| Summary: | Learning styles play an important role in explaining the way a student
masters the lessons they have learned in school. This study aims to review
the dimensions of learning styles of students with attention deficithyperactivity disorder in Malaysia. The study is believed to provide
information about the learning styles of students with attention deficithyperactivity disorder in the Integration Programme. This will help the Special
Education teachers to prepare and plan effective ways of teaching that can
be tailored to students’ learning styles. Findings of the survey showed that
learning styles of students with attention deficit-hyperactivity disorder are
more likely to reflect elements of design, motivation, learning in pairs,
kinaesthetic elements and impulsive elements. The findings of this study also
indicated that the emotional element in the learning styles of these students is
more dominant, followed by perceptual, psychological and environmental
elements. Interviews with Special Education teachers showed that students
with attention deficit-hyperactivity disorder are more prone to the temperature
element, either hot or freezing cold, or the noise element. In addition, the
findings also revealed that a number of students with attention deficithyperactivity disorder tend to be more aggressive when learning activities
involved colourful visuals. It was found that the students prefer to learn in
pairs and are able to learn better in the morning and become more distracted
when studying in the afternoon. The learning style of students with attention
deficit-hyperactivity disorder is multidimensional, interconnected and
interdependent with each other.
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