Implications of Therapeutic Art in Learning Numbers using Fine Motor Skills among Students with Learning Disability

Abstract

Interesting and effective student learning activities impact on fine motor skills through fine art therapy. Thus, a study was conducted with the objective of looking at the therapeutic impact of art on numeracy skills using fine motor skills after intervention. This qualitative research study uses Howard Gardner's Multiple Intelligence Theory and the ADDIE Model. The study participants selected purposive sampling involving eight seven year olds and two teachers from two primary schools in Sepang. Among the instruments involved in this study were teacher interviews, structured observations using a form adapted from the Kid Sense Child Development instrument entitled 'Fine Motor Development Checklist' and analysis of student documents. The results of the study were analysed descriptively and translated in percentages. The validity of this study is related to the accurate description of the actual situation of a social phenomenon. The validity of the type of generalization used involves internal validation and the triangulation process. The results showed that there was an improvement in pupils' fine motor skills after the therapeutic intervention. This study aims to help various stakeholders improve their student learning programs using systematic and effective art therapy.