SCHOOL OF EDUCATION AND SOCIAL SCIENCES (SESS)

BACHELOR IN EARLY CHILDHOOD EDUCATION (BECE)

GIFTED CHILDREN AND EARLY CHILDHOOD EDUCATION

ECH20803

PROJECT 1

Prepared by:

NO NAME ID MATRIX

1 PRISCILLA TINUN RAYMUNDO 2102022020059

2 NORLYN SYAFIQHA BINTI ROSLIN 2102022020065

3 SHAFIDATUL NURHAFIZQAH BINTI TAASIM 2102021090045

4 DAYANGKU NURSHAHNEZZA BINTI AWANGKU MOHAMAD 2102021090052

ARIFFIN

5 NURUL AIRA AMIRRA BINTI AWANG AHMAD 2102022020039

LECTURER NAME: Sir Syaffizan

SUBMISSION DATE: 14 MAY 2022

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TABLE OF CONTENT

CONTENT NUMBER OF PAGES

INTRODUCTION 3

TOPIC OR SYLLABUS
 Physical 4–7
 Social
 Cognitive
 Emotions

STANDARD OF CONTENT
 Listening Standard 8
 Speaking Standard

9
LEARNING OBJECTIVES

PROGRAMMERS OR ACTIVITES
 Physical 10 – 13
 Social
 Cognitive
 Emotions

14
CONCLUSION

15 – 17
REFLECTION

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INTRODUCTION

Title: Children With Disability In Malaysia 2014

Children with intellectual disabilities can learn and progress, but they are relatively
slow to master new skills. These children will remain with disabilities in learning and
independent living skills in school and as adults.

Children with disabilities are seen as vulnerable to the environment and society
around them, as these children with disabilities are easily influenced by others and they don’t
know right from wrong. Bullying and manipulation activities have been reported to be
common for children with disabilities.

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TOPIC OR SYLLABUS

➢ Physical

○ Physical education

■ instruction in the development and care of the body ranging from

simple calisthenic exercises to a course of study providing training in
hygiene, gymnastics, and the performance and management of
athletic games

○ Dance education

■ It is a practice whereby students are taught a broad understanding of

dance as an art form or trained professionally in specific dance
genres. Dance education also encompasses a research area in which
scholars conduct original research on ways of teaching and learning
dance. Currently, dance itself is considered an allied form of art and
music, thus dance in formal education is closely knit with these
disciplines.

○ Speech therapy Activities & materials

■ Speech therapy exercises are designed to help improve your child’s

ability to form speech and language and communicate more
effectively. They can help benefit speech disorders developed in
childhood and speech impairments in all ages caused by injury or
illness.

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➢ Social

○ Bahasa Melayu

■ children can learn bahasa Melayu without any pressure. They also
can develop their writing and reading skills and their basic grammar
knowledge in bahasa Melayu.

○ Language Arts & Special education

■ Language arts programs for special education help educators by

breaking down essential reading, writing, and grammar concepts
down into understandable parts. Students receive instant, and
personal, feedback to their own responses.

○ Social skills & Special education

■ Social skills must be taught directly within a structured lesson to some

students with disabilities, just as you would academic skills, in order
for them to experience success. A goal of special education is to teach
students to become independent adults who function effectively in
society.

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➢ Cognitive

○ Self-management

■ Self-management is the ability to monitor one's own behaviour and

independently complete tasks. This is an important part of education
for students with disabilities, who frequently rely on teachers, parents,
and other adults to tell them what to do. Teaching self-management
strategies helps classroom teachers focus more on instruction and
less on controlling behaviours. However, more importantly, self-
management skills help students become more aware of and
accountable for their own actions.

○ Implicit learning

■ Implicit learning is the learning of complex information in an incidental

manner, without awareness of what has been learned. According to
Frensch and Rünger (2003) the general definition of implicit learning is
still subject to some controversy, although the topic has had some
significant developments since the 1960s.

○ Meaningful learning

■ Below are a few attributes of meaningful learning: It’s active; this

means that kids can actively use the concept, and relate it to other
ideas. It’s long-lasting, meaning that information is easily retained, due
to its relevance. Students can transfer the knowledge learned to other
subjects, problems, or skills.

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➢ Emotions

○ Music education

■ Whether they have an emotional, behavioural or physical disability,

children in special education can benefit from participating in musical
activities. According to United Cerebral Palsy, music can motivate and
stimulate special-needs children and improve their cognitive and
academic development. Furthermore, music activities can also
promote social interaction, inclusion and self-confidence. Musical
activities can easily be incorporated into the home or classroom and
will benefit children of all abilities and ages.

○ Special education

■ Special education (also known as special-needs education, aided

education, exceptional education, special ed., SEN or SPED) is the
practice of educating students in a way that provides accommodations
that address their individual differences, disabilities, and special
needs.

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STANDARD OF CONTENT

1) Listening standard

● children can identify different sounds patterns.

● Active listening skills play an especially important role when dealing with students in
Special Education. They cannot overcome even the simplest of obstacles if they
cannot communicate with their teachers.
● Teachers in Special Education Classes should make active listening an activity to
practice daily. Below are some tips and activities to help promote listening skills in
Special Education classrooms.

2) Speaking standard

● children can memories short rhymes and simple song easily

● A great benefit of the speaking classes for kids is that these classes can help young
scholars overcome any fear or nervousness they have with public speaking,
transforming them into confident orators. Better still, the cooperative environment and
encouraging atmosphere within our class ensure that learning public speaking is fun,
and not something to stress about.
● Overall, taking the classes will be a great way for your scholar to grow in confidence
and become a great speaker.

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LEARNING OBJECTIVE

 Students will gain self-confidence with these activities.

 To help the exceptional children to learn and acquire necessary skills for their self-
help.
 To help students be able to manage themselves.
 Enhance students' knowledge and creativity.
 Train the child to have stability and strength in the hands.
 Helps children improve eye-hand-foot coordination.
 Stimulates the child's awareness and sensitivity to the body and the environment.
Helps children to increase their level of focus and concentration while doing activities.

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PROGRAMMERS OR ACTIVITIES

1. Physical

➢ Dancing
○ Dance means moving your body rhythmically to music, letting yourself loose
to the music with various dance steps and techniques. There are no
limitations and boundaries in dancing. Everyone can dance freely without
being judged by society.
○ For children, dancing is one way of expressing themself. Children could learn
how to dance and have fun, but at the same time they learn about discipline
and how to socialise with others.

➢ Balance my body
○ This is the activity that teaches children about body awareness. Body
awareness definition is the ability to understand where our bodies are in
space and how our bodies move. Body awareness activities for children help
us to understand how to relate to objects and people at home, at school and
outdoors.

➢ Transportation Pom-Pom Matching

○ Engage special needs children's fine motor skills with these super simple, low
prep, and free printable pom pom activity sheets. If your child loves cars,
trucks, aeroplanes, and rockets, they will love these transportation printables
that strengthen their pincer grasp and hand-eye coordination by placing pom
poms on the vehicles.

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 ○ This fine motor skill activity is the perfect way to strengthen those hand
muscles and engage your child in playful learning. These transportation
vehicles activity sheets work on colour matching too. Simply print the pom
pom worksheets and set out with pompoms and you are ready to play and
learn.

2. Social

➢ Storytelling
○ There are so many fun ways to get children involved in storytelling, even if
they are non-verbal or have other special needs that prevent them from
reading a book aloud themselves.

➢ Gardening
○ Special needs garden ideas include paying attention to each child’s specific
needs. Thought should be given to plant height, walkways or space for
wheelchairs and other walking aids. Build table high beds for children in
wheelchairs so that they can reach plants easily. Make paths and seating
accommodating as necessary.

➢ Promote healthy lifestyles

○ Preventing injuries and harm is not very different for children with disabilities
compared to children without disabilities. However, finding the right
information and learning about the kinds of risks children might face at
different ages is often not easy for parents of children with disabilities.
○ Each child is different and the general recommendations that are available to
keep children safe should be tailored to fit your child’s skills and abilities.

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 3. Cognitive

➢ Identify noises
○ Tell learners that you are going to play a number of sounds which they must
try to identify and write down. Play your set of sounds through from beginning
to end, and then after a short pause play them again. Ask how many sounds
the learners think they have identified.

➢ Practice Alphabet
○ The Dot-to-Dot Alphabet Letter Charts are a reusable printable that can be
used as part of learning centres, small group activities or independently to
learn the correct formation of writing alphabet letters.
○ Starting at number 1, count, follow and join the numbered to form the letter.
The numbered dots guide you through what strokes to make with the marker
pen to form the correct letter shape. The number line for children to use for
guidance and self-correcting. Children are then able to practise writing the
letter again but this time on the faded grey lettering.

➢ Touch & Explore

○ Hide your child's favourite toys or items in places where it is safe for him to
access. You can give him either verbal clues or visual clues such as a
drawing on a piece of paper. Don't forget to treat him with his favourite
cookies once he is able to find the hidden object. This fun indoor activity will
help to develop your child's focus and concentration, and keep him engaged
while indoors.

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 ➢ Shape & Colour
○ We can do the activity called “Sorting With Snacks”.

○ Give your child a plate with a variety of snacks that are different in shape and
colour. Ask children to sort the snacks based on these characteristics.

4. Emotions

➢ Sing a song
○ Group musical experiences are easy to run in a school setting, particularly if
you have access to a trained music teacher or music therapist.
○ The teacher or music leader is responsible for planning the session, ensuring
a logical flow of learning from one session to the next, and for planning,
implementing and reporting on the outcomes of the music classes.

➢ Identify facial expressions

○ Learning to read facial expressions is important for social interactions. When
children are able to identify how a friend, classmate, sibling, parent, or person
in the community feels, they can respond appropriately.

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CONCLUSION

In conclusion, this journal tells about how to deal with special children and also describes
some programs and services for children with disabilities, namely, health, education,
community-based rehabilitation, social protection and accessibility.

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 NAME: NORLYN SYAFIQHA BINTI ROSLIN

ID MATRIX: 2102022020065

REFLECTION

1) Opinion

 In my opinion, the idea that we put on our group project was a good idea. As one of
the members in this group, I think this project will be successful and work very well.

2) Suggestion for improvement

 To improve our project, I am suggesting to use appropriate materials for doing some
activities that we conduct for special needs children to avoid any incident that will
happen.
 We also need to use clear briefing so that the special needs children know what they
need to do.
 We should make sure that our activities that we conduct for special needs children
are good for their development.

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NAME: NURUL AIRA AMIRRA BINTI AWANG AHMAD

ID MATRIX: 2102022020039

REFLECTION

1. Opinion 
  In my opinion, making a study this time is very challenging and very informative
based on the article.

2. Suggest for Improvement

  To suggest any improvement is do an activity that can be useful to children with
special needs and also to the teaching staff.

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NAME: DAYANGKU NURSHAHNEZZA BINTI AWANGKU MOHAMAD ARIFFIN
ID MATRIX: 2102021090052

REFLECTION

 OPINIONS
In my opinion, my team members in the group have done a good and fast job
of doing the assignments given by our lecturer. Our lecturer, Sir Syaffizan gave us an
article or journal, for us to understand and find important points for our first project. At
first, sir told us to read all the pages of articles or journals about children with
disabilities in Malaysia. When the lecturer told to complete the slides for project 1 and
sent the next day, we discussed and assigned the task to find a point on the article or
journal given by the lecturer. Sir has given us time to complete the task project that
was given during the class sir, in fact we as a group continued to discuss. First of all,
the thing we did was read the journal that Sir gave in the telegram group about
children with disabilities in Malaysia. Next, we create a folder on google drive to
create slides together so we don’t waste time. In addition, when we get the important
contents as in the instructions given for project 1. We fill the slide with points that we
get in the journal or article because there are many key points that need to be known
in making a study of children -children with disabilities. Since each group has 5
members, we have prepared slides for our project 1 as requested in the project 1
instructions. However, time is not enough but we still strive to try to complete the task
given by the lecturer without wasting time.

 SUGGESTIONS FOR IMPROVEMENT

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 As we know, when we work in groups there will be disadvantages and we
want to improve so that in the future help each other. First of all, the suggestion for
improvement towards group project is to give enough time to do a task without
rushing. Next, the suggestion for improvement towards the group project is to
complete the slide project neatly. To me, slide presentation is like plain and
unattractive. However, the slide presentation is very important for us to make it more
interesting so that the audience is more interested to see it. Finally, the suggestions
for improvement towards the group project is to find many important contents in the
article on children with disabilities in Malaysia. Although we found only a few key
points, but I would like to find more key and important points.

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