Occupational performance of the primary school children with special needs

Children's occupations are self-care, play, social participation and education. Their performance can be impaired by physical, developmental, sensory, attention and or learning challenges. In developed countries school-based therapy services are being provided for the school children with sp...

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Main Author:	Voo, Siew Ching
Format:	Thesis
Language:	English
Published:	2015
Subjects:	LC Special aspects of education
Online Access:	https://eprints.ums.edu.my/id/eprint/19320/1/Occupational%20performance%20of%20the%20primary%20school.pdf
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id	my-ums-ep.19320
record_format	uketd_dc
spelling	my-ums-ep.193202018-03-22T02:08:54Z Occupational performance of the primary school children with special needs 2015 Voo, Siew Ching LC Special aspects of education Children's occupations are self-care, play, social participation and education. Their performance can be impaired by physical, developmental, sensory, attention and or learning challenges. In developed countries school-based therapy services are being provided for the school children with special needs. The evidence for these services in Malaysia is timely to be explored. This study aimed to identify the occupational performance levels in the study population. This exploratory cross sectional study included 121 primary school students from integrated special education program. Motor-Free Visual Perceptual Test 3rd.ed (MVPT), Beery-Buktenica Developmental Test of Visual Motor Integration 5th .ed (Beery-VMI), Test of Gross Motor Development - 2 (TGMD-2), Test of Hand Writing Skills-Revised (THS-R) and School Function Assessment (SFA) were carried out to assess occupational performance. Children with intellectual disability, autism, attention deficit hyperactive disorder, Down syndrome, speech impairment, visual impairment, hearing impairment and specific learning disorder were included. Results showed that 69.5% of the students scored low average to very low in MVPT-3; 69.4% scored below average to very low in Beery-VMI; 73% were below age level raw score in TGMD-2; 72.8% were below average in THS-R and 81% were below criterion cut off in participation in school function. Significant relationship was found between gross motor skill, VMI and visual perception to school function and VMI and visual perception to hand writing skill. School-based therapy and other rehabilitation services in the school system are recommended. Early intervention program to improve motor skill, visual perception and visual motor integration is important for the preschool children with special needs. 2015 Thesis https://eprints.ums.edu.my/id/eprint/19320/ https://eprints.ums.edu.my/id/eprint/19320/1/Occupational%20performance%20of%20the%20primary%20school.pdf text en public masters Universiti Malaysia Sabah Faculty of Medicine and Health Sciences
institution	Universiti Malaysia Sabah
collection	UMS Institutional Repository
language	English
topic	LC Special aspects of education
spellingShingle	LC Special aspects of education Voo, Siew Ching Occupational performance of the primary school children with special needs
description	Children's occupations are self-care, play, social participation and education. Their performance can be impaired by physical, developmental, sensory, attention and or learning challenges. In developed countries school-based therapy services are being provided for the school children with special needs. The evidence for these services in Malaysia is timely to be explored. This study aimed to identify the occupational performance levels in the study population. This exploratory cross sectional study included 121 primary school students from integrated special education program. Motor-Free Visual Perceptual Test 3rd.ed (MVPT), Beery-Buktenica Developmental Test of Visual Motor Integration 5th .ed (Beery-VMI), Test of Gross Motor Development - 2 (TGMD-2), Test of Hand Writing Skills-Revised (THS-R) and School Function Assessment (SFA) were carried out to assess occupational performance. Children with intellectual disability, autism, attention deficit hyperactive disorder, Down syndrome, speech impairment, visual impairment, hearing impairment and specific learning disorder were included. Results showed that 69.5% of the students scored low average to very low in MVPT-3; 69.4% scored below average to very low in Beery-VMI; 73% were below age level raw score in TGMD-2; 72.8% were below average in THS-R and 81% were below criterion cut off in participation in school function. Significant relationship was found between gross motor skill, VMI and visual perception to school function and VMI and visual perception to hand writing skill. School-based therapy and other rehabilitation services in the school system are recommended. Early intervention program to improve motor skill, visual perception and visual motor integration is important for the preschool children with special needs.
format	Thesis
qualification_level	Master's degree
author	Voo, Siew Ching
author_facet	Voo, Siew Ching
author_sort	Voo, Siew Ching
title	Occupational performance of the primary school children with special needs
title_short	Occupational performance of the primary school children with special needs
title_full	Occupational performance of the primary school children with special needs
title_fullStr	Occupational performance of the primary school children with special needs
title_full_unstemmed	Occupational performance of the primary school children with special needs
title_sort	occupational performance of the primary school children with special needs
granting_institution	Universiti Malaysia Sabah
granting_department	Faculty of Medicine and Health Sciences
publishDate	2015
url	https://eprints.ums.edu.my/id/eprint/19320/1/Occupational%20performance%20of%20the%20primary%20school.pdf
_version_	1747836507781070848

Occupational performance of the primary school children with special needs

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