Autism spectrum disorder (ASD) is defined as a lifetime developmental disorder usually identified by social interaction impairment, communication deficits, and repetitive behavior. The cases of children detected with ASD are rising globally, including Malaysia. Parents, as the prime caregiver to these children, face numerous challenges due to what is entailed in taking care of their children. This paper describes a case study where we examined the views and experience of three mothers, each of whom has an ASD child. Data were gathered through face-to-face semi-structured interviews, after which they were transcribed and analyzed using the thematic analysis method. The mothers narrated that the challenges they encountered include the difficulty they had in initially accepting their child’s diagnosis; labelling and discrimination; phase-based temporal challenges; endless physical, emotional, and mental sacrifices; finding the strength and patience to deal with the situation; academic vs. non-academic struggles, as well as their own coping mechanisms. This paper concludes with the need to provide support for parents-especially mothers-to enable them to overcome their challenges and focus on the development of their autistic children.

Objectives: This study investigated the impact of rehabilitation programs on the psychological and social adaptation of recidivists in Palestine which was achieved by examining the level of implementation of rehabilitation programs and the psychological and social adaptation in different correction and rehabilitation centres. Methods: A systematic research design was adopted to achieve the goal of objective normative inquiry. Data was collected through a questionnaire and analyzed using descriptive analysis and linear regression. This encompassed measuring correctional program effectiveness and psychological-social compatibility among 237 recidivist inmates in the southern governorates, chosen through simple random sampling. Results: The results of the study showed a high level of application of the correctional programs used from the point of view of the inmates of recidivism for crime, according to the relative weight of 73.6%. and social, by 12.3%, as well as a significant effect of the variable of age and the variable of educational level as extraneous variables on the relationship between the correctional programs scale and the psychological and social adjustment scale Psychological and social. Conclusions: The study concluded the presence of a high level of implementation of rehabilitation programs as perceived by recidivists, while also indicating a low level of psychological and social compatibility among recidivists. The study further concluded a significant impact of rehabilitation programs on psychological and social compatibility, as well as the influence of age and educational level. However, the study found no significant impact of social status and the duration of punishment.

Introduction - Literature reveals that attitude is a crucial factor in reading. Having positive reading attitudes can influence students’ academic achievement. Research in this field has increasingly investigated the nature and role of positive attitudes in language learning, and also its variations between boys and girls. However, in Malaysia, there has only been a small number of researches that investigate teachers’ perceptions on reading attitudes of students especially those in primary schools. It is of great significance to explore the reading attitudes of these groups of students as the Malaysian Government calls for every student to be able to function in Bahasa Malaysia and also English language settings. Purpose – This paper documents teachers' personal perceptions regarding students' reading attitudes, ways of dealing with them, and their suggestions on teaching the different gender. Methodology – This is a qualitative study which employs focus group interviews and journal entries to gain an in-depth understanding of the reading attitudes of boys and girls from teachers’ perspective. It involves interviews with six Bahasa Malaysia teachers and six English teachers from six primary schools chosen randomly in Selangor. The focus group interview sessions took approximately one hour and thirty minutes each. Data are also obtained from journal entries to further elicit the teachers’ ideas and thoughts regarding the issue. The results of the interviews are transcribed by the researchers, and both the interviews and journal entries are analysed using thematic analysis. Findings – In sum, teachers feel that girls have more positive attitudes toward reading in comparison to boys. Data from the interviews and journal entries reveal rather similar and parallel themes in relation to boys’ and girls’ reading attitudes in L1 and L2. Several themes have emerged from the interviews with the teachers, which include the gendered preference of reading materials, teaching strategies, school, family, peer, and student factors, which all play a part in students’ literacy achievement. Although teachers are aware of the differences between boys and girls in literacy, especially in reading, not many employ different strategies in teaching reading to boys and girls. Significance – Conceivably the Teacher Education Division could incorporate relevant courses to deal with specific literacy teaching strategies regarding different gender.

As a young, gifted education institution, Kolej PERMATA Insan strives to make its presence felt in the academic landscape in this country and the region. This study explores the internationalisation programs that have been conducted by the college and discovers the participants’ experience in their journey in some of the programs they joined. Their personal insights helped enlighten the effectiveness of the organised internationalisation programs in shaping their mind and understanding on cultural values of the place and people they visited. This paper analysed their individual reflections shared in the form of written journal, reports, and videos. In their own words, the students had been incredibly positive with their involvement in the programs as they valued the pristine environment, system and culture which were considered refreshing and tantalising to their conscience and awareness. This new form of learning was positively welcome by all participants as it successfully provided those lessons never imagined from their typical student’s life in school. Their experience from the programs they joined would be valuable knowledge and skills that will stay with them in the years to come.

YouTube is a treasure trove for those who are willing to take the initiative to watch, listen and learn. Choosing the correct channels and resources will take anyone to the right classes and teachers and it only left to the imagination the amount of knowledge ready to be discovered and devoured. This study is designed to discover various issues of online learning using YouTube platform among gifted students and prepare the relevant strategies in managing online learning in a new environment such as YouTube channels. This study employed a qualitative approach and students shared their feedback in the form of reflective journal and verbal feedback. Selected students were interviewed to get deeper insights into their experience in using the YouTube resources and learning many new information and ideas from their various teachers. Based on the feedback, majority of students enjoyed the new social media learning approach and acknowledged the new experiences as engaging and practical as they learned by watching, discussing, and practising the newly found knowledge from the videos they watched. The results have significant impact on students and teachers teaching the Ilqa’ Abqari public speaking subject as the videos were found to be realistic in dealing with various topics and skills in public speaking and thinking. The findings can guide the effective design of the Ilqa’ Abqari public speaking lessons and intervention and appropriate for teachers to adopt and apply it.

Autism spectrum disorder (ASD) is defined as a complex developmental disorder which involves persistent challenges in social interaction, verbal/non-verbal communication, and restricted/repetitive behaviours. At present, the prevalence of ASD appears to be increasing globally, including in Malaysia. Parents of children with autism can find it difficult to cope and struggle with the demanding situations. This paper describes a case study that explores the perspectives of three mothers of ASD child. Face-to-face semi structured interviews were used to obtain their insights. Data were transcribed and analysed using the thematic analysis method. The interview revealed some challenges in relation to autistic traits which include: (i) one-way communication, (ii) alone, aloof and participate in silence, (iii) sensory issue such as super sensitive hearing, (iv) aggressive behaviour, (v) unique views, (vi) routine based, (vii) attention to details, (viii) obsessions, and (ix) moody and tantrum. The case study also unfolded that there is a need to promote the family capacity to assist mothers in raising their ASD child. Therefore, an appropriate treatment programmes in techniques for managing behavioural problems for mothers as the prime caregiver must be offered so that they are better placed to help their autistic child.

This concept paper outlines the philosophical foundation of Integrated Naqli and Aqli Gifted and Talented Education (IGEd) curriculum that has been developed by Kolej PERMATA Insan, Universiti Sains Islam Malaysia. The IGEd curriculum model adopted core civilisational values from successful nations and past civilisations to groom the young, gifted Muslims with the Abqari personality. Using Falsafah Pendidikan Kebangsaan and Qalb-based education approach, the main characteristics identified in the model are Rabbaniyyah, Akhlaqiyyah, Alamiyyah, Insaniyyah and Siasiyyah (RAAIS). The RAAIS model has been developed through a series of workshops involving educational experts and each element is considered vital for nurturing future Muslim scholars. This paper derived its findings from past literature review and they helped establishing the core values and principles that will be implemented in the college’s education ecosystem. The framework will guide educators and students in every aspect of the teaching and learning process—an academic culture and benchmark for everyone to build and achieve in nurturing the mind, heart and soul of becoming a Muslim scholar with Abqari personality.

Although mothers are more commonly in control of their autism spectrum disorder (ASD)children, fathers are becoming more involved in the care of ASD child too. In this article, the authors present the fathers‟ expectations toward the school by describing the stories of three fathers of children with ASD who participated in this case study. In-depth face-to-face semi-structured interviews were conducted, highlighting their expectations of schools, given that they have children with learning disabilities. Thematic analysis has enabled the authors to identify, analyse and narrateon recurring themes that emerged from the qualitative interview data. Analyses of the interviews have indicated the emergence of seven main themes. Most of the fathers optimistically hope for: (1) enriched teacher training programmes, (2) practical teaching strategies, (3) ASD-friendly atmosphere and amenities, (4) trustworthy shadow aides, (5) enhanced parent-teacher communication, (6) reliable system and (7) reviewed policy. Thus, it could be deduced that the participants have a variety of expectations for schools in providing education and support for their ASD children

Autism is a severe childhood developmental disorder that comes with its own set of challenges and consequences for families. Once their child is diagnosed with autism, mothers and fathers will need to redefine their parenting journey as autism can have an overwhelming impact on family life especially with regard to the responsibilities shouldered by parents. In this study, the authors explore the experiences of parents who have children with autism. Using the qualitative approach which suits the aim, three mothers and three fathers of autistic children were interviewed in semi-structured interview sessions. The in-depth face-to-face interviews have garnered rich stories about their hurdles, coping strategies and expectations. Through the thematic analysis method, the authors discover notable findings regarding the problems and challenges faced by parents, which lead to the formation of the SCCS-R model. The model illustrates five main emerging themes from the data gathered: self, child, community, system and religion. It is established that the experiences and challenges could be partitioned according to different layers starting from the parents’ Self, the Child, and going further to the Society and the System at large, enfolded by Religion. Our findings can enlighten parents especially those with newly detected autistic child, and relevant parties involved in developing and providing programmes for parents.

English for Academic Purposes (EAP) has gained more prominence in the field of English Language Teaching (ELT) since its initiation in the 1980s. In Malaysia, a country where English is its second language, EAP is widely taught in many tertiary institutions. This is due to its main aim which is to focus on the communicative skills needed for academic purposes in formal educational settings to accomplish academic tasks such as delivering presentations, participating in academic discussions as well as writing academic and research essays. At USIM, EAP BIA3012 is a compulsory course introduced with the aim to develop students’ English proficiency and provide students with appropriate skills demanded in completing academic tasks at the tertiary level. The EAP course conducted at USIM employs the project-based learning (PBL) method, coupled with the process writing approach. This paper describes the application of both approaches in the implementation of EAP. The research project assigned to students will be explicated through its anatomy or structure according to PBL. Additionally, process writing, an approach to teaching writing that allows the students to undergo a journey of co-constructing texts under the guidance of the teachers, will also be clearly explained. In particular, this paper will outline the complicated and non-linear nature of writing shown through these elements—generating ideas, focusing, reviewing, evaluating, structuring, drafting—which are taught and completed through a project assigned to students.