Exploring the Skills of Special Education Teachers in Implementing PBP to Enhance the Reading Skills of Special Education Students

Abstract

This study aims to explore the practices of Malay Language teachers in implementing Project-Based Learning (PBL) to improve the reading skills of remedial students in Sepang, Selangor. This qualitative study employed in-depth interviews involving ten Malay Language remedial teachers. The findings revealed five key themes: planning based on students' abilities and interests, the use of creative and visual methods, active engagement through hands-on activities, overcoming challenges through time management, and the use of language games. The study found that teachers' ability to tailor projects to students' needs and employ innovative, interactive approaches plays a critical role in enhancing student engagement and reading skills. This study recommends continuous professional development for teachers and institutional support to optimize the effectiveness of PBL in remedial education contexts.