I
n
t
e
r
n
at
io
n
al
Jou
r
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of
A
d
van
c
e
s
i
n
A
p
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li
e
d
S
c
ie
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e
s
(
I
JA
A
S
)
V
ol
.
14
, N
o.
4
,
D
e
c
e
m
be
r
20
25
, pp.
1375
~
1383
I
S
S
N
:
2252
-
8814
,
D
O
I
:
10.11591/
ij
a
a
s
.
v14.
i
4
.
pp1375
-
1383
1375
Jou
r
n
al
h
om
e
page
:
ht
tp
:
//
ij
aas
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ae
s
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S
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M
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m
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a
A
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ic
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n
f
o
A
B
S
T
R
A
C
T
A
r
ti
c
le
h
is
to
r
y
:
R
e
c
e
iv
e
d
D
e
c
30
,
2024
R
e
vi
s
e
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O
c
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25
,
2025
A
c
c
e
pt
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d
N
ov
7
,
2025
This
study
examines
the
need
for
developing
a
Kickstarter
toolkit
de
signed
to
support
special
education
teachers
in
teaching
entrepreneurship
t
hrough
the
creation
of
children’s
storybooks.
Entrepreneurship
educat
ion
is
increasin
gly
recogniz
ed
as
a
valuable
addition
to
special
edu
cation,
promoting
skills
such
as
creativity,
problem
-
solving,
and
independe
nce.
A
survey
conducted
among
170
special
education
teachers
from
the
Kuala
Kangsar
district
,
selected
through
judgmental
sampling,
revealed
strong
support
f
or
introducing
entrepreneurship
education
into
special
ed
ucation
curricula
(M=
3.69,
SD=
0.71).
Teachers
also
emphasized
the
import
ance
of
employi
ng
pedagogical
approaches
to
effectively
teach
entreprene
urship
concepts
(M=
3.89,
SD=
0.69).
Moreover,
the
finding
s
indicate
an
urgent
need
for
a
dedicated
toolkit
to
facilitate
such
activities,
with
ed
ucators
expressin
g
high
levels
of
agreement
rega
rding
its
necessity
(M
=
3.99,
SD=
0.73).
These
results
underscore
the
positive
perception
of
special
education
teachers
t
oward
entrepreneurship
education
and
the
crucial
role
a
specialized
toolkit
could
play
in
equipping
educators
with
the
resources
needed to foster entrepr
eneurial competencies in students with specia
l needs.
K
e
y
w
o
r
d
s
:
A
ut
hor
in
g a
nd i
ll
us
tr
a
ti
ng
C
hi
ld
r
e
n’
s
books
K
ic
ks
ta
r
te
r
t
ool
ki
t
N
e
e
d a
na
ly
s
i
s
S
pe
c
ia
l
ne
e
ds
e
du
c
a
ti
on
This is an
open
acce
ss artic
le unde
r the
CC BY
-
SA
license.
C
or
r
e
s
pon
di
n
g A
u
th
or
:
M
a
z
li
na
C
h
e
M
us
t
a
f
a
N
a
ti
ona
l
C
hi
ld
D
e
ve
lo
pm
e
nt
R
e
s
e
a
r
c
h
C
e
nt
r
e
P
e
r
a
k, M
a
la
ys
ia
E
m
a
il
:
m
a
z
li
na
.c
m
@
f
pm
.ups
i.
e
du.my
1.
I
N
T
R
O
D
U
C
T
I
O
N
T
he
M
a
la
ys
ia
n
go
ve
r
n
m
e
n
t
ha
s
d
e
m
ons
t
r
a
te
d
a
s
t
r
on
g
de
di
c
a
ti
on
to
p
r
o
vi
di
ng
h
ig
h
-
qua
li
ty
e
duc
a
ti
on
f
o
r
e
ve
r
y
c
h
il
d
,
i
nc
l
ud
in
g
th
os
e
w
it
h
di
s
a
bi
li
ti
e
s
[
1]
,
[
2]
.
L
e
gi
s
la
ti
ve
f
r
a
m
e
w
or
ks
s
uc
h
a
s
th
e
E
d
uc
a
t
io
n
A
c
t
19
96
[
3
]
a
nd
th
e
E
d
uc
a
ti
on
(
S
pe
c
i
a
l
E
d
uc
a
t
io
n
)
r
e
gu
la
t
io
ns
19
97
[
4
]
e
s
ta
bl
is
h
th
is
m
a
n
da
t
e
,
w
hi
le
th
e
M
in
is
t
r
y
o
f
E
d
uc
a
t
io
n’
s
s
pe
c
ia
l
e
d
uc
a
t
io
n
d
iv
is
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n
(
S
E
D
)
p
r
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de
s
r
e
s
o
u
r
c
e
s
a
nd
tr
a
in
in
g
na
t
io
n
w
i
de
.
V
a
r
io
us
s
c
h
ool
ty
pe
s
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li
ke
i
nt
e
g
r
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te
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pr
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ll
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pe
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ti
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hoo
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u
r
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in
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lu
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ty
,
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i
th
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ul
l
pub
li
c
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nd
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f
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r
s
tu
de
n
ts
w
it
h
di
s
a
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li
ti
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s
[
3
]
,
[
5]
.
A
dd
it
io
na
l
ly
,
th
e
Z
e
r
o
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R
e
j
e
c
t
P
o
li
c
y
f
u
r
th
e
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e
nha
nc
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s
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nc
l
us
i
on
in
m
a
i
ns
t
r
e
a
m
s
c
hoo
ls
[
6]
.
D
e
s
pi
te
th
e
s
e
a
dva
nc
e
s
,
d
is
pa
r
it
ie
s
in
a
c
c
e
s
s
to
di
gi
ta
l
l
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a
r
ni
ng
a
n
d
c
r
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a
ti
ve
r
e
s
ou
r
c
e
s
pe
r
s
is
t,
pa
r
t
ic
u
la
r
l
y
i
n
r
u
r
a
l
a
nd
u
nde
r
-
r
e
s
ou
r
c
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d
c
la
s
s
r
oo
m
s
.
G
lo
ba
l
ly
,
in
c
lu
s
iv
e
pu
bl
is
h
in
g
to
o
ls
[
7]
,
s
uc
h
a
s
B
oo
k
C
r
e
a
t
or
[
8]
,
de
m
ons
tr
a
te
d
po
te
n
ti
a
l
f
o
r
a
c
c
e
s
s
ib
le
s
to
r
y
te
l
li
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a
n
d
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ut
ho
r
i
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.
H
ow
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ve
r
,
t
he
s
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pl
a
t
f
o
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m
s
la
c
k
lo
c
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li
z
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t
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f
o
r
M
a
la
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s
c
u
r
r
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nt
r
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p
r
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r
s
h
ip
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nt
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,
a
nd
b
i
li
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gua
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lt
ur
a
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c
o
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xt
s
.
T
hi
s
s
tu
dy
f
i
ll
s
t
he
ga
p
by
p
r
e
s
e
nt
in
g
a
to
o
lk
it
de
ve
lo
p
e
d
to
h
e
l
p
s
pe
c
ia
l
e
du
c
a
t
io
n
te
a
c
he
r
s
a
nd
s
tu
de
nt
s
w
r
it
e
a
nd
il
lu
s
tr
a
te
c
hi
ld
r
e
n’
s
s
to
r
y
bo
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s
e
nt
r
e
p
r
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u
r
i
a
l
a
c
t
iv
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ti
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s
.
T
he
K
i
c
ks
t
a
r
te
r
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oo
lk
it
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xt
e
nd
s
e
xi
s
ti
ng
p
la
tf
or
m
s
b
y
e
m
be
dd
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g
:
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14
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be
r
20
25
:
1375
-
1383
1376
pe
da
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ic
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l
m
ode
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a
l
ig
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d
w
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M
a
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twe
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T
hi
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us
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be
gi
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by
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ont
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xt
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li
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in
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in
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lu
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publ
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in
s
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f
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lo
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by
a
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ly
s
is
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xa
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in
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or
a
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w
it
h
it
s
s
tr
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,
pe
da
gogy,
a
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f
r
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w
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k
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h i
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pl
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a
ti
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s
iv
e
E
dT
e
c
h a
n
d f
ut
ur
e
t
ool
ki
t
de
ve
lo
pm
e
nt
.
2.
M
E
T
H
O
D
T
he
ne
e
d
a
n
a
ly
s
is
ph
a
s
e
f
or
m
s
th
e
f
ounda
ti
on
of
th
e
de
s
ig
n
a
nd
de
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lo
pm
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s
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a
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h
(
D
D
R
)
f
r
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m
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or
k,
a
li
gni
ng
w
it
h
th
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f
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s
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s
ta
ge
of
th
e
m
ode
l
[
9]
.
N
e
e
d
a
na
ly
s
is
is
a
vi
ta
l
pha
s
e
in
de
te
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m
in
in
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e
d
f
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of
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m
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l
to
a
s
s
is
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pr
of
e
s
s
io
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l
pr
a
c
ti
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e
[
10]
,
w
hi
c
h
a
s
s
is
te
d
in
de
ve
lo
pi
ng
a
to
ol
ki
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s
to
a
ut
hor
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il
lu
s
tr
a
te
c
hi
ld
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s
books
.
F
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ur
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T
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ic
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l
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s
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ic
a
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be
f
or
e
de
ve
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e
duc
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ti
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l
in
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,
th
e
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e
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ur
in
g
th
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t
de
s
ig
n
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c
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s
io
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ta
-
dr
iv
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n
a
nd
in
f
or
m
e
d
by s
ta
ke
hol
de
r
s
.
2.1.
P
r
oc
e
d
u
r
al
s
t
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p
s
T
he
ne
e
d
a
na
ly
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ur
ve
y m
e
th
ods
to
tr
ia
ngul
a
te
c
ont
e
xt
ua
l
a
nd
pe
r
c
e
pt
ua
l
da
ta
. T
h
e
pr
oc
e
dur
e
s
f
ol
lo
w
e
d t
he
s
e
s
y
s
te
m
a
ti
c
s
t
e
p
s
:
i)
I
de
nt
if
ic
a
ti
on
of
r
e
s
e
a
r
c
h
ga
ps
:
th
r
ough
doc
um
e
nt
r
e
vi
e
w
a
nd
pr
io
r
r
e
s
e
a
r
c
h,
e
nt
r
e
pr
e
ne
ur
s
hi
p
e
le
m
e
nt
s
w
e
r
e
f
ound
to
be
a
bs
e
nt
in
M
a
la
ys
ia
’
s
s
pe
c
ia
l
e
duc
a
ti
on
c
u
r
r
ic
ul
um
,
pa
r
ti
c
ul
a
r
ly
f
or
s
tu
de
nt
s
w
it
h
le
a
r
ni
ng dis
a
bi
li
ti
e
s
.
ii)
D
e
ve
lo
pm
e
nt
of
in
s
tr
um
e
nt
:
a
s
tr
uc
tu
r
e
d
que
s
ti
onna
ir
e
w
a
s
a
da
pt
e
d
f
r
om
th
e
m
e
a
s
ur
e
m
e
nt
to
ol
f
or
e
nt
r
e
pr
e
ne
ur
s
hi
p
e
duc
a
ti
on
(
M
T
E
E
)
[
11]
,
e
ns
ur
in
g
a
li
gnm
e
nt
w
it
h
in
te
r
na
ti
ona
l
e
nt
r
e
pr
e
ne
ur
s
hi
p
e
duc
a
ti
on f
r
a
m
e
w
or
ks
.
iii)
P
il
ot
te
s
ti
ng
a
nd
va
li
da
ti
on:
c
ont
e
nt
a
nd
li
ngui
s
ti
c
va
li
da
ti
on
w
e
r
e
pe
r
f
or
m
e
d
by
e
xpe
r
ts
in
s
pe
c
ia
l
e
duc
a
ti
on
a
nd
e
nt
r
e
pr
e
ne
ur
s
hi
p
p
e
da
gogy
to
e
s
ta
bl
is
h
c
la
r
it
y,
c
om
pr
e
he
ns
iv
e
ne
s
s
,
a
nd
c
ul
tu
r
a
l
a
ppr
opr
ia
te
ne
s
s
[
12]
.
iv
)
D
a
ta
c
ol
le
c
ti
on:
th
e
va
li
da
te
d
que
s
ti
onna
ir
e
w
a
s
di
s
s
e
m
in
a
te
d
t
hr
ough
onl
in
e
pl
a
tf
or
m
s
(
G
oogl
e
F
or
m
s
a
nd e
m
a
il
)
t
o r
e
a
c
h r
e
s
ponde
nt
s
a
c
r
os
s
s
c
hool
s
e
f
f
ic
ie
nt
ly
[
13]
.
v)
D
a
ta
a
na
ly
s
i
s
:
r
e
s
pon
s
e
s
w
e
r
e
c
ode
d
a
nd
a
na
ly
z
e
d
us
in
g
S
P
S
S
f
or
de
s
c
r
ip
ti
ve
s
ta
ti
s
ti
c
s
,
m
e
a
n,
pe
r
c
e
nt
a
ge
, a
nd s
ta
nda
r
d de
vi
a
ti
on
(
S
D
)
,
to
i
de
nt
if
y
t
r
e
nds
a
nd
e
s
ta
bl
is
h pr
io
r
it
y ne
e
ds
. I
nt
e
r
pr
e
ta
ti
on
o
f
m
e
a
n s
c
or
e
s
f
ol
lo
w
e
d
[
14]
.
2.2.
P
ar
t
ic
ip
an
t
s
T
he
s
tu
dy
f
oc
us
e
d
on
s
p
e
c
ia
l
e
duc
a
ti
on
te
a
c
he
r
s
pa
r
ti
c
ip
a
ti
n
g
in
th
e
s
pe
c
ia
l
e
duc
a
ti
on
in
te
gr
a
te
d
pr
ogr
a
m
(
S
E
I
P
)
in
th
e
K
ua
la
K
a
ngs
a
r
di
s
tr
ic
t,
c
ove
r
in
g
bot
h
pr
im
a
r
y
a
nd
s
e
c
onda
r
y
le
ve
ls
.
O
ut
of
a
to
ta
l
popula
ti
on of
280
e
duc
a
to
r
s
(
17
f
r
om
pr
im
a
r
y
s
c
hool
s
a
nd 8 f
r
om
s
e
c
onda
r
y s
c
hool
s
)
, a
j
udgme
nt
a
l
s
a
m
pl
in
g
m
e
th
od s
e
le
c
te
d 170 r
e
s
pond
e
nt
s
, s
ur
pa
s
s
in
g t
he
m
in
im
um
r
e
c
o
m
m
e
nde
d s
a
m
pl
e
s
iz
e
. T
hi
s
a
ppr
oa
c
h e
n
s
ur
e
d
th
a
t
pa
r
ti
c
ip
a
nt
s
ha
d
r
e
le
va
nt
e
xp
e
r
ie
nc
e
in
e
nt
r
e
pr
e
ne
ur
s
hi
p
-
r
e
la
te
d
c
la
s
s
r
oom
in
s
tr
uc
ti
on.
M
o
s
t
pa
r
ti
c
ip
a
nt
s
he
ld
ba
c
he
lo
r
’
s
de
gr
e
e
s
a
nd
ha
d
ove
r
5
ye
a
r
s
of
te
a
c
hi
ng
e
xpe
r
ie
nc
e
,
w
hi
c
h
e
nha
nc
e
d
th
e
r
e
li
a
bi
li
ty
of
th
e
ir
r
e
s
pons
e
s
.
2.3.
D
at
a
c
ol
le
c
t
io
n
t
ool
s
T
he
s
ur
ve
y i
ns
tr
um
e
nt
c
om
pr
is
e
d f
iv
e
s
e
c
ti
ons
:
i)
S
e
c
ti
on A
:
e
duc
a
to
r
ba
c
kgr
ound
.
ii)
S
e
c
ti
on B
:
te
a
c
he
r
s
’
opi
ni
ons
on e
nt
r
e
pr
e
ne
ur
s
hi
p
e
duc
a
ti
on f
or
s
tu
de
nt
s
w
it
h s
pe
c
ia
l
ne
e
d
s
.
iii)
S
e
c
ti
on C
:
te
a
c
hi
ng a
nd i
m
pl
e
m
e
nt
a
ti
on s
tr
a
te
gi
e
s
.
iv
)
S
e
c
ti
on D
:
pe
r
c
e
iv
e
d ne
e
d f
or
e
nt
r
e
pr
e
ne
ur
s
hi
p
-
ba
s
e
d
a
ut
hor
in
g a
nd i
ll
us
tr
a
ti
ng t
ool
ki
t.
E
a
c
h
it
e
m
us
e
d
a
5
-
poi
nt
L
i
ke
r
t
s
c
a
le
,
r
a
ngi
ng
f
r
om
"
s
tr
ongl
y
di
s
a
gr
e
e
"
(
1)
to
"
s
tr
ongl
y
a
gr
e
e
"
(
5)
[
15]
.
T
hi
s
de
s
ig
n
a
ll
ow
e
d
f
or
qua
nt
it
a
ti
ve
m
e
a
s
ur
e
m
e
nt
of
e
d
uc
a
to
r
s
’
a
tt
it
ude
s
a
nd
r
e
a
di
ne
s
s
to
im
pl
e
m
e
nt
e
nt
r
e
pr
e
ne
ur
s
hi
p
-
ba
s
e
d
li
te
r
a
c
y
a
c
ti
vi
ti
e
s
.
T
o
im
pr
ove
th
e
s
ta
bi
li
ty
of
th
e
a
d
a
pt
e
d
in
s
tr
um
e
nt
,
a
c
om
pr
e
he
ns
iv
e
e
va
lu
a
ti
on
c
ove
r
in
g
bot
h
la
ngua
ge
v
a
li
di
ty
a
n
d
c
ont
e
nt
-
r
e
la
te
d
va
li
di
ty
w
a
s
c
ondu
c
te
d.
T
he
c
ont
e
nt
va
li
di
ty
a
s
s
e
s
s
m
e
nt
s
pe
c
if
ic
a
ll
y
c
ons
id
e
r
s
f
a
c
to
r
s
s
uc
h a
s
pr
in
t
le
gi
bi
li
ty
,
f
ont
s
iz
e
,
c
ont
e
nt
a
de
qua
c
y,
a
nd
la
ngua
ge
a
ppr
opr
ia
te
ne
s
s
.
C
ont
e
nt
va
li
di
ty
a
ls
o
e
va
lu
a
te
s
w
he
th
e
r
th
e
e
xi
s
ti
ng
que
s
ti
onna
ir
e
th
or
oughl
y
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he
ne
e
d f
or
a k
ic
k
s
ta
r
te
r
t
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k
it
f
or
s
p
e
c
ia
l
e
duc
at
io
n e
duc
at
or
s
…
(
Shy
ie
la
th
y
A
r
um
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1377
a
ddr
e
s
s
e
s
a
ll
r
e
le
va
nt
e
l
e
m
e
nt
s
n
e
c
e
s
s
a
r
y
f
or
a
n
s
w
e
r
in
g
th
e
r
e
s
e
a
r
c
h
que
s
ti
ons
.
T
hi
s
de
ta
il
e
d
a
ppr
oa
c
h
a
im
s
to
e
ns
ur
e
t
he
a
c
hi
e
ve
m
e
nt
of
a
r
obus
t
a
nd r
e
li
a
bl
e
out
c
om
e
. R
e
ga
r
di
ng t
he
i
ns
tr
um
e
nt
'
s
va
li
di
ty
, i
t
i
s
c
om
m
on
to
pe
r
f
or
m
a
pi
lo
t
te
s
t
to
r
e
f
in
e
th
e
que
s
ti
onna
ir
e
it
e
m
s
a
nd
e
s
ta
bl
is
h
th
e
in
s
tr
um
e
nt
’
s
r
e
li
a
bi
li
ty
.
T
he
f
e
e
dba
c
k
a
nd
in
s
ig
ht
s
ga
in
e
d
f
r
om
th
is
in
it
ia
l
tr
ia
l
a
r
e
in
v
a
lu
a
bl
e
f
or
im
pr
ovi
ng
th
e
que
s
ti
onna
ir
e
,
th
us
e
nha
nc
in
g
it
s
a
c
c
ur
a
c
y
a
nd
s
ui
t
a
bi
li
ty
f
or
th
e
upc
om
in
g
r
e
s
e
a
r
c
h
e
f
f
or
t.
T
o
r
e
f
in
e
th
e
qu
e
s
ti
onna
ir
e
a
nd
e
nha
nc
e
it
s
pr
e
c
i
s
io
n
a
nd
s
ui
ta
bi
li
ty
f
or
th
e
f
or
th
c
om
in
g
r
e
s
e
a
r
c
h
e
nde
a
vor
,
a
pi
lo
t
s
tu
dy
w
a
s
c
onduc
te
d
w
it
h
a
gr
oup
of
47
s
pe
c
ia
l
e
duc
a
ti
on
e
duc
a
to
r
s
to
de
te
r
m
in
e
th
e
i
ns
tr
um
e
nt
'
s
r
e
li
a
bi
li
ty
.
T
he
C
r
onba
c
h'
s
A
lp
ha
va
lu
e
of
0.861 wa
s
r
e
por
te
d.
2.4.
T
h
e
or
e
t
ic
al
an
d
m
e
t
h
od
ol
ogi
c
al
al
ig
n
m
e
n
t
T
he
ne
e
d
a
na
ly
s
is
a
li
gns
w
it
h
th
e
di
s
c
r
e
pa
n
c
y
m
ode
l
of
ne
e
ds
a
s
s
e
s
s
m
e
nt
[
16]
,
e
m
pha
s
iz
in
g
th
e
id
e
nt
if
ic
a
ti
on
of
ga
ps
be
twe
e
n
c
ur
r
e
nt
pr
a
c
ti
c
e
s
a
nd
de
s
ir
e
d
o
ut
c
om
e
s
in
s
pe
c
ia
l
e
duc
a
ti
on
e
nt
r
e
pr
e
ne
ur
s
hi
p
in
s
tr
uc
ti
on.
I
t
a
ls
o
r
e
s
ona
te
s
w
it
h
D
D
R
pr
in
c
ip
le
s
,
w
he
r
e
in
pr
a
c
ti
c
a
l
pr
obl
e
m
s
a
r
e
it
e
r
a
ti
ve
ly
a
n
a
ly
z
e
d
to
in
f
or
m
de
s
ig
n
s
ol
ut
io
ns
w
it
hi
n
a
ut
he
nt
ic
e
duc
a
ti
ona
l
s
e
tt
in
gs
[
17]
.
T
he
f
in
di
ngs
f
r
om
th
is
pha
s
e
di
r
e
c
tl
y
in
f
or
m
e
d
th
e
s
ubs
e
que
nt
de
s
ig
n
a
nd
de
ve
lo
pm
e
nt
pha
s
e
,
e
n
s
u
r
in
g
th
a
t
th
e
to
ol
ki
t
a
ddr
e
s
s
e
s
th
e
c
ont
e
xt
ua
l
r
e
a
li
ti
e
s
a
nd e
xpr
e
s
s
e
d ne
e
d
s
of
e
duc
a
to
r
s
.
T
he
a
ut
hor
in
g
a
nd
il
lu
s
tr
a
ti
ng
to
ol
ki
t
di
s
ti
ngui
s
h
es
it
s
e
lf
f
r
om
ot
he
r
di
gi
ta
l
s
to
r
yt
e
ll
in
g
pl
a
tf
or
m
s
b
y
in
te
gr
a
ti
ng
pe
da
gogi
c
a
l,
s
tr
uc
tu
r
a
l,
a
nd
te
c
hnol
ogi
c
a
l
in
nova
ti
ons
s
pe
c
if
ic
a
ll
y
de
s
ig
ne
d
f
or
in
c
lu
s
iv
e
e
duc
a
ti
on.
U
nl
ik
e
ge
n
e
r
ic
a
ut
hor
in
g
to
ol
s
li
ke
B
ook
C
r
e
a
to
r
,
it
is
ba
s
e
d
on
D
D
R
a
nd
in
c
lu
s
iv
e
pe
da
gogy
pr
in
c
ip
le
s
,
e
ns
ur
in
g
e
a
c
h
m
odul
e
c
onne
c
ts
c
r
e
a
ti
ve
de
s
ig
n
a
c
ti
vi
ti
e
s
w
it
h
c
le
a
r
e
duc
a
ti
ona
l
go
a
ls
s
uc
h
a
s
e
m
ot
io
na
l
li
te
r
a
c
y,
m
or
a
l
r
e
a
s
oni
ng,
a
nd
uni
ve
r
s
a
l
de
s
ig
n
f
or
le
a
r
ni
ng
(
U
D
L
)
[
18]
.
T
hi
s
pe
da
gogi
c
a
l
a
ppr
oa
c
h
tu
r
ns
th
e
c
r
e
a
ti
ve
pr
oc
e
s
s
in
to
a
s
tr
uc
tu
r
e
d
le
a
r
ni
ng
a
nd
e
m
pow
e
r
m
e
nt
e
xpe
r
ie
nc
e
r
a
th
e
r
th
a
n
ju
s
t
a
n a
r
ti
s
ti
c
a
c
ti
vi
ty
[
8
]
.
T
he
t
ool
ki
t
i
nc
lu
de
s
a
s
tr
uc
tu
r
e
d pr
oc
e
s
s
t
ha
t
gui
de
s
de
ve
lo
pm
e
nt
t
hr
ough
s
ta
ge
s
:
ne
e
d
a
na
ly
s
is
,
d
e
s
ig
n,
d
e
ve
lo
pm
e
nt
,
a
nd
us
a
bi
li
ty
te
s
ti
n
g.
T
hi
s
a
ll
ow
s
e
duc
a
to
r
s
a
nd
pr
of
e
s
s
io
na
ls
to
c
o
-
c
r
e
a
te
in
c
lu
s
iv
e
c
ont
e
nt
us
in
g
c
l
e
a
r
s
te
p
s
.
I
t
a
l
s
o
pr
om
ot
e
s
s
ta
ke
hol
d
e
r
c
ol
la
bor
a
ti
on
th
r
ough
te
m
pl
a
te
s
a
nd
r
ubr
ic
s
,
e
ns
ur
in
g
s
to
r
ie
s
a
r
e
c
ul
tu
r
a
ll
y,
c
ogni
ti
ve
ly
,
a
nd
e
m
ot
io
na
ll
y
a
u
th
e
nt
ic
f
or
di
ve
r
s
e
le
a
r
ne
r
s
’
r
ubr
ic
s
,
e
ns
ur
in
g
s
to
r
ie
s
a
r
e
c
ul
tu
r
a
ll
y, c
ogni
ti
ve
ly
, a
nd e
m
ot
io
na
ll
y a
ut
he
nt
ic
f
or
di
ve
r
s
e
l
e
a
r
ne
r
s
.
R
e
ga
r
di
ng
a
c
c
e
s
s
ib
il
it
y,
th
e
to
ol
ki
t
f
e
a
tu
r
e
s
a
c
c
e
s
s
ib
il
it
y
-
by
-
de
s
ig
n
te
m
pl
a
te
s
th
a
t
e
m
be
d
la
yout
a
nd
r
e
a
da
bi
li
ty
s
ta
nda
r
ds
di
r
e
c
tl
y
in
to
th
e
a
ut
hor
in
g
pr
oc
e
s
s
.
T
he
s
e
te
m
pl
a
te
s
in
c
lu
de
c
he
c
kl
i
s
ts
f
or
f
ont
c
la
r
it
y,
c
ol
or
c
ont
r
a
s
t
r
a
ti
os
,
a
nd
na
r
r
a
ti
ve
pa
c
in
g,
w
hi
c
h
a
r
e
of
te
n
a
bs
e
nt
f
r
om
pl
a
tf
o
r
m
s
li
ke
B
ook
C
r
e
a
to
r
a
nd
W
id
gi
t
O
nl
in
e
,
m
a
ki
ng
th
e
m
s
ui
ta
bl
e
f
or
ne
ur
odi
ve
r
s
e
r
e
a
de
r
s
.
B
e
yond
a
c
c
e
s
s
ib
il
it
y,
th
e
to
ol
ki
t
pr
om
ot
e
s
a
n
in
c
lu
s
iv
e
c
r
e
a
ti
ve
e
m
pow
e
r
m
e
nt
f
r
a
m
e
w
or
k
th
a
t
s
hi
f
ts
th
e
f
oc
u
s
f
r
om
c
ons
um
pt
io
n
to
c
r
e
a
ti
on
[
7]
.
I
t
e
na
bl
e
s
in
di
vi
dua
ls
w
it
h
s
pe
c
ia
l
ne
e
d
s
a
nd
th
e
ir
m
e
nt
or
s
to
be
c
om
e
c
ont
e
nt
c
r
e
a
to
r
s
a
nd
e
nt
r
e
pr
e
ne
ur
s
,
unl
ik
e
pl
a
tf
or
m
s
s
uc
h a
s
T
a
r
H
e
e
l
R
e
a
de
r
, w
hi
c
h m
a
in
ly
pr
ovi
de
a
c
c
e
s
s
t
o pr
e
-
m
a
de
books
.
T
he
to
ol
ki
t
in
c
or
por
a
te
s
va
li
da
ti
on
a
nd
f
e
e
dba
c
k
th
r
ough
it
e
r
a
ti
ve
te
s
ti
ng
w
it
h
e
duc
a
to
r
s
,
pa
r
e
nt
s
,
a
nd
le
a
r
ne
r
s
,
e
n
s
ur
in
g
ongoing
im
pr
ove
m
e
nt
a
nd
r
e
le
va
n
c
e
.
I
ts
P
e
dT
e
c
h
in
te
gr
a
ti
on
e
na
bl
e
s
a
d
a
pt
a
ti
on
in
hybr
id
le
a
r
ni
ng
a
nd
publ
is
hi
ng,
s
uppor
ti
ng
to
ol
s
s
uc
h
a
s
G
oogl
e
C
la
s
s
r
oom
a
nd
C
a
nva
f
or
e
duc
a
ti
on
,
a
nd
li
nki
ng
di
gi
ta
l
a
nd
pr
in
t
w
or
kf
lo
w
s
[
19]
.
T
he
s
e
f
e
a
tu
r
e
s
m
a
ke
th
e
to
ol
ki
t
a
c
om
pr
e
he
ns
iv
e
p
e
da
gogi
c
a
l
in
nova
ti
on, c
om
bi
ni
ng c
r
e
a
ti
ve
pr
oduc
ti
on, i
nc
lu
s
iv
e
e
duc
a
ti
on,
a
nd a
c
c
e
s
s
ib
le
de
s
ig
n.
3.
R
E
S
U
L
T
S
A
N
D
D
I
S
C
U
S
S
I
O
N
A
ne
e
ds
a
na
ly
s
i
s
gui
de
d t
he
c
r
e
a
ti
on of
t
he
K
ic
ks
ta
r
te
r
t
ool
ki
t
t
o pr
ovi
de
s
tr
uc
tu
r
e
d e
nt
r
e
pr
e
ne
ur
s
hi
p
a
c
ti
vi
ti
e
s
.
T
he
s
e
a
c
ti
vi
ti
e
s
a
im
to
e
qui
p
s
pe
c
ia
l
ne
e
ds
s
tu
de
n
ts
w
it
h
e
s
s
e
nt
ia
l
s
ki
ll
s
th
r
ough
pr
a
c
ti
c
a
l
a
nd
e
nga
gi
ng
le
a
r
ni
ng
e
xpe
r
ie
nc
e
s
.
T
hi
s
pha
s
e
s
e
e
ks
to
de
te
r
m
in
e
w
he
th
e
r
de
ve
lo
pi
ng
a
K
ic
ks
ta
r
te
r
to
ol
ki
t
f
or
a
ut
hor
s
a
nd i
ll
us
tr
a
to
r
s
of
c
hi
ld
r
e
n’
s
books
i
s
ne
c
e
s
s
a
r
y.
3.1.
B
ac
k
gr
ou
n
d
of
p
ar
t
ic
ip
an
t
s
T
he
ne
e
d
s
a
na
ly
s
is
s
ur
ve
y
que
s
ti
onna
ir
e
w
a
s
a
n
s
w
e
r
e
d
by
170
s
pe
c
ia
l
ne
e
ds
e
du
c
a
to
r
s
f
r
om
K
ua
la
K
a
ngs
a
r
di
s
tr
ic
t
.
S
e
c
ti
on
A
of
th
e
que
s
ti
onna
ir
e
c
ont
a
i
ns
th
e
in
f
or
m
a
ti
on
a
bout
th
e
pa
r
ti
c
ip
a
nt
s
.
T
he
pa
r
ti
c
ip
a
nt
s
'
ba
c
kgr
ound
a
n
a
ly
s
is
is
s
how
n
in
T
a
bl
e
s
1
a
nd
2.
I
n
th
is
a
n
a
ly
s
is
,
170
s
p
e
c
ia
l
e
duc
a
ti
on
e
duc
a
to
r
s
pa
r
ti
c
ip
a
te
d
in
a
n
onl
in
e
s
ur
ve
y.
A
c
c
or
di
ng
to
T
a
bl
e
1,
th
e
pa
r
ti
c
ip
a
nt
s
'
ge
nde
r
di
s
tr
ib
ut
io
n
is
a
s
f
ol
lo
w
s
:
137
(
80.59%
)
a
r
e
f
e
m
a
le
e
duc
a
to
r
s
,
a
nd
33
(
19.41%
)
a
r
e
m
a
le
e
duc
a
to
r
s
.
M
or
e
f
e
m
a
l
e
e
duc
a
to
r
s
ha
ve
pa
r
ti
c
ip
a
te
d
in
th
i
s
ne
e
d
s
a
n
a
ly
s
is
.
R
e
ga
r
di
ng
te
a
c
hi
ng
e
xpe
r
ie
nc
e
,
T
a
bl
e
2
in
di
c
a
te
s
th
a
t
13
(
7.65%
)
e
duc
a
to
r
s
ha
ve
le
s
s
th
a
n
3
ye
a
r
s
of
e
xpe
r
ie
nc
e
in
th
e
f
ie
ld
of
s
pe
c
ia
l
ne
e
ds
e
duc
a
ti
on.
N
e
xt
,
17
(
10%
)
e
duc
a
to
r
s
ha
ve
t
e
a
c
hi
ng
e
xp
e
r
ie
nc
e
f
r
om
3
to
5
ye
a
r
s
.
S
e
ve
r
a
l
e
duc
a
to
r
s
(
33,
19.41%
)
ha
ve
te
a
c
hi
ng
e
xpe
r
ie
nc
e
r
a
ngi
ng
f
r
om
5
to
10
ye
a
r
s
.
F
ol
lo
w
e
d
by
80
(
47.0
6%
)
e
duc
a
to
r
s
w
ho
ha
ve
te
a
c
hi
ng
e
xpe
r
ie
nc
e
f
r
om
10
to
20
ye
a
r
s
.
F
in
a
ll
y,
27
e
duc
a
to
r
s
ha
v
e
r
e
por
te
d
h
a
vi
ng
m
or
e
th
a
n
20
ye
a
r
s
of
te
a
c
hi
ng
e
xp
e
r
ie
nc
e
.
O
ve
r
a
ll
,
m
os
t
e
duc
a
to
r
s
w
ho
pa
r
ti
c
ip
a
te
d
ha
ve
m
or
e
th
a
n
5
ye
a
r
s
of
te
a
c
hi
ng
e
xpe
r
ie
nc
e
,
a
s
r
e
por
te
d
in
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
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I
nt
J
A
dv A
ppl
S
c
i
,
V
ol
.
14
, N
o.
4
,
D
e
c
e
m
be
r
20
25
:
1375
-
1383
1378
T
a
bl
e
2.
A
s
f
or
qua
li
f
ic
a
ti
ons
r
e
por
te
d
in
T
a
bl
e
3
,
m
os
t
e
duc
a
to
r
s
he
ld
a
ba
c
he
lo
r
’
s
de
gr
e
e
(
149,
87.65%
)
,
w
hi
le
15 (
8.82%
)
ha
d a
m
a
s
te
r
’
s
, 4 (
2.23%
)
he
ld
a
P
hD
, a
nd 2 (
1.18%
)
ha
d a
di
pl
om
a
.
T
a
bl
e
1. P
a
r
ti
c
ip
a
nt
’
s
ge
nde
r
G
e
nde
r
F
r
e
que
nc
y
P
e
r
c
e
nt
a
ge
C
um
ul
a
t
i
ve
pe
r
c
e
nt
a
ge
M
a
l
e
33
19.41
19.41
F
e
m
a
l
e
137
80.59
100.00
T
ot
a
l
170
100.00
T
a
bl
e
2. P
a
r
ti
c
ip
a
nt
s
te
a
c
hi
ng e
xpe
r
ie
nc
e
E
xpe
r
i
e
nc
e
F
r
e
que
nc
y
P
e
r
c
e
nt
a
ge
C
um
ul
a
t
i
ve
pe
r
c
e
nt
a
ge
U
nde
r
3
ye
a
r
s
13
7.65
7.65
3
-
5 ye
a
r
s
17
10.00
17.65
5
-
10 ye
a
r
s
33
19.41
37.06
10
-
20 ye
a
r
s
80
47.06
84.12
A
bove
20 ye
a
r
s
27
15.88
100.00
T
ot
a
l
170
100.00
T
a
bl
e
3. P
a
r
ti
c
ip
a
nt
s
'
pr
of
e
s
s
io
na
l
qu
a
li
f
ic
a
ti
on
s
P
r
of
e
s
s
i
ona
l
F
r
e
que
nc
y
P
e
r
c
e
nt
a
ge
C
um
ul
a
t
i
ve
pe
r
c
e
nt
a
ge
T
e
a
c
hi
ng c
e
r
t
i
f
i
c
a
t
i
on
12
7.06
7.06
T
e
a
c
hi
ng s
pe
c
i
a
l
i
z
a
t
i
on c
our
s
e
40
23.53
30.59
D
i
pl
om
a
i
n
e
duc
a
t
i
on
35
20.59
51.18
D
e
gr
e
e
i
n
e
duc
a
t
i
on
83
48.82
100.00
T
ot
a
l
170
100.00
3.2.
A
n
al
ys
is
of
p
h
as
e
1
T
he
a
na
ly
s
is
f
r
om
th
e
s
e
r
e
por
ts
a
f
f
ir
m
e
d
th
e
ne
e
d
to
de
ve
lo
p
a
to
ol
ki
t
f
or
a
ut
hor
in
g
a
nd
il
lu
s
tr
a
ti
ng
c
hi
ld
r
e
n’
s
books
.
T
he
da
ta
obt
a
in
e
d
w
e
r
e
a
na
ly
z
e
d
u
s
in
g
de
s
c
r
i
pt
iv
e
s
ta
ti
s
ti
c
s
,
in
c
lu
di
ng
pe
r
c
e
nt
a
g
e
s
,
m
e
a
n
s
,
a
nd
SD
.
T
a
bl
e
4
s
how
s
th
e
in
te
r
pr
e
ta
ti
on
of
th
e
m
e
a
n
s
c
or
e
, a
d
a
pt
e
d
f
r
om
[
20]
.
T
a
bl
e
4
s
how
s
how
th
e
m
e
a
n
s
c
or
e
s
a
r
e
in
te
r
pr
e
te
d
in
th
is
pha
s
e
.
A
s
c
or
e
f
r
om
1.00
to
2.33
m
e
a
ns
lo
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por
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r
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lu
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books
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T
h
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a
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oc
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ir
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e
a
r
c
h
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ti
on
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th
is
pha
s
e:
R
Q
1(
a
)
:
w
ha
t
is
th
e
s
pe
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ia
l
ne
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ds
t
e
a
c
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hi
p
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ti
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th
e
s
pe
c
ia
l
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duc
a
ti
on
c
la
s
s
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oom
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t
hi
s
s
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ti
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m
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du
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a
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pl
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p
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ti
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pe
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bl
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5
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nt
s
t
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pe
r
c
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ge
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ly
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[
10]
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21]
.
T
a
bl
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5
.
S
pe
c
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l
ne
e
ds
t
e
a
c
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r
s
'
opi
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n t
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t
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M
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a
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SD
1
E
nt
r
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pr
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ne
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s
hi
p
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duc
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t
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on
i
s
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m
por
t
a
nt
i
n our
s
pe
c
i
a
l
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duc
a
t
i
on pr
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a
m
.
1.76
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0.75
2
E
nt
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p
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50.00
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0.85
3
W
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ha
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t
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r
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pr
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s
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p e
duc
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t
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on.
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15.29
28.82
36.47
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1.05
4
W
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ha
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qua
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f
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t
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s
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p e
duc
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t
i
on.
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21.18
32.35
32.35
8.82
3.18
1.04
5
T
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t
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r
s
ha
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a
n
oppor
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r
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ve
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r
.
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6
W
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m
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T
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.
A
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or
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dy
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tt
e
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pt
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d
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ns
w
e
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th
e
s
e
c
ond
f
ol
lo
w
-
up
que
s
ti
on
of
th
is
pha
s
e
:
R
Q
1(
b)
:
w
ha
t
a
r
e
te
a
c
he
r
s
'
opi
ni
ons
on
th
e
s
tr
a
te
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s
us
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d
to
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c
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p
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c
ti
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ti
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s
in
th
e
s
p
e
c
ia
l
e
du
c
a
ti
on
c
la
s
s
r
oom
?
t
hi
s
s
e
c
ti
on
e
xa
m
in
e
s
th
e
s
tr
a
te
gi
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t
e
a
c
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r
s
a
r
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pr
a
c
ti
c
in
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to
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c
h
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nt
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hi
p
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th
e
s
pe
c
ia
l
e
du
c
a
ti
o
n
c
la
s
s
r
oom
.
T
a
bl
e
6
pr
e
s
e
nt
s
th
e
pe
r
c
e
nt
a
ge
a
nd me
a
n va
lu
e
obt
a
in
e
d f
r
om
t
he
da
ta
a
n
a
ly
s
is
.
T
a
bl
e
6
.
S
tr
a
te
gi
e
s
u
s
e
d t
o
c
a
r
r
y out
e
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r
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ur
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p e
duc
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ti
on
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n t
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ti
on c
la
s
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r
oom
D
e
s
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r
i
pt
i
on
S
t
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di
s
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gr
e
e
(
%
)
D
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s
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gr
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e
(%)
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e
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r
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l
(%)
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gr
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e
(%)
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t
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gr
e
e
(
%
)
M
e
a
n
SD
1
I
t
a
l
k w
i
t
h s
t
ude
nt
s
a
bout
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e
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pr
e
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ur
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p c
onne
c
t
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t
o t
he
s
ubj
e
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t
t
he
y a
r
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l
e
a
r
ni
ng.
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0.80
2
I
i
nc
or
por
a
t
e
e
nt
r
e
pr
e
ne
ur
s
’
s
uc
c
e
s
s
s
t
or
i
e
s
i
nt
o m
y t
e
a
c
hi
ng t
o m
ot
i
va
t
e
s
t
ude
nt
s
.
1.18
4.71
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0.79
3
I
e
nc
our
a
ge
s
t
ude
nt
s
t
o t
a
ke
pa
r
t
i
n
e
nt
r
e
pr
e
ne
ur
s
hi
p c
om
pe
t
i
t
i
ons
.
1.76
4.12
22.35
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0.87
4
I
a
s
s
i
s
t
s
t
ud
e
nt
s
i
n e
nt
r
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pr
e
ne
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s
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p
-
r
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l
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t
e
d
t
opi
c
s
pr
oj
e
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du
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pr
in
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s
[
22]
,
hi
ghl
ig
ht
in
g
a
c
ti
ve
e
xpe
r
im
e
nt
a
ti
on,
te
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m
w
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ki
ll
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pm
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T
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in
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ir
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s
t
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lf
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[
21]
,
[
23]
.
H
ow
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w
hi
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ta
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t
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10]
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24]
.
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ti
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f
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r
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ti
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hi
ld
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pi
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books
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m
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s
[
25]
, [
26]
.
3.5.
A
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al
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is
of
t
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ac
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s
’
op
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:
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c
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por
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t
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pe
r
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a
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e
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ti
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s
how
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T
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books
D
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a
t
i
vi
t
y:
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A
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T
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U
B
L
I
S
H
t
ool
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f
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s
pe
c
i
a
l
ne
e
ds
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nt
r
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pr
e
ne
ur
s
hi
p
i
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ng
c
hi
l
dr
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Spe
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m
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n
t
a
t
i
o
n o
f
z
e
r
o
r
e
j
e
c
t
p
ol
i
c
y
i
n
M
a
l
a
ys
i
a
:
a
s
ys
t
e
m
a
t
i
c
r
e
v
i
e
w
,”
i
n
P
r
oc
e
e
di
ng
of
I
n
t
e
r
na
t
i
on
al
C
on
f
e
r
e
nc
e
on
Sp
e
c
i
al
E
du
c
at
i
o
n
i
n
So
ut
h
E
as
t
A
s
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R
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t
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yt
e
l
l
i
ng
i
n
e
duc
a
t
i
on:
e
nha
nc
i
ng
l
i
t
e
r
a
c
y
a
nd
c
om
m
uni
c
a
t
i
on
s
ki
l
l
s
,”
E
ur
as
i
an
E
x
pe
r
i
m
e
nt
J
our
nal
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Sc
i
e
nt
i
f
i
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bt
i
ni
ngs
i
h,
“
D
e
ve
l
opm
e
nt
of
e
-
book
us
i
ng
B
ook
C
r
e
a
t
or
t
o
e
nha
nc
e
s
t
ude
nt
s
’
unde
r
s
t
a
ndi
ng
of
na
r
r
a
t
i
ve
t
e
xt
on r
e
a
di
ng s
ki
l
l
,”
J
ur
nal
B
as
at
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he
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v
e
l
opm
e
nt
r
e
s
e
ar
c
h
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s
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“
T
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e
d
f
or
a
ha
ndw
r
i
t
i
ng
i
nt
e
r
ve
nt
i
on
gui
de
l
i
ne
f
or
oc
c
upa
t
i
ona
l
t
he
r
a
pi
s
t
s
i
n t
he
M
a
l
a
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i
a
n
c
ont
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xt
,”
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ou
r
nal
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O
c
c
upat
i
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T
he
r
ap
y
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hool
s
, and E
ar
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I
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nt
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s
t
t
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r
e
l
i
a
bi
l
i
t
y
a
nd
va
l
i
di
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y
of
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r
e
s
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a
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c
h
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t
r
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,”
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N
e
e
ds
a
na
l
ys
i
s
of
a
ugm
e
nt
a
t
i
ve
a
nd
a
l
t
e
r
na
t
i
ve
c
om
m
uni
c
a
t
i
on
know
l
e
dge
a
nd
s
ki
l
l
s
a
m
ong
s
p
e
c
i
a
l
e
du
c
a
t
i
on
t
e
a
c
he
r
s
f
or
M
a
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,”
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ni
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na
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s
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m
po
r
t
a
nc
e
of
he
a
l
t
h
e
duc
a
t
i
on
a
s
s
e
s
s
m
e
nt
m
odul
e
f
or
l
ow
e
r
pr
i
m
a
r
y
t
e
a
c
he
r
s
i
n
c
l
a
s
s
r
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ba
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d
a
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s
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s
s
m
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nt
,”
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ni
v
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ou
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M
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a
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M
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Y
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A
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“
E
xa
m
i
ni
ng
t
he
m
e
di
a
t
i
ng
r
ol
e
o
f
c
us
t
om
e
r
e
m
pow
e
r
m
e
nt
:
t
he
i
m
pa
c
t
of
c
ha
t
bot
us
a
bi
l
i
t
y
on
c
us
t
om
e
r
s
a
t
i
s
f
a
c
t
i
on
i
n
J
or
da
ni
a
n
c
om
m
e
r
c
i
a
l
b
a
nks
,”
C
og
e
nt
B
us
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s
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T
ool
s
f
o
r
t
he
hum
an s
e
r
v
i
c
e
s
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duc
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E
duc
a
t
i
ona
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s
i
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r
e
s
e
a
r
c
h:
por
t
r
a
yi
ng
,
c
onduc
t
i
ng,
a
nd
e
nh
a
nc
i
ng
pr
oduc
t
i
ve
s
c
hol
a
r
s
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r
i
ya
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s
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“
U
ni
ve
r
s
a
l
de
s
i
gn
f
or
l
e
a
r
ni
ng
(
U
D
L
)
i
n
i
nc
l
us
i
ve
e
duc
a
t
i
on:
A
c
c
e
l
e
r
a
t
i
ng
l
e
a
r
ni
ng
f
or
a
l
l
,”
Shanl
ax
I
nt
e
r
nat
i
onal
J
our
nal
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A
r
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s
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Sc
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nc
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F
or
s
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T
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l
ki
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t
e
c
h,
t
e
a
c
hi
ng
w
i
t
h
t
e
c
h:
how
pr
i
m
a
r
y
t
e
a
c
he
r
s
i
m
pl
e
m
e
nt
di
gi
t
a
l
t
e
c
hnol
ogi
e
s
i
n pr
a
c
t
i
c
e
,”
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or
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at
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c
s
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F
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T
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N
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K
oba
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C
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T
okor
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a
nd
E
.
Y
a
m
a
s
ue
,
E
c
oD
e
s
i
gn
f
or
c
i
r
c
ul
ar
v
al
ue
c
r
e
at
i
on:
V
ol
um
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I
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S
pr
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E
nt
r
e
pr
e
ne
ur
s
hi
p e
duc
a
t
i
on
a
nd e
xp
e
r
i
e
nt
i
a
l
l
e
a
r
ni
ng i
n hi
ghe
r
e
duc
a
t
i
on,”
E
x
pe
r
i
e
nt
i
al
L
e
a
r
ni
ng
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e
ac
hi
ng i
n H
i
ghe
r
E
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E
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r
i
e
nt
i
a
l
l
e
a
r
ni
ng
t
he
or
y:
a
dyn
a
m
i
c
,
hol
i
s
t
i
c
a
ppr
oa
c
h
t
o
m
a
na
ge
m
e
nt
l
e
a
r
ni
ng,
e
duc
a
t
i
on
a
n
d
de
ve
l
opm
e
nt
,”
i
n
T
he
SA
G
E
H
andbook
of
M
anage
m
e
nt
L
e
ar
ni
ng,
E
duc
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c
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u,
“
T
he
r
ol
e
of
s
t
ude
nt
s
,
e
du
c
a
t
or
s
,
a
nd
e
du
c
a
t
i
ona
l
i
ns
t
i
t
ut
e
s
i
n
e
nt
r
e
pr
e
ne
ur
s
hi
p
e
du
c
a
t
i
on
:
a
s
ys
t
e
m
a
t
i
c
l
i
t
e
r
a
t
ur
e
r
e
vi
e
w
a
nd
di
r
e
c
t
i
ons
f
or
f
ut
ur
e
r
e
s
e
a
r
c
h,”
E
nt
r
e
pr
e
n
e
ur
s
hi
p
E
duc
at
i
on
and
P
e
dagogy
,
vol
.
5,
no.
3
,
pp. 279
–
319, 2022, doi
:
10.1177/
2515127420977773.
[
24]
M
.
R
.
M
.
J
a
m
i
l
,
A
.
T
.
M
.
H
a
s
hi
m
,
M
.
S
.
O
t
hm
a
n,
A
.
M
.
A
hm
a
d,
N
.
M
.
N
oh,
a
nd
M
.
F
.
M
.
K
a
m
a
l
,
“
D
i
gi
t
a
l
pe
da
gogy
pol
i
c
y
i
n
t
e
c
hni
c
a
l
a
nd
voc
a
t
i
ona
l
e
duc
a
t
i
on
a
nd
t
r
a
i
ni
ng
(
T
V
E
T
)
i
n
M
a
l
a
ys
i
a
:
f
uz
z
y
D
e
l
phi
a
ppr
oa
c
h,”
J
our
nal
of
T
e
c
hni
c
al
E
duc
at
i
on
and T
r
ai
ni
ng
, vol
. 15, no. 2, pp. 1
–
10, 2023, doi
:
10.30880/
j
t
e
t
.2023.15.02.001.
[
25]
Q
.
I
.
A
l
m
e
qda
d,
A
.
M
.
A
l
oda
t
,
M
.
F
.
A
l
qur
a
a
n,
M
.
A
.
M
oh
a
i
da
t
,
a
nd
A
.
K
.
A
l
-
M
a
khz
oom
y,
“
T
he
e
f
f
e
c
t
i
ve
ne
s
s
of
uni
ve
r
s
a
l
de
s
i
gn
f
or
l
e
a
r
ni
ng:
a
s
ys
t
e
m
a
t
i
c
r
e
vi
e
w
of
t
he
l
i
t
e
r
a
t
ur
e
a
nd
m
e
t
a
-
a
na
l
ys
i
s
,”
C
oge
nt
E
duc
at
i
on
,
vol
.
10,
no.
1,
2023,
doi
:
10.1080/
2331186X
.2023.2218191.
[
26]
K
.
R
o
y
a
n
d
K
.
S
w
a
r
g
i
a
r
y
,
A
s
ys
t
e
m
a
t
i
c
r
e
vi
e
w
o
f
t
he
S
a
m
a
g
r
a
S
h
i
ks
h
a
A
bh
i
y
a
n:
E
v
a
l
u
a
t
i
n
g
a
c
c
e
s
s
,
q
u
a
l
i
t
y
,
i
n
c
l
u
s
i
v
i
t
y
,
d
i
g
i
t
a
l
e
d
u
c
a
t
i
o
n
,
a
n
d
i
m
p
l
e
m
e
n
t
a
t
i
on
c
ha
l
l
e
n
g
e
s
.
S
S
R
N
,
2
0
2
4
.
d
o
i
:
1
0
.
2
13
9
/
s
s
r
n
.4
8
7
9
12
1
.
B
I
O
G
R
A
P
H
I
E
S
O
F
A
U
T
H
O
R
S
Shyielat
hy
Arumuga
m
has
a
Ph.D.
degree
in
Early
Childho
od
Education,
specializing
in
children
with
developmental
delays.
She
is
an
experi
enced
special
education
teacher
and
currently
a
lecturer
in
the
Institute
of
Teache
r
Education,
Ipoh
Campus,
Malaysia.
She ca
n be c
ontact
ed at
email:
shyiela
thy@ipgmipoh.edu.m
y.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
A
dv A
ppl
S
c
i
I
S
S
N
:
2252
-
8814
E
x
pl
or
in
g t
he
ne
e
d f
or
a k
ic
k
s
ta
r
te
r
t
ool
k
it
f
or
s
p
e
c
ia
l
e
duc
at
io
n e
duc
at
or
s
…
(
Shy
ie
la
th
y
A
r
um
ugam)
1383
Mazlina
Che
Mustafa
is
an
associate
professor
specializing
in
Ea
rly
Childhood
Education.
She
has
published
extensively
and
led
many
impa
ctful
research
projects,
contribu
ting
signifi
cantly
to
the
field
of
sustain
able
child
developm
ent
and
early
education
.
She
currently
serves
as
the
Director
of
the
National
Child
Develo
pment
Research
Centre
(NCDRC)
at
Universiti
Pendidik
an
Sultan
Idris,
Malaysia.
She
can
be
contacted
at
email:
mazlina.c
m@
fpm.upsi.edu.
my.
Norazilawati
Abdulla
h
is
an
associate
professor
specializi
ng
in
Science
Education.
She
has
published
books
and
numerous
high
-
impact
journ
al
articles
in
the
field
of
education
.
Her
works
have
also
been
widely
publis
hed
in
newspapers
and
magazines.
She
has
led impactf
ul resea
rch proje
cts, provide
d consultation
service
s, and co
ntributed signif
icantly to
the advan
cement of
education
across
all levels,
from
preschoo
l, primar
y, and sec
ondary sc
hool
to
university.
She
currently
serves
as
the
Deputy
Dean
at
the
Faculty
of
Human
Development,
Universiti
Pendidikan
Sultan
Idris
(UPSI),
Ma
laysia.
She
can
be
contacted
at
email:
nora@
fpm.upsi.edu.my.
Iylia
Dayana
Shamsudin
is
an
Occupational
Therapy
Ph.D.
holder
and
currently
a senior
lecturer i
n
the Earl
y Chil
dhood
Educati
on Departm
ent,
research fell
ow at th
e
National
Child
Development
Research
Centre
(NCDRC)
and
Centre
for
Inclusive
Research
on
Community an
d Disabilit
y (CIRCLE)
, Sultan I
dris Educ
ation Univ
ersi
ty. She c
an be c
ontacte
d
at email
: iyli
adayana@
fpm.ups
i.edu.m
y.
Mohd
Ridhuan
Mohd
Jamil
a
lecturer
from
the
Faculty
of
Human
Development,
Universiti
Pendidik
an
Sultan
Idris
(UPSI)
,
Tanjun
g
Malim,
Perak
,
Malays
ia.
Specia
lizes
in
curri
culum
develo
pment,
TVET
and
engine
ering
edu
cation
,
human
resour
ce
development. He can be c
ontacted at email: mridhuan@fpm.upsi
.edu.my.
Masayu
Dzainudin
a
lecturer
from
the
Faculty
of
Human
Development,
Universiti
Pendidikan
Sultan
Idris
(UPSI),
Tanjung
Malim,
Perak,
Malaysia.
Specializes
in
curriculum
developm
ent,
TVET
and
engineerin
g
education
,
human
re
source
developm
ent.
He
can be cont
acted at em
ail:
masayu@
fpm.upsi.edu.my
.
Evaluation Warning : The document was created with Spire.PDF for Python.