Enhancing self-confidence of the student with multiple disabilities using group process

Authors

  • Saiaroon Na Lumphun Professional level teacher at Anusan Sunthon School for the Deaf, Muaeng, Chiang Mai
  • Ratchaneekorn Thongsookdee Special Education Program, Faculty of Education, Chiang Mai University.
  • Pikul Leosiripong Special Education Program, Faculty of Education, Chiang Mai University.
  • Soisuda Vittayakorn Special Education Program, Faculty of Education, Chiang Mai University.

Keywords:

Multiple disabilities, Self-confidence, Group process

Abstract

This research aimed to enhance the self-confidence of students with multiple disabilities using learning activities with group process and to study levels of self-confidence behavior of students with multiple disabilities, before and after the group process was applied, which is a case study of one female with multiple disabilities, age of 17, and seven deaf learners as research participants, all of whom study in secondary school for disabilities. The tools used include 1) evaluation form about self-confidence in students with multiple disabilities 2) a group process management manual 3) three group process learning activities plan, including: som tam making, waffle baking and group leadership practice. Each plan was implemented 5 times, each time lasted 50 minutes so it was 15 times in total. Each activity allows participants to act together based on their role in group membership 4) Self-confidence behavior observation record, the data was analyzed by percentage and description. The results showed that the level of self-confidence of the student with multiple disabilities increased from medium-quality level (40 percent) to highest-quality level (82.66 percent) after the experiment, classifying by aspects: having self-confidence in self-esteem, 44 percent before trial and 72 percent afterwards; having courage to express feeling through physical actions, 33.33 percent before trial and 80 percent afterwards; expressing feeling through gestures and words (sign language), 45.33 percent before trial and 80 percent afterwards. The results of the qualitative data analysis indicated that the group process enhance the self-confidence of the student with multiple disabilities as follow 1) she is aware of her self-value and express herself by using sign language such as I'm good, I can, I know. 2) she knows and understand herself, has courage to make decisions, to act, to tell (sign language) what she wants, to recognize her own abilities and to get job done as her group friends.

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Published

2022-06-13

How to Cite

Na Lumphun, S., Thongsookdee , R. ., Leosiripong , P. ., & Vittayakorn, S. . (2022). Enhancing self-confidence of the student with multiple disabilities using group process. Journal Of Ratchasuda College for Research and Development of Persons With Disabilities, 18(1), 108–124. Retrieved from https://so03.tci-thaijo.org/index.php/RSjournal/article/view/261674