Enhancing Communication Skills, Self-Efficacy, and Early Academic Achievement in Preschool Children With Learning Disabilities Through the ‘QASEH’ Instructional Material: A Qualitative Case Study

Abstract

Good communication skills are important for the overall growth of preschoolers, especially those with learning disabilities who have trouble with language, socialising, and figuring out who they are. Communication difficulties in early infancy may impede academic engagement and diminish self-esteem, thereby influencing long-term educational outcomes. This qualitative case study investigates the effectiveness of the QASEH teaching material, a structured educational tool designed to enhance communication skills, elevate self-concept, and encourage early academic achievement in preschool children experiencing learning challenges. The study involved seven preschool students enrolled in a Special Education Integration Program in Melaka, Malaysia. Data were collected through classroom observations, semi-structured interviews with educators, parents, and support staff, as well as document analysis of pre- and post-intervention academic records over a four-month period. The results show significant improvements in both verbal and non-verbal communication, as well as higher levels of self-confidence and self-efficacy. There are also positive trends in early academic success. The findings underscore the educational importance of structured instructional resources in fostering inclusive and developmentally suitable early childhood education.