Intrinsic motivation in primary students with dyslexia in inclusive settings: A case study in Kubang Kerian

• Main Authors: Endang Erwani, Md Dom, Rahimah, Embong
• Format: Conference or Workshop Item
• Language: English
• Published: 2018
• Subjects: BP Islam. Bahaism. Theosophy, etc; L Education (General); LB1501 Primary Education
• Online Access: http://eprints.unisza.edu.my/1362/1/FH03-FKI-19-22939.pdf; http://eprints.unisza.edu.my/1362/
• Institution: Universiti Sultan Zainal Abidin

This qualitative case study intended to explore the intrinsic motivational experiences of primary students with Dyslexia in inclusive classroom settings within the lens of Self-determination Theory while adopting the Islamic perspective in understanding the human nature. Considering the students with Dyslexia as the unit of analysis, the sampling for this study is a purposive sampling. The participants of this study were three students with Dyslexia who studied in Year Four mainstream classrooms in a government-funded primary school in Kubang Kerian, Kelantan and two English Language teachers who taught them. The instruments used to collect the data were observation, semistructured interview, document analysis and memo. A few methods that were used to establish the trustworthiness of the study were, triangulation, member checking, peer review and audit trail. In observing confidentiality and ethics, the students’ parents gave their written permissions while the teachers signed the informed consent agreement. The findings were analyzed using the Interpretative Phenomenological Analysis with the assistance of Atlas.Ti, a computer-assisted qualitative data analysis software. The study suggests that the motivational needs of students with Dyslexia learning in mainstream classrooms were fulfilled by themselves in different levels and needs as explained in the concept of fitrah where man is endowed with innate inclination to have positive self-regard, appreciate limited freedom and responsibility in serving God and finally, to love and have trust. Secondly, the teaching methods of English Language teachers in the inclusive classes related were found to support the students’ autonomy. Finally, to conclude, primary students with Dyslexia have strengths to fulfil their own learning needs as explained in the Islamic concept of man’s purpose in life is to be a vicegerent of Allah and accordingly is endowed with variety of capacities and tendencies to be realized throughout their lives in their limited stay in this world.