Journal Of Ratchasuda Institute for Research and Development of Persons With Disabilities

The Result of Enhancing Self-Preservation Skills Activities from Peer Bullying in Secondary School Students with Special Needs

2023-10-09T16:03:37+07:00

This research aimed to study the situation of peer bullying and the result of enhancing self-preservation skills activities for students with special needs at the secondary school level. The sampling group of the study was 32 students with special needs who were at the secondary school level. The research was divided into two phases. The first phase was to survey the incidence of peer bullying in school by using Olweus Bullying Questionnaires. The second phase of the research was to apply the designed activities to the students: Positive Self-talk and Circle of Trust activities. Single-stage cluster sampling is used to collect the data in both phases. The survey found that about 56.2% of students with special needs experienced peer bullying in school. Moreover, the most frequent types of bully are being excluded from the group and ignored by their classmates about 28.1% each. Furthermore, the place of bullying that happened most frequently is in the classroom when the teacher was not present, and in the hallway at 18.8% each. Interestingly, the study found that students with special needs also take the act of bullying others. The most frequent type of bullying was calling others bad names at 31.3% and mimicking others at 18.8%. In the second phase, after the students had participated in the activities. It showed that they had a better understanding of how to deal with the bullying situation by thinking and talking positively and learned to ask for help from the people in their trusted circle.

Factors Affecting the Decision of Students with Disabilities in Choosing a Vocational Diploma Program (DIP) in Bangkok Metropolitan Regiom

2023-09-05T08:56:50+07:00

The purposes of this quantitative research were 1) to investigate the factors affecting the decision of students with disabilities choosing a vocational diploma program (Dip) in Bangkok metropolitan region, and 2) to compare personal factors affecting the decision of students with disabilities choosing a vocational diploma program (Dip) in Bangkok metropolitan region. The study included a sample of 71 students with disabilities enrolled in the High Vocational Diploma Program across 16 educational institutions affiliated with the Office of the Vocational Education Commissions in the Bangkok metropolitan region and surrounding areas. This data was collected during the first semester of the 2022 academic year. The research tool was a questionnaire with a validity of .92 and a reliability of .98. The statistics used in the research were percentage, mean, standard deviation, T-Test, and One-Way ANOVA. The finding found that most of the respondents were males, aged 20 years and over, based on previous knowledge, grade 12, studying in high school diploma 1, with an average score between 3.01-3.50, with hearing impairment, family status together, parents are general laborers with an income of less than 10,000 baht per month. The factors affecting the decision to study in the High Vocational Diploma Program of students with disabilities in Bangkok metropolitan region from intrinsic motivation was at a high level, emphasizing Personal reasons, career interests, and sentiments. The extrinsic motivation was at a high level, with emphasis on Curriculum and teaching, school reputation and location, social aspect, environment and facilities, economy, and related people. Comparative results of differences in personal factors on the decision to study in the Diploma Program classified by personal status, gender, background knowledge, age, grade point average, type of disability, and family status. There was no statistically significant difference at the .05 level. As for the level of education, parent's occupation, and monthly average family income. Overall, there was a statistically significant difference at the .05 level.

The Development of Additional Lessons Toward the Enhancement of Basic Geometrics Knowledge for 1st grade Students with Learning Disabilities Based on Gagne’s Principle with Multimedia

2023-07-03T09:38:31+07:00

The purposes of this research were 1) to analyze the need for basic mathematics knowledge of students with learning disabilities, 2) to design and develop multimedia to enhance basic geometrics knowledge based on Gagne’s principle for students with learning disabilities, and 3) to study basic geometrics knowledge of students with learning disabilities, pre-test and post-test learning using knowledge enhancing lesson with multimedia. The experimental group was 10 students with learning disabilities in the 1^st grade level. The tools that were used in the research were the basic competency assessment form, multimedia, lesson plans, and the basic geometrics knowledge test form, using the one-group pretest-posttest design. The findings found that 1) the essential need for basic knowledge of mathematics of 1^st grade students with learning disabilities should receive the most was geometry, 2) The design and development of multimedia to enhance basic geometrics knowledge consisted of the following elements: lesson page, lesson instruction and objectives page, pre-test pages, learning resource pages, game page, post-test pages, and menu page with a tool fitness value of 0.95, and 3) The basic geometrics knowledge score of learners with learning disabilities after learning were higher than before, significantly at .05.

The Influence of Micro-Foundations of Institutional Logic on Community-Based Rehabilitation (CBR) Programs in Thailand

2023-05-18T18:09:44+07:00

This article illustrates the role of microfoundations of institutional logics as the mediators shaping behavior and interactions within Community-Based Rehabilitation (CBR) Programs, which influences the conceptual framework and practical implementation encompassing both material and symbolic aspects. The findings explain that the CBR Programs consists of seven micro-institutes constituting the foundations of institutional logic. These include local government agencies, health-promoting hospitals, communities, people with disabilities (PWDs), families, corporations, and non-governmental organizations (NGOs). The diversity of these micro-foundations coupled with the authority of state regulations and medical professionals have influenced the CBR Programs in three phenomena in order to maintain the gaps between material and symbolic practices, including the temporary decoupling of the logic, the creation of diverse practices in CBR activities, and the reinforcement of embedded logic, conflict and competing logics at macro- and micro-level. Since the institutional powers from state and professional institutes at the micro-level strictly dominate the formal practice framework proposed by the CBR Programs, therefore, the intention and objective of CBR are providing welfare and medical rehabilitation rather than empowering PWDs organizations. This dominance of states and professionals impedes the program to create a hybrid organization to meet the community context. This article recommends that the government agency should define and provide authority structure to the CBR institution and to formulate strategies in order to transform CBR into a community -centric institution mobilizing the CBR Programs to benefit other communities across Thailand. In addition, the state agencies and professional organizations should clarify the concept of empowerment within the CBR Programs. This collaborative effort should define the role of government organizations in creating a new framework to enhance the quality of life for PWDs within the community.

The Effects of Hybrid-Music Therapy Intervention on Attention Skills in a Child with Autism with Spectrum Disorder: A Single – Case Study

2023-05-29T10:26:00+07:00

The purpose of this study was to investigate the effectiveness of hybrid-music therapy intervention on attention skills in a child with autism spectrum disorder (ASD). This study employed an ABAB single-case design. Participants were the five-year-old boy with autism and his parents. He received music therapy activities both onsite and online for a total of eight times. Music therapy activities consisted of singing, playing musical instruments, movement according to music and playing music-related games. The tools that were used in this study were the Music Therapy Individual Assessment Scale (IMTAP) on attention skills and parents interview form. Attention skills data were analyzed by visual analysis and interview data were analyzed by inductive analysis for qualitative data. The results showed that the mean scores of attention skills were 44 during the baseline phase (A1). Later in the music therapy activities phase (B1) the mean score increased to 92. Then when the attention skills data were collected in the baseline phase (A2) again, the mean score of attention skills decreased by 61 and increased to 94 in the music therapy activities phase (B2). The results concluded that hybrid-music therapy interventions were effective for promoting attention skills in children with autism.

Essential Characteristics of Teachers Teaching Students with Hearing Impairments in Thailand

2024-03-18T08:34:30+07:00

Educating students with hearing impairment in Thailand is vital. In order to educating students with hearing impairment, having professional development for related staff who work with these students is essential because having high qualification staff would help these staff to perform more effective. The article aimed to study the essential characteristics of teachers teaching students with hearing impairment. This is qualitative research. The data were collected with in-depth interviews and a question guideline from the administrators and the teachers in the specialized schools for the hearing impaired. The sample consisted of 17 administrators and teachers who were ordinary teachers and hearing-impaired teachers. The schools representing each region were drawn by lottery. Also, the snowball technique was used. According to the findings, the essential characteristics of teachers teaching students with hearing impairment in Thailand were divided into 2 main characteristics: knowledge and skills. The knowledge characteristics were about the knowledge of psychology for the teachers, the other types of disabilities, and the basic education core curriculum as well as the school curriculum. However, the essential characteristics of skills consisted of Thai sign language, counseling, an Individualized Education Program (IEP), teaching materials for hearing impairment students, communication with parents, a variety of teaching methods, assessment of individual learning, and coordinating with external agencies.

Enhancing Social Skills for Children with Autism through Learning in a Museum

2023-10-25T16:30:55+07:00

The museum is a space that promotes the learning process in the form of independent education. It is a public learning space accessible to every member of society. Currently, individuals with disabilities have special needs, such as children with autism. Besides, children with autism have Emotional dysregulation problems, and deficits in rudimentary social skills. The author of this article recognizes the significance of enhancing the social skills of children with autism. Moreover, a preparatory process involving role-playing activities precedes their visit to the museum. During the visit, they receive guidance on regulations, etiquette, and assistance from museum staff. Including positive reinforcement during learning activities within the museum encourages children with autism to develop better social skills in public learning spaces. This article discusses the definition and types of museums, the social skills required for individual children with autism to visit museums, and guidelines for practicing these social skills to ensure access to essential museum spaces that enhance the opportunities for children with autism to exercise their right to choose museums that align with their interests.

Myth of Supercrip and Disability Policies

2023-08-23T11:24:40+07:00

Society often values appreciation for people with disability who are able to overcome the obstacles of their disabilities to achieve what they want. Such people with disability is called ‘Supercrip’. Although in many cases it is only a general achievement that people without disability are able to do that in their daily lives but society always chooses to praise excessively for those basic activities and that becomes myth. This image of success of the Supercrip put some of people with disability under social pressure to be able to act or struggle in the same way. If anyone is not able to do that, they will be made to feel as an outcast by the non-disabled society and will be made to feel inferior from the Supercrips as otherness. However, the excessive praise for engaging in everyday activities is thought to reflect low expectations about what people with disability can achieve. This paper aims to present a new perspective of analysis of policy decision makers. Their attitudes are reflective of the attitudes of society. When society expects a higher degree of efforts from people with disability that would also mean the same expectations of those in power. This leads to the neglect of issues concerning disability policies, on the belief that people with disability deserve to overcome those obstacles on their own as a Supercrip. It resulted to many people with disability to have to choose fighting through policy problems which no authorities are interested in solving until they develop an illness that could become debilitating to themselves or to a family member that leads to a disability themselves hence then trying to become a ‘Supercrip’.