TRANSFORMASI SARINGAN AWAL DISLEKSIA BERDASARKAN MODEL LINGKARAN EMPAT PIHAK (QHM)
TRANSFORMATION OF EARLY DYSLEXIA SCREENING THROUGH THE QUADRUPLE HELIX MODEL
DOI:
https://doi.org/10.35631/IJEPC.1162020Keywords:
Saringan Awal (Early Screening), Disleksia (Dyslexia), Model Lingkaran Empat Pihak (QHM) (Quadruple Helix Model (QHM), Kecerdasan Buatan (Artificial Intelligence), Inovasi Pendidikan (Educational Innovation), Pendidikan Inklusif (Inclusive Education)Abstract
Kajian ini meneliti saringan awal disleksia melalui pendekatan bersepadu berdasarkan Model Lingkaran Empat Pihak (QHM) yang menekankan kolaborasi antara akademia, industri, kerajaan dan masyarakat. Pendekatan ini membuktikan potensi transformatif dalam menangani cabaran sistemik saringan, termasuk isu ketercapaian, keberkesanan dan kepekaan budaya. Melalui sumbangan akademia, instrumen berasaskan bukti dapat dibangunkan berlandaskan pemahaman saintifik terhadap aspek kognitif dan neurologi disleksia. Industri pula memacu inovasi teknologi seperti aplikasi diagnostik berasaskan kecerdasan buatan (AI) dan gamifikasi yang mesra pengguna dan kos efektif. Sokongan dasar kerajaan memperkukuh standardisasi, pembiayaan dan latihan guru, manakala masyarakat memperkukuh advokasi serta memastikan adaptasi saringan selaras dengan konteks budaya dan komuniti tempatan. Dapatan ini memberikan asas refleksi untuk tindakan (reflection for-action), dengan menekankan bahawa saringan awal tidak boleh dianggap sebagai proses diagnostik terasing, tetapi sebagai ekosistem pendidikan inklusif yang berpaksikan penyelidikan, didorong oleh teknologi, dimungkinkan melalui dasar dan diperkasa oleh komuniti. Implikasi kajian ini turut memperlihatkan bahawa keberkesanan saringan hanya dapat dicapai melalui sinergi pelbagai sektor yang saling melengkapi. Kajian ini juga menegaskan penjajaran saringan awal disleksia dengan Matlamat Pembangunan Lestari (SDG), khususnya SDG 4 (pendidikan berkualiti), SDG 9 (industri, inovasi dan infrastruktur), SDG 10 (pengurangan ketidaksamaan) dan SDG 17 (perkongsian untuk matlamat). Walaupun keterbatasan seperti ketiadaan data empirikal berskala besar perlu diatasi, model bersepadu ini berpotensi menjadi asas kepada reformasi pendidikan inklusif pada masa hadapan.
This study examines early dyslexia screening through an integrated approach based on the Quadruple Helix Model (QHM), which emphasizes collaboration among academia, industry, government and society. This approach demonstrates transformative potential in addressing systemic challenges of screening, including issues of accessibility, effectiveness and cultural sensitivity. Through the contributions of academia, evidence-based instruments can be developed, grounded in scientific understanding of the cognitive and neurological aspects of dyslexia. Industry drives technological innovation by introducing diagnostic applications powered by artificial intelligence (AI), gamification and cloud-based platforms that are user friendly and cost effective. Government support strengthens standardization, funding and teacher training, while society enhances advocacy and ensures that screening practices are adapted to local cultural and community contexts. The findings provide a reflection for action foundation, emphasizing that early screening should not be viewed as an isolated diagnostic process, but rather as an inclusive educational ecosystem that is anchored in research, enabled by technology, supported by policy and empowered by community engagement. The implications of this study highlight that the effectiveness of screening can only be achieved through the synergy of complementary sectors. Moreover, this study underscores the alignment of early dyslexia screening with the Sustainable Development Goals (SDGs), particularly SDG 4 (quality education), SDG 9 (industry, innovation and infrastructure), SDG 10 (reduced inequalities) and SDG 17 (partnerships for the goals). Although limitations such as the absence of large-scale empirical data need to be addressed, this integrated model holds significant potential as a foundation for future reforms in inclusive education.
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