Developing Evidence-Based Intervention Frameworks For Special Needs Education In Malaysian School

The educational solution for students with special needs in Malaysian schools presents an urgent problem, and this dissertation delivers a direct approach. Current interventions lack proper specification, and their effectiveness is insufficient for addressing different types of disabilities. Multiple viewpoints from teachers, parents, and students, combined with numerical evidence, create a comprehensive yet informal review of the situation. The present adaptive procedures demonstrate obvious inadequacies when dealing with exclusive learning obstacles, so researchers agree on the need for comprehensive operational reform. The research investigates ways to develop intervention frameworks which base their support structures on individualised learning requirements through verified evidence. The research implications from this work have wide implications beyond education because it connects educational achievement with healthcare results, specifically for child mental health. The structured development of such interventions shows promise to initiate policy changes that may lead to better teacher training and enhance the quality for affected children alongside their families. These research results indicate that merging the most productive educational strategies with healthcare initiatives should create improved supportive environments for Malaysia's students with special needs. A future combination of health care with education shows promise as the solution to create such nurturing settings.

Submitted by: Noor Aniza Binti Che Nor EIU14078 In Partial Fulfilment of the Requirements for the Degree of Doctor of Psychology, PsyD in Educational Psychology Supervisor:Dr V.B. Kumaresan Date:Nov 20247

EIU-Paris