
- He is very bright, knew his own name. As well as, he knows the timing of a
particular things or movements, especially cartoons. For examples, in Mr
Bean’s opening theme (his movements)
- Into music. Hence, he is interested in a specific sound.
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Suggestions to support the student

- Use trial and error – It is an alternative stimulus prompt to employ a training
method of no prompting.
- Use now and then technique
- Use visual (Pictures)

2. Session 2 : (Student B) – 5 Years old, Childhood Autism

- She is active, will not respond when called (no eye contact). However, she
only knows specific words, such as, inda (no), mama and ayah.
- She knows how to take her own food, wear her own clothes, and cleaning up
after eating.
- In classroom, her teachers require to teach her by using songs, since she Visual
learner but she has a short attention span.

Suggestions to support student

- Use songs and dance to grab her attentions
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3. Session 3: (Student C) – 6 years old, Autism

- He is very active in class, his attention span is very low but constantly ask for
attention.
- He knows how and when to say ‘no’.
- Academic wise; He knows how to write his own name, knows his Alphabet
but in a wrong order.
- According to the parents, they use corporal punishment to punish the student
whenever the student display bad behavior or no discipline.

Suggestions to support the student

- Use Visual (Pictures)
- Use Dot to dot technique
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Based on my observations;

1. Psychologist use “proforma” to highlight the student’s progress to and make

it easier to understand the student behavior. Thus, easier to give suggestions
or strategies on how to support these students for the teachers, as well as, for
the parents.
2. By inviting the parents to SBT (School Based Team), it is less nuisance and
effective.
3. Teachers have to modified most of the work given to the students since they
are not able to follow normal routines of a normal students.
4. Uses of visual learning is very important to the students to grab their attention
rather than using a word-based work.
5. Every student has their own strengths and weaknesses even though they share
the same disability.
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PART 6
Task 5; administration work; update filing, report or any suitable
administration

On the third week of my internship, I was circled to the administration department

to assist one of the officers to do a confidential task of the SEU’s financial budget
allocation. I also help her with organizing files into 4 different sections; Purchasing
Order Inquiry, Purchasing Order Amount Approval, Purchase Order Invoice, and
others. This task requires me to use Microsoft Excel, which is my first time using it.
I learned how to copy and paste, putting multiple sentence in one cell and centering
the word in the cell.
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PART 7
Task 6; research or data analysis

The last two months of my internship was spent doing data analyses with the
professionals; Ms Aurelia and Dr Mustazah. Since there was an outbreak of Covid19
in Brunei, all schools were closed, thus school visits were temporary stopped.
Instead to compensate the other tasks I was allocated to Tutong office to assist Ms
Aurelia for two weeks. This office is a 40-minute drive from the city.

1. The first data that was given to me was “Master PL”, I was asked to update
the students’ priority levels (it has 5 domains; 1 being the lowest and 5 is the
highest (profound)), added new students (Name, Year, Date of Birth,
Diagnosis etc.) from Pre students to year 6, and make a comparison between
the old (2019) results and the new (2020) results if the students have
improved. There are 11 primary schools in totals to be inserted in the data.
This took me two days to complete with the help of Cikgu Kam and Cikgu
Hajah Azimah.

2. The second data was “potential Students for COEs”. I started with the name
of the schools followed by the name of the students. Then, each student will
be categorized according to their diagnosis (For instance, Learning Difficulty
(LD), Intellectual Impairment etc.) The findings and the results are based off
a group discussion with Cikgu Kam, Ms Aurelia, and Cikgu Hajah Azimah.
3. The third data was for students specifically diagnosed with Hearing
Impairment (HI), Visual Impairment (IV), and Autism (ASD). This data is
used to support previous data to make it easier for us to compare and calculate
the results later in the future, as well, as to know how many students that are
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diagnosed by these 3 disabilities. I had to filled all of the students details for
those that have not been completed yet with the help of Cikgu Kam.

I was transferred back to the main office after two weeks. My supervisor then
assigned me to assist Dr Mustazah with the data analyses. I had to review and update
3 sets of data at home, as I was instructed to just work from home by my supervisor
as Brunei implemented the public health measures against Covid19 and one of it was
to “Work from home”, stay at home.

These data were;

• Senarai IEP 2020,
• Updated Parents Briefing, and
• Pre School Attendees Data. Hence, the last week of my internship was spent
doing data analyses.

What I have learned;

i. By doing data, it enhanced my knowledge on using Microsoft Excel; how
to insert/delete columns, and rows, copy paste and merging, unmerging the
cells, as well as, discovering the fastest, simple way to find a specific
name/school by using the ‘Find & Select’ tool etc.
ii. I also improved my team player/team work and my social skills by
engaging and asking questions to my supervisor and other professionals
involved.
iii. I learned 2 new diagnosis that I never knew existed – Articulation disorder
and Microcephaly Cerebral Palsy. On top of that, I noticed, there is a lot
of students here in Brunei that are diagnosed with Autism (ASD)
 51

CONCLUSION
In conclusion, the internship was very productive and experiential. I have gained
new knowledge, skills, and these enhance my professional development. I
achieved all of my goals with the assistance and mentor from my supervisor and
the other officers involved.

I have widened my view into the professional practices of Educational

Psychology. The different facets of Special Education Unit (SEU) was made
known to me within the 3 months. In relation to my study, I gained more insights
about special need students and how the psychologists assisted the parents and
teachers to accommodate their children.

On top of that, the internship was an advantage for me in finding out what my
strengths and weaknesses were and how well I worked under pressure. This
helped me to define what skills and knowledge I have to improve in the future.
However, due to the outbreak of the covid19 pandemic, I was at a disadvantage.
I feel that I could have gained more experiences and meet more cases, as the need
for educational psychology is highly needed and in demand in Brunei
Darussalam.
 52

REFERENCE:
WNV;
https://pdfs.semanticscholar.org/e8cc/1f6376a01f4305732671280753c2de0d2a40.p
df
https://www.txautism.net/assets/uploads/docs/WNV-TG.pdf
file:///C:/Users/Owner/Desktop/wechsler-nonverbal1%20(1).pdf
https://link.springer.com/chapter/10.1007/978-3-319-50604-3_9
https://psychology.wikia.org/wiki/Wechsler_Nonverbal_Scale_of_Ability
http://images.pearsonclinical.com/images/pdf/webinar/wnv_webinar_handout_10.1
7.2011.pdf

WRAT;
https://psycentre.apps01.yorku.ca/wp/wide-range-achievement-test-expanded-
edition-wrat-expanded/
https://www.pearsonclinical.co.uk/Psychology/ChildCognitionNeuropsychologyan
dLanguage/ChildAchievementMeasures/wrat4/wide-range-achievement-test-
fourth-edition-
wrat4.aspx#:~:text=Standardised%20on%20a%20representative%20national,et%2
0al.%2C%202015
https://en.wikipedia.org/wiki/Wide_Range_Achievement_Test

NNAT;
https://www.testingmom.com/tests/nnat-test/
https://en.wikipedia.org/wiki/Naglieri_Nonverbal_Ability_Test