UNIVERSITI PUTRA MALAYSIA

TEACHERS’ AND CARETAKERS’ PERCEPTIONS ON GREEN OUTDOOR ENVIRONMENT FOR CHILDREN WITH LEARNING

DISABILITIES AT A PRIMARY SCHOOL IN SELANGOR, MALAYSIA.

NOOR AZRAMALINA BINTI ABDUL AZIZ

FRSB 2017 9

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UPMTEACHERS’ AND CARETAKERS’ PERCEPTIONS ON GREEN OUTDOOR ENVIRONMENT FOR CHILDREN WITH LEARNING DISABILITIES AT A

PRIMARY SCHOOL IN SELANGOR, MALAYSIA.

By

NOOR AZRAMALINA BINTI ABDUL AZIZ

Thesis Submitted to the School of Graduate Studies, Universiti Putra Malaysia, in Fulfilment of the Requirements for the Degree of Master of Science

February 2017

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All material contained within the thesis, including without limitation text, logos, icons,

photographs and all other artwork, is copyright material of Universiti Putra Malaysia

unless otherwise stated. Use may be made of any material contained within the thesis

for non-commercial purposes from the copyright holder. Commercial use of material

may only be made with the express, prior, written permission of Universiti Putra

Malaysia.

Copyright © Universiti Putra Malaysia

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DEDICATION

This thesis is dedicated to my parents, Abdul Aziz and Rahmah, to my sibling and my

friends, Nur Syakira Amira and Fathirah. Thank you for all your support. The

preparation of the thesis, with the decision to study on the special children, had made

me appreciate and cherish what I have and to be grateful with what Allah had bestowed

upon me.

“We need to help the children with learning disabilities to be a balancing person, independent and successful in their life.”

(Malaysian Ministry of Education, 2002)

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Abstract of thesis presented to the Senate of Universiti Putra Malaysia in fulfilment

of the requirements for the degree of Master of Science

TEACHERS’ AND CARETAKERS’ PERCEPTIONS ON GREEN OUTDOOR ENVIRONMENTS FOR CHILDREN WITH LEARNING DISABILITIES AT

A PRIMARY SCHOOL IN SELANGOR, MALAYSIA.

By

NOOR AZRAMALINA BINTI ABDUL AZIZ

February 2017

Chairman: Shureen Faris Abd. Shukor, PhD Faculty: Design and Architecture

In early childhood education, extensive research has shown that young children have

unique learning styles and experience in physical, emotional, social, language and

cognitive will change in a predictable way that match on their stages which occur in

an orderly sequence during their lives. Numerous studies has shown that the children

with disabilities have a slow development in learning process. The importance of

stimulating environment for children with disabilities has since been confirmed. There

is a lack of research supporting evidence-based design concerning green outdoor

learning environment at special education for children with learning disabilities in a

Malaysian context from the past studies done. The purpose of this thesis is to identify

suitable design of green outdoor environment (GOEs) that could contribute to the

learning process of children with learning disabilities and at the same time support the

curriculum for special education at primary schools in Malaysia. This study focuses

on the type of outdoor learning environment preferred among the teachers, caretakers

and special students involved in the special education at a primary school in Malaysia.

Three research objectives were developed which are 1) to identify the type of outdoor

learning environments preferred among the teachers, caretakers and special students,

2) to analyze the preferences and 3) to provide implications for the design of GOEs for

children with learning disabilities in special education at primary school. A primary

school in Serdang which has a Special Education Integrated Program was selected as

a case study. This study involved a sample of primary school children at special

education class (7 to 14 years old) who attended the school from 7:30 to 1:00pm for 5

days a week. The children followed the standard curriculum when they were in school.

This study applied a mix method which is the quantitative (questionnaire) and the

qualitative (interview and behavioural observation) methods to collect the data. A

survey form for behavioural observation was used to survey the children in order to

identify their preferred activities for outdoor and indoor classroom. The teachers and

caretakers were interviewed and also given questionnaires to identify the activities and

the landscape design characteristics that their students preferred when being outdoor

and indoor. Results from the findings have shown that children with learning

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disabilities preferred to be in the outdoor environment rather than in an indoor

classroom. The GOEs should offer facilities that could encourage a sense of security,

space for interaction and easy supervision. It should also heighten their sensory

awareness and experience. The findings presented 4 divisions of the implication for

GOEs which are a) the outdoor should be an attractive place, b) provide safety aspects,

c) increase interaction and d) provide a transition space. Furthermore, the results have

shown that GOEs have potentials to be part of therapy programmes for children with

learning disabilities at primary schools in Malaysia.

Keywords: outdoor therapy programme, special education, stimulating environment

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Abstrak tesis yang dikemukakan kepada Senat Universiti Putra Malaysia sebagai

memenuhi keperluan untuk ijazah Master Sains

PERSEPSI GURU DAN PENJAGA TERHADAP PERSEKITARAN LUAR HIJAU UNTUK KANAK- KANAK BERMASALAH PEMBELAJARAN DI

SEKOLAH KEBANGSAAN DI SELANGOR, MALAYSIA.

Oleh

NOOR AZRAMALINA BINTI ABDUL AZIZ

Febuari 2017

Pengerusi: Shureen Faris Abd. Shukor, PhD Fakulti: Rekabentuk dan Senibina

Dalam pendidikan awal kanak-kanak, penyelidikan meluas telah menunjukkan

bahawa kanak-kanak mempunyai pembangunan gaya pembelajaran yang unik dan

pengalaman dalam fizikal, emosi, sosial, bahasa dan kognitif akan berubah dalam cara

yang boleh diramal yang sesuai di peringkat mereka yang berlaku dalam urutan teratur

sepanjang kehidupan mereka. Beberapa kajian menunjukkan bahawa kanak-kanak

kurang upaya mempunyai pembangunan yang perlahan dalam proses pembelajaran.

Kepentingan persekitaran yang merangsang untuk kanak-kanak kurang upaya sejak itu

telah disahkan. Terdapat kekurangan penyelidikan yang menyokong reka bentuk

berasaskan bukti mengenai persekitaran pembelajaran luar hijau di pendidikan khas

untuk kanak-kanak yang mempunyai masalah pembelajaran dalam konteks Malaysia

daripada kajian lepas yang dilakukan. Tujuan kajian ini adalah untuk mengenal pasti

rekabentuk persekitaran luar hijau (GOEs) yang sesuai bagi menyumbang dalam

proses pembelajaran untuk kanak-kanak dengan bermasalah pembelajaran dan pada

masa yang sama menyokong kurikulum pendidikan khas di sekolah rendah di

Malaysia. Kajian ini memberi tumpuan kepada jenis pilihan persekitaran pembelajaran

luar di kalangan guru, penjaga dan pelajar khas yang terlibat dalam pendidikan khas

di sekolah rendah di Malaysia. Tiga objektif kajian telah dibangunkan iaitu 1) untuk

mengenal pasti jenis pilihan persekitaran pembelajaran luar di kalangan guru, penjaga

dan pelajar khas, 2) untuk menganalisis keutamaan dan 3) untuk memberikan implikasi

bagi rekabentuk GOEs untuk kanak-kanak yang mempunyai masalah pembelajaran

dalam pendidikan khas di sekolah rendah. Sebuah sekolah rendah di Serdang yang

mempunyai Program Integrasi Pendidikan Khas telah dipilih sebagai kajian kes.

Kajian ini akan melibatkan sampel pelajar sekolah rendah di kelas pendidikan khas (7

hingga 14 tahun) yang menghadiri sekolah dari pukul 7:30 pagi - 1:00 petang selama

5 hari seminggu. Kanak-kanak akan mengikuti kurikulum standard apabila mereka

berada di sekolah. Kajian ini menggunakan kaedah campuran iaitu kuantitatif (soal

selidik) dan kualitatif (temu bual dan pemerhatian tingkah laku) kaedah untuk

mengumpul data. Borang kajian dalam pemerhatian tingkah laku digunakan untuk

meninjau kanak-kanak bagi mengenal pasti aktiviti pilihan mereka untuk luar dan

dalam kelas. Guru dan pembantu pengajar telah ditemubual dan juga diberi borang

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soal selidik untuk mengenal pasti aktiviti dan watak rekabentuk landskap yang menjadi

pilihan pelajar mereka apabila berada di luar dan di dalam. Hasil kajian telah

menunjukkan bahawa kanak-kanak yang mempunyai masalah pembelajaran adalah

lebih suka berada di persekitaran luar daripada berada di dalam kelas. Persekitaran

luaran hijau (GOEs) harus menawarkan kemudahan yang boleh menggalakkan rasa

selamat, ruang untuk berinteraksi dan pengawasan mudah. Ia juga perlu meningkatkan

kesedaran deria dan pengalaman mereka. Penemuan kajian telah membentangkan 4

pembahagian implikasi untuk GOEs iaitu a) persekitaran luar yang perlu menjadi

tempat yang menarik, b) menyediakan aspek keselamatan, c) meningkatkan interaksi

dan d) menyediakan ruang peralihan. Tambahan pula, hasil kajian telah menunjukkan

GOEs mempunyai potensi untuk menjadi sebahagian daripada program terapi untuk

kanak-kanak yang mempunyai masalah pembelajaran di sekolah rendah di Malaysia.

Kata kunci: pendidikan khas, persekitaran hijau, program terapi luar

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ACKNOWLEDGEMENTS

I would like to express my deepest gratitude to my main supervisor, Dr. Shureen Faris

Abd. Shukor for her guidance, support and commitment throughout the preparation of

the thesis. To my co- supervisor, Assoc. Prof. Dr. Soh Kim Geok and Dr. Norhuzailin

Hussain, thank you for your enthusiasm and guidance. No mere words could be written

to thank on the guidance that I had received from three of you during the preparation

of this research.

I would also like to take this opportunity to thank the Head Master of Sekolah

Kebangsaan Serdang, En. Abdul Rahim bin Shahuddin and Puan Rafeah Alwi, Senior

Assistant in Special Education for their great contribution in my search to understand

children with learning disability. To those who had participated in the survey,

including all teacher, caretakers, students and the parents at Sekolah Kebangsaan

Serdang, I thanked you. To the people who had welcomed and embraced me to be part

of the school, and I am forever indebted.

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This thesis was submitted to the Senate of Universiti Putra Malaysia and has been

accepted as fulfilment of the requirement for the degree of Master of Science. The

members of the Supervisory Committee were as follows:

Shureen Faris Abd. Shukor, PhD Senior Lecturer

Faculty of Design and Architecture

Universiti Putra Malaysia

(Chairman)

Soh Kim Geok, PhD Associate Professor

Faculty of Educational Studies

Universiti Putra Malaysia

(Member)

Norhuzailin Hussain, PhD Senior Lecturer

Faculty of Design and Architecture

Universiti Putra Malaysia

(Member)

________________________

ROBIAH BINTI YUNUS, PhD Professor and Dean

School of Graduate Studies

Universiti Putra Malaysia

Date:

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Declaration by graduate student

I hereby confirm that:

� this thesis is my original work;

� quotations, illustrations and citations have been duly referenced;

� this thesis has not been submitted previously or concurrently for any other degree

at any other institutions;

� intellectual property from the thesis and copyright of thesis are fully-owned by

Universiti Putra Malaysia, as according to the Universiti Putra Malaysia

(Research) Rules 2012;

� written permission must be obtained from supervisor and the office of Deputy

Vice-Chancellor (Research and Innovation) before thesis is published (in the form

of written, printed or in electronic form) including books, journals, modules,

proceedings, popular writings, seminar papers, manuscripts, posters, reports,

lecture notes, learning modules or any other materials as stated in theUniversiti

Putra Malaysia (Research) Rules 2012;

� there is no plagiarism or data falsification/fabrication in the thesis, and scholarly

integrity is upheld as according to the Universiti Putra Malaysia (Graduate

Studies) Rules 2003 (Revision 2012-2013) and the Universiti Putra Malaysia

(Research) Rules 2012. The thesis has undergone plagiarism detection software.

Signature: ________________________ Date: __________________

Name and Matric No.: Noor Azramalina Binti Abdul Aziz (GS39777)

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Declaration by Members of Supervisory Committee

This is to confirm that:

� the research conducted and the writing of this thesis was under our supervision;

� supervision responsibilities as stated in the Universiti Putra Malaysia (Graduate

Studies) Rules 2003 (Revision 2012-2013) are adhered to.

Signature:

Name of Chairman

of Supervisory

Committee: Shureen Faris Abd. Shukor

Signature:

Name of Member

of Supervisory

Committee: Soh Kim Geok

Signature:

Name of Member

of Supervisory

Committee: Norhuzailin Hussain

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TABLE OF CONTENTS

Page

ABSTRACTABSTRAKACKNOWLEDGEMENTSAPPROVALDECLARATION LIST OF TABLESLIST OF FIGURESLIST OF APPENDICES

i

iii

v

vi

vii

xii

xiii

xiv

CHAPTER1 INTRODUCTION

1.1 Background of study

1.2 The Problem Statement

1.3 Research Questions

1.4 Research Goal

1.5 Research Objectives

1.6 Research Significance

1.7 Assumptions and Limitations of the Study

1.8 Definition of Terminologies

1.9 Conclusion

1

1

1

4

4

4

4

5

6

7

2 LITERATURE REVIEW 2.1 Introduction

2.2 Existing Curriculum for Special Education in

Malaysia.

2.2.1 The Curriculum

2.2.2 The Outdoor Learning Environments to

Support Children’s Development

2.3 The Effect of Nature on Special Children

2.3.1 Children with Disabilities

2.3.2 The Children with Learning Disabilities and

the Benefits of Outdoor Environments

2.3.3 Landscape Design Characters for Outdoor

Environment for Children and Persons with

disabilities

2.4 Conclusion

8

8

9

9

11

14

14

16

17

19

3 METHODOLOGY 3.1 Introduction

3.1.1 Review of Research Methods

3.1.2 The Research Framework of the Study

3.2 The Respondent

3.3 The Data Collection Instrument

3.3.1 Questionnaire

3.3.2 Interview

3.3.3 Behavioural observation

21

21

21

22

24

25

25

26

27

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3.4 Analysis of Data

3.5 Conclusion

27

28

4 RESULTS AND DISCUSSIONS 4.1 Introduction

4.2 Socio-Demographic Information of Respondents

4.3 Respondents’ Preferences for Learning Environment

Setting 4.4 Indoor Classroom versus Outdoor Environment

Component’s Assessment

4.5 Interview

4.5.1 Background

4.5.2 Teaching Experiences

4.5.3 Preferences for the Setting to Teach

4.5.4 The Learning Component in Indoor Classroom

and Outdoor Environment

4.5.5 Recommendations

4.6 Behavioural Observation

4.7 Summarization of the Findings

i) The Standard Curriculum for Special

Education and Green Outdoor Environment

ii) The Teachers, Caretakers and Students

Preferences in an Indoor Classroom and GOEs

4.8 Conclusion

29

29

29

30

33

38

38

38

38

39

39

40

42

42

43

44

5 IMPLICATION AND CONCLUSION 5.1 Introduction

5.2 Implications for Design

5.3 Conclusion

5.4 Recommendations for Future Studies

45

45

45

46

48

REFERENCES 49

APPENDICES 58

BIODATA OF STUDENT 86

LIST OF PUBLICATIONS 87

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LIST OF TABLES

Table Page

1.1 The past studies done in other countries compare to Malaysia 2

3.1 Unit of measurement parameter in behavioural observation 27

4.1 Demographic of teachers and caretakers at Sekolah Kebangsaan

Serdang.

29

4.2 Percentages of preferred time in the outdoor environment 30

4.3 Percentages of preferences for learning’s setting in an indoor

classroom compared to outdoor environment based of teachers and

caretakers responses.

31

4.4 Percentages of preferences for conducting learning’s activities in an

indoor classroom compare to an outdoor environment based of

teachers and caretakers responses.

32

4.5 Percentages and mean of role for existing indoor classroom compared

to existing outdoor environment based of teachers and caretakers

responses.

34

4.6 Percentages of the importance of having outdoor learning environment

based from teachers and caretakers responses.

36

4.7 Analysis of Behavioural observation data in Indoor classroom and

Outdoor environment.

41

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LIST OF FIGURES

Figures Page

2.1 Diagram to the conclusion of literature review. 20

3.1 Research framework of the study. 23

3.2 Percentages of student disabilities in Sekolah Kebangsaan Serdang. 24

4.1 Percentages of preferred teaching place to carry out in indoor

classroom compared to outdoor environment based from teachers and

caretakers responses.

32

4.2 The mean score of role in existing indoor classroom versus outdoor

environment based from teachers and caretakers responses.

33

4.3 Mean of preferences on the landscape component for outdoor learning

environment from teachers and caretaker’s responses.

35

4.4 Percentages of the number of times proposed by teachers and

caretakers to carry out outdoor learning per week.

37

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LIST OF APPENDICES

Appendix Page

A Questionnaire Form 58

B Interview Form 67

C Behavioural observation Form 68

D Summary of Interview 69

E Summary of Behavioural observation 74

F Picture of Behavioural Observation 79

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CHAPTER 1

INTRODUCTION

1.1 Background of Study

There is a need for an outdoor learning environment that supports the standard

curriculum system for special education in primary schools in Malaysia. When

designing for special children, we are faced with the challenge of how to create an

environment that also includes equipment and furniture, which produces desired

behavior and outcomes and at the same time supports the existing curriculum. Many

researchers such as Noonan and McCormick (1993), Said et al. (2002), White (2005)

and many more had shown that by being in outdoor environments such as a garden

setting, either in passive or active mode can arouse the senses that nurture the

children’s inductive and deductive reasoning, motor impulse development and

reflective thinking capabilities.

Increased use of children’s outdoor environment for teaching and learning reflects an

increasing number of benefits to children fortunate enough to be involved in this type

of learning. Classrooms are well suited to auditory and even visual learners, but those

who are dominantly kinesthetic learners need more experiential environment that is

easily found in the outdoors (Tai et al., 2006, pg. 269). The dominant reasons as to

why environment-based education is not embraced, as described by teachers

themselves, fall into eight categories (Tai et al., 2006, pg. 272-276). The categories as

mentioned by the said authors are; lack of understanding, lack of environmental

experiences, outdoor fears, time, and inflexibility of schedules, training, pricey factor

and breaking the routine. Researches are needed in highlighting the importance of

utilizing the green outdoor environment in teaching children to support special

education in primary schools.

1.2 The Problem Statement

The benefits of gardens have been revealed by studies conducted over the past three

decades (Marcus, 1995; Ulrich, 1991; Kaplan and Kaplan, 1989). However, further

study was required to determine how to design appropriate garden spaces that could

benefit special children. The children with disabilities also like to be treated like

normal students. They do not just want good education, they also want to feel

welcomed by schools and not treated differently, which includes all aspects of school

life, such as providing supports to learn and making friendships (UNICEF Malaysia,

2014). Children with disabilities also wanted the same opportunities as normal

students to achieve qualifications and skills that will lead to job and training

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opportunities, which can further help them to gain confidence and control over their

own lives (ibid).

In 2012, the total number of persons with disabilities registered in Malaysia were

445,006 that representing 1.5 per cent of the country’s population of approximately

29.3 million (UNICEF Malaysia, 2014). In Malaysia, among 29, 289 number of

children with disabilities, 19, 150 were diagnosed with learning disabilities (ibid).

According to Tyson (1998) and Morris (2003), there were inadequate researches

concerning people with disabilities. As the benefits of GOEs had been proven by many

researches, it is high time that community of people with disabilities in Malaysia

benefits from the exposure to this type of spaces. Therefore, the under-utilized green

spaces for learning process at school especially for children with learning disabilities

need to be studied further.

There is a lack of research supporting evidence-based design concerning green outdoor

learning environment at special education for children with learning disabilities in a

Malaysian context. Moreover, this study could pave the way for other researches

dealing with the GOEs related to other disability types in Malaysia. The knowledge

gained from this study may improve future facility-user relationships as well as

provide the necessary empirical data to convince Ministry of Education and non-

government organizations (NGOs) the value of GOEs in school facilities and therapy

centers.

Table 1.1: The past studies done in other countries compared to Malaysia.

Research done Title Researchers Year CountriesImportance of

green outdoor

environment for

children with

disabilities.

Children at Pediatric ward Said et. al. 2005 Malaysia

Children with Down

syndrome

Faris 2006 Malaysia

Multisensory garden for

children with learning

disabilities

Hussein and

Nasir

2013 Malaysia

Children with Visual

impairment

Li Peng, Faris

and Mustafa

2014 Malaysia

Children with Attention

Deficit Hyperactivity

Disorder (ADHD)

Taylor et. al. 2001

and

2002

United

Kingdom

Children with Deficit

Disorder (ADD)

Taylor et. al. 2001 United

Kingdom

Children with disabilities Noonan and

Mccormick

1993 United

States of

America

Bishop 2001 Australia

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Children with learning

disabilities

Brodin and

Lindstrand;

2006 Africa

Rickinson; 2010 United

Kingdom

New

Zealand’s

ministry of

education.

2015 New

Zealand

Outdoor Environments for

Children with Autism and

Special Needs

Sachs and

Vincenta

2010 United

States of

America

Outdoor

learning

Sustainable Outdoor

learning

Ibrahim et al. 2013 Malaysia

Aziz and Said 2010 Malaysia

Harun and

Salamudin;

2010 Malaysia

Mirrahimi et

al.

2011 Malaysia

Students’ perceptions of

indoor and outdoor

learning

Dhanapal and

Lim

2013 Malaysia

Benefit of outdoor

learning

Tai et al.; 2006

United

States of

America

Wells and

Evans;

2003

Pyle; 2002

Malone and

Tranter;

2003 Czech

Republic

Sobel; 2002

and

2004

United

States of

AmericaSchultz et. al.; 2001

Crain; 2001

Fjortoft and

Sageie

2001 Kingdom

of

Norway

Children in the Outdoors Muñoz 2010 Scotland

Royal

Society for

the Protection

of Birds

2010 Scotland

The value of outdoor

learning

Dillon et al. 2006 United

Kingdom

Green school Reconstructing green

school in Malaysia

Utaberta and

Azlan

2014 Malaysia

Green school in bali Shim; 2010 Indonesia

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Hazzard et.

al.;

2010 United

States of

America Green Toronto Schools Issa et. al. 2011 Canada

What is a green schools? Center for

Ecoliteracy

2010

United

States of

America Green Schools as High

Performance Learning

Facilities

Gordon 2010

1.3 Research Question

The research question which has been identified as significant for this study is:

� What type of outdoor learning environment preferred among the teachers,

caretakers and special students involved in the special education at primary

school in Malaysia?

1.4 Research Goal

The goal of this study is to propose implication of design for GOEs that could

contribute to the learning process of children with learning disabilities and at the same

time support the curriculum for special education at primary schools in Malaysia.

1.5 Research Objectives

The following objectives were established towards achieving the goal of this study.

1) To identify the type of outdoor learning environment preferred among the

teachers, caretakers and special students involved in the special education at

primary schools in Malaysia.

2) To analyze the preferences of the teachers, caretakers and special students

regarding the GOEs.

3) To provide implications for design of GOEs for children with learning

disabilities.

1.6 Research Significance

This study has been stimulated by the lack of research concerning outdoor environment

for the people with disabilities. Currently, studies has been carried out to identify the

design characteristics of a green outdoor environment for children with disabilities

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such as Down Syndrome (Faris, 2007) and Visual Impairment/ Blindness (Li Peng,

Faris and Mustafa, 2014) in Malaysia but not focusing on schools that cater for special

children with learning disabilities.

Prior references and projects can be cited where physical environment was credited

for reducing stress levels, shortening recovery periods, decreasing hospital stays,

containing and reducing psychopathology, decreasing pain medication dosages and

improving staff attitudes and quality of care (Coryell, 2003; Ulrich, 1991). These

studies included those who were hospitalized, disabled or chronic illness such as

Alzheimer, AIDS, cancer and Attention Deficit Hyperactive Disorder (ADHD).

This study is the first attempt to focus on learning process of children with learning

disabilities in primary schools. This study also investigated the design criteria of green

outdoor learning environments for children in the special education at a selected

primary school in Malaysia. The knowledge gained from this study may improve

future facility-user relationships as well as provide the necessary empirical data to

convince Ministry of Education and non-government organizations (NGOs) the value

of landscape design in school facilities and therapy centers.

The Malaysian Ministry of Education in 2002 noted that,

“We provide education of the best quality for children with learning disabilities that focus more on the mastery of skills for individual's needs, not overemphasizing on academic and definitely not a burden.”

The significant of this study is that it will provide the references in designing the green

outdoor environment to support the curriculum for special education in primary

schools in Malaysia.

1.7 Assumptions and Limitations of the Study

1.7.1 Assumptions

The teacher’s and caretaker’s role of children with learning disabilities were regarded

much more akin to that of a parent because they spend half of the days with the students

during weekdays. They understand students’ behaviour and needs within the outdoor

settings of primary school. Therefore, the possible preferences for green outdoor

learning environment had been listed for the teachers and caretakers to choose and

rate. This study assumed that the characteristics chosen by the teachers and caretakers

could be part the process to improve the GOEs.

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1.7.2 Limitations

The literature had to rely on studies of previous researchers who worked on patients

like Down’s syndrome, visual disabilities and others that have some similarities

disabilities with children with learning disabilities. Therefore, this study focuses on

learning process of children with learning disabilities in primary schools that has not

been carried out before. Only one primary school was selected for this first study,

which is Sekolah Kebangsaan Serdang which has a Special Education Integrated

Program. This primary school had followed the standard curriculum in special

education which included the indoor and outdoor learning areas. The location of this

school is near to Universiti Putra Malaysia, which is 1.1 kilometer. This school also

has close collaboration with Universiti Putra Malaysia where this study was based.

1.8 Definition of Terminologies

For clarification, the followings are the operational definitions for this study.

Children with learning disability:

This term refers to the children who have disorder in one or

more of the basic psychological processes involved in

understanding or in using language, spoken or written, that

may have difficulties of ability to listen, think, speak, read,

write, spell, or to do mathematical calculations (National

Dissemination Center for Children with Disabilities, 2011)

such as autism, down syndrome and slow learner children.

For the purpose of this study, children with learning

disability will refer to children in special education classes

(7 to 14 years old). The children were attending Sekolah

Kebangsaan Serdang and stayed at the school from 7:30 to

1:00pm, 5 days a week.

Green Outdoor environment (GOE):

Defined as the exterior of schools such as gardens,

courtyards and outdoor learning places. Designed with soft

and hard landscape features that can be used and enjoyed

(Faris, 2013) by students, teachers and staff at schools.

Landscape Design: It is the art of arranging or modifying the features and

process of designing and creating plan for layout and

planting of gardens and landscapes for aesthetic or practical

reasons (Beaulieu, 2015). Landscape designs consist of

various types of ability to restore health such as restorative

garden for school.

Outdoor education: Outdoor education refers to organized learning that takes

place in the outdoors. Outdoor education is an experiential

method of learning with the use of all senses. It takes place

primarily, but not exclusively, through exposure to the

natural environment. In outdoor education, the emphasis for

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the subject of learning is placed on relationships concerning

people and natural resources (Lund, 2002).

Outdoor Learning: Outdoor Learning is a broad term that includes: outdoor play

in the early years, school grounds projects, environmental

education, recreational and adventure activities, personal

and social development programs, expeditions, team

building, leadership training, management development,

education for sustainability, adventure therapy and more.

Outdoor play also enables children to enjoy the natural

environment and learn to seek out exercise, fresh air, and

activity. There is something fundamentally healthy about

using the outdoors. Thus outdoor play develops disposition

for the outdoors, physical activity, and care of the

environment (The Institute for Outdoor Learning in

England, 2005).

Preferences: Defined as a like something or an advantage that is given

from choose it because like or want it more than the other

thing.

Restroration: This refers to the process of recovery from stress that

involves numerous positive changes in psychological state,

in levels of activity in physiological systems and often

behaviors or functioning (Ulrich et.al, 1991).

Special education: Malaysian education (Special Education) Regulations 2013

stated that a pupil with special education needs means a

pupil who is certified by a medical practitioner, an

optometrist, an audiologist or a psychologist to have visual

disability, hearing disability, speech disability, physical

disability, learning difficulties or any combination of the

disabilities or difficulties listed above.

Teachers & caretakers of special learning:

The teachers are those assigned to teach at Sekolah

Kebangsaan Serdang and the caretakers are the assistants.

Teachers and caretakers also as the parents of the students at

the same time in school because they spend half of the days

with the students during weekdays and understand students’

behaviour and needs.

1.9 Conclusion

This chapter provides the overall scenario of the conducted study. It can be said that

there is a lack of research supporting evidence-based design concerning GOEs at

special education for children with learning disabilities in Malaysia. The next chapter

will elaborate on the benefits of having GOEs for the development of children with

disabilities.

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