Active Learning with Reading Tools for Special Education Among Secondary Level Students in International Schools in Malaysia

Abstract

Active learning approaches integrated with digital reading tools offer promising avenues for improving literacy among secondary students with special education needs (SEN). This study investigates how active learning methodologies enhanced by reading technologies impact engagement, reading fluency, and comprehension within international schools in Malaysia. Employing mixed methods, the research examines student outcomes and educator perceptions to highlight best practices for integrating technology in special education literacy instruction. Findings reveal that active, technology-supported reading interventions foster improved literacy skills, learner motivation, and individualized support, reinforcing inclusive education goals in multicultural settings.