ISLAMIC STUDIES FOR

DISABLED:

TEACHING SALAT FOR

AUTISM USING APPS

Hafiza Abas1, , HasmizaOthman2 and Salwani Mohd

Daud3

1,3 Advanced Informatics School

Universiti Teknologi Malaysia, UTM Kuala Lumpur, Malaysia

2hafiza.kl@utm.my2 Computer and Information

Technology Department,

King Abdul Aziz University, Saudi Arabia

“And Allah has brought you out from

the wombs of your mothers while you

know nothing. And He gave you

hearing, sight, and hearts that you

might give thanks (to Allah)” (Quran,

An-Nahl, 16:78).

Introduction

This paper presents:

an approach in teaching salat for autism

Salat Theoretical Framework for Autistic

Children (STFAC), specifically tailored to

autistic children’s requirements that aims

to reduce their difficulties in performing

salat.

Research Objectives

To increase learning, motivation with apps among autistic students;

To enable the autistic students to learn at their pace with the app's functionality;

To increase teaching, motivation among teachers; and

To enable teachers to reduce both time and location constraints in order to learn in ubiquitous environments

AUTISM SPECTRUM DISORDER

(ASD)

Autism is one of the fastest growing disabilities, with about 1 in 68 children has been detected with an Autism Spectrum Disorder (ASD)

Three areas affect the ASD children are in social communication, interaction, flexibility/imagination

About 29% –55 % of children with ASD also have problem in anxiety disorder

Apps

Mobile Applications (Apps) are one of the CAL (computer assisted learning )that can be applied in ASD teaching and learning process.

They prefer electronic media; spend a lot of time using computers

App can be effective tool in teaching including improving social skills, interaction, flexibility and imagination

Apps: Personalized Learning

Cater for diverse needs

Different learning styles

Different capabilities of individuals

Different pace

Different cognitive capabilities

A Simplified Learning

Ecosystem

Figure 1 shows a SLE that involves the technology (ICT devices and software), content (knowledge)

and pedagogy (how the knowledge is transferred

to the learner).

A Salat Pedagogical Framework

for App Development

This framework is important in giving a form to teachers’

thinking processes and helps them make future decisions

regarding apps technologies.

A Salat Pedagogical Framework

for App Development

This framework is based on the preliminary

analysis study, which includes goals,

autism student behaviour and cognitive

level; and the learning environment.

A Salat Pedagogical Framework

for App Development

1st STEP:

To recognize the capability and complexity

of technology in terms of portability,

robustness, availability and ease of use.

A Salat Pedagogical Framework

for App Development

2nd STEP:

To create the contents and contexts for

effective technology by developing a

pedagogical framework, learning

objectives, learning strategies and teaching

guidelines.

A Salat Pedagogical Framework

for App Development

3rd STEP:

The knowledge of the user(autism)

: cognitive level, behaviour and other

persona design and also their current

learning environment.

A Salat Pedagogical Framework

for App Development

4th STEP:

The development and technology

integration

5th STEP:

The usability testing (Learnability,

Effectiveness, Satisfaction)

Challenges Complexities of Technology Integration

Teacher could not fully integrate technology into their own practices because of the organizational, administrative, pedagogical, or personal constraints.

Pedagogy and Technology in Teaching and Learning

The relationship between technology and pedagogy has not been effectively being explored.

Conclusion The app can be used repeatedly by the kids

to help them remember the movements and

recitations for the salat.

The app can be used to assist teachers in

teaching and learning salat,

The app can be used would motivate the kids

in learning and can reduce the time taken in

teaching them.

The use of apps will transform the way of

teaching and learning in terms of portability,

flexibility, availability, communication process

and the way information is presented.

ACKNOWLEDGEMENT

Our special thanks to Ministry of Education

(MOE) for their support in providing research

grants (4F242) for this study. We would also

like to express our gratitude to Advanced

Informatics School of Universiti Teknologi

Malaysia (UTM) for realizing this research

work.

Q&A

Thank You