Abstract

Inclusive education continues to face practical challenges in addressing the diverse cognitive and emotional needs of students with special educational needs (SEN), particularly due to the reliance on text-based instructional approaches that limit engagement and accessibility. The main objective of the study is to examine the factors influencing the conceptualisation and justification of the Langkah Kecil, Dunia Besar module as a practical and scalable inclusive learning tool. A qualitative interpretive design was employed to explore the real application of the module in both classroom and home contexts. Data were collected through observations, feedback sessions involving five special education teachers and seven parents, and reflective documentation. Thematic analysis was used to identify patterns related to student engagement, emotional response and usability of the module. The findings indicate that visual storytelling functions as a primary instructional mechanism that reduces cognitive barriers and supports immediate task engagement. Emotional scaffolding embedded in structured and predictable mini activities enhances participation readiness and reduces resistance to learning tasks. In addition, consistent task design contributes to learning stability, allowing students to develop familiarity and independence over time. The integration of these elements enables the module to function effectively across classroom and home environments, supporting continuity of learning. The study contributes to inclusive education by demonstrating that the integration of visual, emotional and structured learning elements within a single framework provides a more stable and accessible learning experience. The findings suggest that inclusive instructional design should move towards system-based approaches that prioritise clarity, predictability and emotional support. This has practical implications for teachers and parents in developing learning environments that are responsive to the needs of students with special educational needs (SEN).