The implementation of teaching reading and writing skills in Malay language for the preschoolers with hearing impairment

The purpose of this study is to explore the implementation of teaching reading and writing skills in Malay Language for the preschoolers with hearing impairment. The implementation of teaching was explored through: (i) teachers’ perceptions on the students’ learning ability, (ii) teachers’ expectation towards the students achievement in reading and writing skills, and (iii) Malay Language reading and writing activities implemented for the preschoolers with hearing impairment. This study used the qualitative research design of a case study, involving 12 preschool teachers from 12 Special Education Primary Schools in 8 states in Peninsular Malaysia. Data were collected through interviews, observation and document analysis. NVivo8 software was used to organize the data and the themes occurred based on the data. The findings showed that preschool teachers hold the deficit model which focus on the inability of the students. A few students’ characteristics have been identified, which portrays the teachers’ perceptions towards the ability of the students to learn Malay Language. Those perceptions can be seen through the teachers’ low expectation on the students achievement in reading and writing skills. It was also reflected through the activities carried out during the teaching of Malay Language. The findings showed that the preschool teachers need special training in teaching reading and writing for the preschoolers with hearing impairment. This study is expected to provide input to the Ministry of Education, to plan for professional development of the preschool teachers for the students with hearing impairment.