Please enable JavaScript.
Coggle requires JavaScript to display documents.
A 4IR learning environment, Malaysian context, The World Economic Forum…
-
Malaysian context
- The learning environment was not conducive enough for children with autism to fulfil their learning requirements where the design of the school does not show subtlety to the needs of children with autism (Nurul Aida & Zulhabri Ismail, 2016)
- The public and the teachers in Malaysia are not very well educated about autism (Shamsudin, 2019)
- The lack of facilities in Malaysian schools and Autism centres are the significant challenge in enhancing the learning of students using ICT in classroom. (Ahmad Iqbal, 2020)
- Mohd Hazwan (2018) found out that one of the biggest problems among occupational therapist is that they lack of knowledge in the use of ICT in teaching and learning in the classroom.
- Despite of Autism with spectrum has different background and needs, hence making hard for the teachers to adapt with the students learning especially in ICT learning. (Roziah, 2020).
- Malaysia, a developing and middle-income country comprising three ethnic communities and Native tribes with multi-ethnic populations, has limited knowledge and resources available in the area of child raising with Autism Spectrum Disorder. (Hasnah Toran, 2017)
The World Economic Forum (2017) declared that the 4IR is changing the world because new technologies that combine physical, digital and biological worlds are impacting all disciplines, economies and industries. (Schwab, 2019)
-
