Virtual Booth

Students with Special Educational Needs (SEN), particularly those diagnosed with autism, often face significant motor behaviour challenges, including difficulties with coordination, agility, and attention during learning activities. In Adaptive Physical Education (APE) classes, these limitations can hinder both learning outcomes and social participation. This study aimed to explore the effectiveness of an assistive teaching tool—the Smart Teaching Enhancement Platform (STEP)—in supporting teachers within Inclusive Special Education Programs (PPKI) during the APE teaching and learning process. Special education teachers frequently encounter challenges in classroom management and delivering effective instructions to students with autism. Traditional teaching methods often fail to address the unique sensory and cognitive needs of these students. The STEP innovation was introduced to bridge this gap by enhancing instructional engagement and promoting physical interaction. A mixed-methods approach was used for this study. Quantitative data were collected via teacher surveys to assess perceptions and readiness, followed by descriptive statistical analysis. Qualitative data were obtained through classroom observations, behavioural assessments, and semi-structured interviews with teachers. Five teachers from three states were selected using cluster sampling to capture real-time classroom interactions: Negeri Sembilan (1 teacher, 5 students), Federal Territory of Kuala Lumpur (2 teachers, 10 students), and Selangor (2 teachers, 10 students). The STEP tool was integrated into the introduction and development phases of the lessons and documented in each teacher’s Individualized Education Plan (IEP). Findings showed noticeable improvements in students’ motor coordination, agility, and attention span. Teachers reported increased student engagement, smoother transitions between activities, and reduced behavioural disruptions. Compared to conventional methods, the use of STEP facilitated a more inclusive, responsive, and effective learning environment. This study confirms that assistive tools like STEP can significantly enhance the quality of APE instruction for students with autism. It effectively addresses pedagogical and behavioural challenges faced by teachers, contributing to more inclusive educational practices. Future research should examine the scalability of STEP across diverse educational settings and disability types. Further studies are also recommended to evaluate its long-term impact on students’ academic and social development.