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

The Development of Innovative Design Competency according to the Design Thinking Concept for the Graduates in Special Education Program

Nampech Tasaboomrung — 2023-12-13

This research was the development of innovative design competency according to the design thinking concept for the graduates in Special Education program. The objectives of the study were: (1) to develop the innovative design competency according to the design thinking concept for the graduates in Special Education program, (2) to study the satisfaction of the graduates in Special Education program who were taught by the teaching method according to the design thinking concept. The samplings were 9 graduates who were studying in Special Education program. They were selected from the purposive sampling. The research method was the quasi-experimental design, and the one group pretest-posttest design was used in this study. The findings were as follows: (1) According to the result of the development of innovative design competency according to the design thinking concept for the graduates in Special Education program, the mean score was 88.15 percentage. This result passed the criteria related to the hypotheses. (2) The results of the satisfaction of the graduates who were studying in Special Education program were divided into 3 parts. The first part was the instruction. The mean score was 4.51 and the standard deviation was 0.55. The satisfaction was in the highest level. The second part was the instructional media. The mean score was 4.50 and the standard deviation was 0.51. The satisfaction was in the highest level. The third part was the assessment and evaluation. The mean score was 4.56 and the standard deviation was 0.56. The satisfaction was in the high level. Moreover, the mean score of all parts was 4.50 and the standard deviation was 0.51. The satisfaction was in the highest level. Consequently, the research results passed the criteria according to the hypotheses.

The Opinion on Capability Development of Persons with Disabilities to Become Social Entrepreneurs

Thongtippha Viriyapan — 2023-12-13

The objectives of this qualitative research are to examine the opinions on capability development of persons with disabilities in becoming social entrepreneurs, the associated problems, obstacles, and recommendations for such persons to operate social enterprise, and the further extension of the short training course: “Mini MBA for Social Enterprise for Persons-with-Disabilities Organizations and Network” offered during 2018-2022. Data were gathered by selecting specific (purposive sampling) figure 10 persons namely persons supporting person with disabilities (PWDs) from private sector, PWDs organizations and PWDs entrepreneurs, public and relevant organizations responsible for capacity development of PWDs. The data were analyzed by using content analysis, the results indicate that persons with disabilities are capable of running social enterprises because they have a positive mindset, inspiration, and personal characteristics conducive to being social entrepreneurs. Especially if they are supported on capabilities building required such as knowledge and understanding of social enterprise, appropriate training on skills and experience of actual business environment. The public sector should continuously provide a well-integrated eco-system with cooperation from networks of affiliated organizations from all parties in order to enhance and extend opportunities for the progressive growth of persons-with-disabilities social enterprises. Effective supports should also come from persons-with-disabilities families, persons-with disabilities-organizations, private sector, academic institutions, and networks of social enterprises. The problems, and obstacles for development of persons with disabilities to be effective social entrepreneurs include negative mindset, Thai social beliefs, lack of knowledge and understanding, insufficient collective effort of persons-with-disabilities organizations, access to market opportunity, inconsistent production standards and high production costs. On the extensions of the short training course, which is the initial point of changing the mindset, several suggestions are proposed such as learning-exchange forum, specialized-group training, extension to designated communities and cooperative arrangement of relevant activities with pertinent parties.

Effect of Orff-Based Music Therapy Interventions on Social Skills for the Older Persons

Thanetpon Ubonrat — 2023-12-13

The purpose of this study was to compare the level of the older person’s social skills between pre-, mid-, and post- Orff-based music therapy intervention with a quasi-experiment one group repeated-measures design. The sample were 10 older persons from McKean Senior Center, Chiang Mai, Thailand. All samples attended 12 group music therapy sessions, 45 minutes per session, for six weeks. Orff-based music therapy intervention consisted of five activities: 1) greeting activities, 2) rhythmic activities, 3) group singing, 4) group instrument playing, and 5) goodbye activities. Research instruments used in this study were: 1) general background questionnaire, 2) The Individualized Music Therapy Assessment Profile (IMTAP) in Social Domain, and 3) observation form. Repeated-measure ANOVA was used to analyze the average of social skills among pre-, mid-, and post- interventions and content analysis was used to analyze the data from observation. The result revealed that Orff-based music therapy intervention can improve social skills in the older persons. According to the social skills averages in each item, there were significantly increased in 11 out of 12 items at the level of .05. For the overall score of social skills, the post-test scores were significantly higher than the pre- and mid-test scores at the level of .05.

The Use of Social Story through Story-Telling along the Simulation to Increase Waiting Skill in a Child with Autism Spectrum Disorder

Wasana Wongsen — 2023-12-13

This study aimed to study the use of social stories through storytelling with the simulation to increase waiting skills in a 7-year-old female child with Autism Spectrum Disorder (ASD). It was conducted using an ABAB single case design. Specifically, the data were collected without any intervention in the baseline phase (A), while social stories through storytelling with the simulation were used in the intervention phase (B) for a period of 12 times. The research instruments employed in this study were (1) a participant selection form and a basic skill assessment questionnaire, (2) an interview with parents, and (3) a waiting skill assessment questionnaire. The data were analyzed through graph analysis to present the results of changing in waiting skills. The results showed that in the baseline phase (A1), the average score of waiting skill was 0.83. In the treatment phase in which social story through story-telling along with the simulation (B1) was used, the average score of waiting skill increased to 1.26. In the baseline phase (A2) had waiting skill score increase of 1.45. In the second treatment phase in which social story through story-telling along with the simulation (B2) was exercised, the average score of waiting skill increased to 1.79. These results indicated waiting skill of a child increased after using social story through story-telling along with the simulation.

The Study of 21st Century Skills among Deaf Undergraduate Students

Wipawee kiewkam — 2023-12-13

The goal of the study on 21st century skills among deaf undergraduate students is to look at the skills and the variables that affect them, as well as guidelines for promoting these skills among undergraduate students. With 117 participants, the study was carried out in the academic year 2021. A questionnaire and an interview form were used as research tools to examine undergraduate deaf students' 21st century competencies. The study found that the top three high-level skills were cross-cultural understanding, career, learning, and self-reliance, as well as collaboration, teamwork, and leadership, whereas the three lowest abilities, writing, arithmetic, and reading, were at an average level. Regarding personal factors influencing 21st century skills, it was found that 1) accommodation during studying influenced cross-cultural understanding 2) participation in activities or clubs influenced arithmetic 3) disability history influenced collaboration, teamwork and leadership and career, learning and self-reliance. 4) communications among family or parents using sign language influenced arithmetic and creativity and innovation and 5) deaf instructors or deaf seniors influenced arithmetic, creativity and innovation, and career, learning and self-reliance. The instructional factor affecting 21st century skills was students and the guidelines for 21st century skills promotion were to encourage the students to search, compare and analyze information, to practice Thai language skill and improve Arithmetic through instructional media by themselves, and also to provide deaf instructors who are adept at teaching, explaining and giving examples. Additionally, there should be collaboration between the government and private sector to create rules or legislation that clearly state that parents of deaf children must learn the fundamentals of sign language for daily communication and that they must get deaf cultural education.

The Development of E-Learning on Topic of Impact of Foreign Education to Thai Deaf Education for Undergraduate Students

Ras Boonya — 2023-12-13

The objectives of this study were (1) to develop an e-Learning Courseware on Topic of Impact of Foreign Education to Thai Deaf Education for undergraduate students with hearing impairment; (2) to study the learning achievement in pretest and posttest of undergraduate students with hearing impairment who learn with
e-Learning Courseware on Topic of Impact of Foreign Education to Thai Deaf Education; and 3) to study the students’ satisfaction with e-Learning Courseware on Topic of Impact of Foreign Education to Thai Deaf Education for undergraduate students with hearing impairment. The sample consisted of 12 students of the Bachelor of Education Program in Deaf Education enrolled to a two-years course on Introduction to Deaf History and Culture at Ratchasuda College, Mahidol University in the first semester of the academic year 2022, obtained by simple random sampling. It was used the one group pretest-posttest design. The employed research instruments comprised 1) an e-Learning Courseware on Topic of Impact of Foreign Education to Thai Deaf Education, 2) a learning achievement test through e-Learning Courseware on Topic of Impact of Foreign Education to Thai Deaf Education; and 3) a questionnaire on students’ satisfaction with e-Learning Courseware on Topic of Impact of Foreign Education to Thai Deaf Education. Statistics employed for data analysis were the mean, standard deviation, and t-test. The research findings were as follows: 1) the result on overall evaluation of expert opinions to e-Learning Courseware on Topic of Impact of Foreign Education to Thai Deaf Education for undergraduate students was at the highest level; 2) the students’ score in the posttest showed higher than pretest significantly at the .05 level; and 3) the students were satisfied with the e-Learning Courseware at highest level.

The Development of Learning Achievement and Growth Mindset of Primary School Students with Learning Disabilities in Mathematics Using Brain-Based Learning Together with Principles for Developing the Growth Mindset

Kasidit Lonlue — 2023-12-13

The primary school students with learning disabilities in mathematics have low learning achievement require the Brain-Based learning together with the principles of developing the growth mindset in order to create a mindset that do not surrender to obstacles and overcomes failures to succeed in mathematics learning. Consequently, this study methodizes learning according to the brain's potential and Brain-Based learning together with the principles of developing the growth mindset to develop students. The purpose of this study were to 1) study of guidelines for developing academic achievement and the growth mindset of primary school students with learning disabilities in mathematics using Brain-Based learning together with the principles of developing the growth mindset, 2) study the results of developing mathematics achievement, and 3) study the results of developing the growth mindset of primary school students with learning disabilities in mathematics. The participants were 4^th grade students with learning disabilities in mathematics. The sample in this study were 5 primary school students. The research methodology used a classroom action research model. The tools used in the research were 12 learning management plans for Brain-Based learning together with the principles of developing the growth mindset, reflective learning journals, achievement tests, exercises, essence notebook, and assessment form growth mindset. Analyze data using content analytics and examine triangular method. The results revealed that 1. Guidelines for developing academic achievement and the growth mindset of primary school students with learning disabilities in mathematics. By Brain-Based learning according to the potential of the brain together with the principle of developing a framework for growth mindset consists of 5 stages as follows: Step 1 Prepare the brain, develop the mindset, Step 2 Develop the brain through concrete experiences, Step 3 Learn the material, Step 4 Practice, develop abilities and Step 5 Apply mathematical knowledge in the new situations 2. Primary school students with learning disabilities in mathematics. Has been a significant improvement in mathematics achievement. 3. Primary school students with learning disabilities in mathematics has been is a progressive development of the growth mindset. And after organizing all learning activities in the operating circuits. The students have the growth mindset.

Digital Technology for Learners with Disabilities

Kanvipa Hongngam — 2023-12-13

Thailand has adopted an Act on Promotion and Development of the Quality of Life of Persons with Disabilities (No. 2), B.E. 2556. (Empowerment of persons with disabilities act, B.E. 2550 (2007) and amendment (No. 2), B.E. 2556 (2013), 2013) and the Education for Persons with Disabilities Act, B.E. 2551 (Education provision for persons with disabilities act, B.E. 2551 (2008), 2008). Statutes that are used as guidelines for promoting and developing human resources in many dimensions, These, give the rights of children with disabilities in medical care, educational opportunities, social participations and work. The Ministry of Education has a policy to promote learning for children with disabilities to receive the same educational management as children without disabilities. Moreover, the ministry of education provides children with disabilities the rights to receive educational assistance services since the first found disabilities or at birth with disabilities. In addition, children with disabilities will also receive media, and educational facilities and services which are specified in the Education for Persons with Disabilities Act. Therefore, the promote of learning for children with disabilities should be aware of the appropriateness in many dimensions. The media and facilities that will be provided for children have to the acceptance and consent from parents of children with disabilities. The children with disabilities should be served based on their willingness and their beneficial. Joy Smiley Zabala (Zabala, 2021) who specializes in the management of special education in the United States of America. suggested implementation of SETT Framework. This frame work is a Framework for creating medias that is focused on child-centered concept. The SETT Framework has four principles that should be considered: Student (S) refers to the characteristics of a student, Environment (E) in which the student learns and do any activity, Tasks (T) required to tasks or activities arranged for children to do, and Tools (T) refers to tools that enables the student to actively engage in the tasks in the environments.