Abstract
This study aims to obtain feedback and information from parents who have children with special needs for the purpose of developing a literacy framework for reading Arabic texts aided by augmented reality (AR) technology. This needs analysis is important to provide clear information for the development of the literacy framework so that the framework developed meets the needs of the students and can help solve any possible problems that exist. The population for this study comprised of parents who have children attending Special Education Programs (SEPs/PPK), Special Education Integration Programs (SEINs/PPKI), and Inclusive Programs at ages 7 to 12. The SNSs (MBK) in this study were only focused on the category of students who have learning problems (slow learners). This study used a clustered random sampling technique involving five zones in Malaysia. A semi-structured interview protocol was used for data collection purposes. The qualitative data obtained were analyzed thematically using the ATLAS.ti software. There were four data-related themes, namely (1) requirements in the aspect of infrastructure, (2) teachers’ expertise and training, (3) teaching aids, and (4) suitability of augmented reality technology. Data analysis showed that a literacy framework for reading Arabic text aided by augmented reality technology is needed with the four themes previously mentioned. In addition, there were other suggestions from parents that can be used to design and develop this reading literacy framework. The development of a literacy framework for reading Arabic texts aided by augmented reality (AR) technology for SNSs is expected to provide a conducive learning environment for SNSs in Malaysia and further assist authorities in solving the dropout problem of students with special education needs in Malaysian mainstream education.
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