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

The Essential Role of the Mentor Interpreter as a Professional Role Model in Senior Sign Language Interpreter Students Case Study

Mookda Koodduderm — 2025-12-24

This article presents a case study examining the translation and interpretation experiences of senior sign language interpreter students from the perspective of their mentor interpreters. This article analyzes work reports from eight mentor interpreters focusing on their educational interpreting work. The participants were senior Bachelor of Arts students majoring in deaf education. The analysis focuses on the interpreters' work reports, providing insight into interpreting, contextual analysis, and the selection of appropriate translation strategies. The findings highlight the essential role of the mentor interpreter as a professional role model and a source of advice for improving translation quality. This study contributes to the professional development of both aspiring and experienced sign language interpreters, as it identifies areas for growth and highlights the potential of senior students. The insights gained can also inform academic institutions in designing a more practical and situation-appropriate curriculum, ultimately enhancing the quality of sign language translation and interpretation education.

The Application of Thai Audio Description Guidelines: Practical Challenges

Kulnaree Sueroj — 2025-12-24

This article analyses Thailand’s official Audio Description (AD) guidelines in order to identify practical limitations and suggest directions for improving their effectiveness. The study draws upon four sets of guidelines published between 2014 and 2018 by the Thailand Association of the Blind Research and Development Institute, Thammasat University, the National Broadcasting and Telecommunications Commission (NBTC), and Thai PBS. The analysis reveals two significant gaps. First, all four existing Thai AD guidelines lack clear definitions of objective and subjective audio description. While the objective form avoids interpretation, no framework exists for the subjective form, leading to debates—particularly on conveying emotions through gestures and facial expressions in entertainment programmes. Second, most guidelines prioritise visual description while giving limited attention to the role of sound in facilitating effective content access for persons with visual impairment. It is recommended that the guidelines be revised, with ongoing research on the role of different sound formats in audio description conducted within the Thai context. To date, insufficient attention has been paid to how persons with visual impairment interpret different types of sound, or to the development of AD strategies tailored to specific programme genres. Furthermore, most existing studies have focused primarily on participants in Bangkok, resulting in limited demographic diversity and narrow representation. Finally, Thailand’s AD guidelines have been strongly influenced by international models which, although valuable, do not fully reflect the country’s linguistic and cultural particularities. Revising certain criteria is thus essential to ensure that AD practices in Thailand are inclusive, contextually appropriate, and responsive to the needs of diverse audiences.

Status and Needs of Resource Room Services for Elementary Students with Learning Disabilities in Chiang Mai Inclusive Schools

Ratchaneekorn Tongsookdee — 2025-12-24

This research aimed to examine the status and reported needs of providing resource room services to elementary level students with learning disabilities (LD). The target schools were 27 inclusive model schools under the Office of the Primary Educational Service Area 1-6, Chiang Mai. The target groups were 1) school administrators and 2) Thai language teachers, mathematics teachers, special education teachers, and care providers for children with disabilities (CPCD). The instruments used were two separate questionnaires for administrators and teachers in all 27 inclusive schools, an inventory checklist for resource rooms and teaching observation and conversation with teachers of the 14 selected inclusive schools. The data were analyzed using frequency, percentages, and content analysis. The results showed that 1) 11 of the 14 selected schools had existing resource room services that were provided on a half-day or whole-day basis during each day’s instructional services administered to students with LD in a one-on-one format, a small group of 3-5 students, or a full-class of 12-15 students. Also, most of the 11 target schools had CPCD available to teach students with LD in their respective resource rooms; and 2) the needs of both administrators and teachers in providing resource room services to students with LD included (2.1) an appropriate and sufficient teaching media and materials, (2.2) an appropriate number of special education teachers and CPCD or regular teachers responsible for providing learning instructions in resource rooms, and (2.3) enabling regular teachers through professional development to gain vital knowledge, skills, and personal understanding necessary when teaching students with LD.

Developing a Thai Sign Language Lexicon Inventory for Management: A Capability Approach to Overcoming Barriers and Promoting Deaf and Hard-of-Hearing Entrepreneurship

Phallapa Petison — 2025-12-24

A significant gap in professional management vocabulary in Thai Sign Language (TSL) acts as a structural barrier, excluding deaf people in Thailand from economic and entrepreneurial opportunities. This research had three main objectives: 1) to assess needs and synthesize a foundational body of management knowledge crucial for entrepreneurship; 2) to develop a Thai Sign Language management vocabulary lexicon and blended learning materials; and 3) to conduct a preliminary evaluation of the effectiveness of the developed innovation. The study employed a Participatory Action Research (PAR) process, in which the deaf community played a vital role as co -researchers at every stage. Various stakeholder groups participated throughout the research, including 38 key informants for the needs assessment, 21 co-developers for the vocabulary lexicon, and 31 participants for the innovation's trial and evaluation. A key outcome was the creation of a 69-word management sign language lexicon, accompanied by blended learning materials in both e-book and animated formats. The trial results showed that the developed materials showed significant effectiveness in improving the participants' understanding of management concepts. Beyond creating a practical tool, the research's success affirms the practical application of the Capability Approach. The lexicon serves as a "Social Transformation Agent" that expands professional freedom. It also reflects the principles of the Social Model of Disability by concretely focusing on removing socially constructed barriers.

Developing Sentence Using Thai as a Second Language Instruction for Hearing-Impaired Students: A Study of Picture and Sign Language-Based Exercises

Patchayakorn Poonkate — 2025-12-24

This experimental research employed a one group pretest–posttest design with the objective of comparing the ability to write simple sentences among students with hearing impairments before and after instruction through Thai as a Second Language (TSL) combined with picture- and sign language–based exercises. The target group consisted of seven Grade 6 students at Songkhla School for the Deaf who had profound hearing loss (greater than 90 decibels) without additional disabilities, selected through purposive sampling. Research instruments included 20 lesson plans, four sets of simple-sentence writing exercises arranged from easy to difficult, and a 25-item writing test. Data were analyzed using median, interquartile range, and the Wilcoxon Signed-Rank Test. The results revealed that students’ posttest writing ability was significantly higher than their pretest performance at the .05 level, with posttest scores reaching a high level of proficiency. These findings indicate that TSL instruction combined with picture- and sign language–based exercises is effective in developing writing skills. A key implication is that learning for students with hearing impairments should integrate multiple modalities such as images, sign language, and written Thai, together with activities sequenced from simple to complex. Furthermore, a systematic instructional framework that blends sign language with Thai can serve as a practical approach for enhancing Thai language learning quality among students with hearing impairments.

Instructional Management Guidelines for Students with Disabilities in the Office of the Vocational Education Commission in Thailand’s Central Region

Papassorn Rakyat — 2025-12-24

The objectives of this study were to: (1) investigate the factors influencing the continuation of education among students with disabilities under the Central Office of the Vocational Education Commission, and (2) propose guidelines for instructional management of students with disabilities under the Central Office of the Vocational Education Commission. The research population consisted of students with disabilities enrolled in Vocational Certificate, Higher Vocational Certificate, and Bachelor of Technology or Applied Science programs across 13 provinces. The sample included 43 public institutions with 153 students and 5 private institutions with 6 students, totaling 159 participants. Data collection was conducted in two phases. Phase one used a questionnaire with a validity of 0.94 and a reliability of 0.96. Data were analyzed using percentage, mean, standard deviation, t-test, and one-way ANOVA. Phase two involved focus group discussions based on issues identified from the questionnaire analysis. The study found that the overall factors influencing the continuation of education among students with disabilities in vocational institutions under the office of the vocational education commission in Thailand’s central region were at a high level. When considered by category, the factors related to the students themselves, the environment, the family, and society were all rated at a high level, respectively. The proposed instructional management guidelines for students with disabilities in these institutions consist of five key areas: (1) developing the knowledge, skills, and capacity of teachers and staff to provide education for students with disabilities; (2) creating appropriate learning environments and facilities; (3) establishing collaboration with government and private sector agencies to prepare students with disabilities for entry into the labor market; (4) implementing proactive public relations; and (5) adapting instructional methods to suit the needs of students with disabilities.

Development of the Learning of Five Precepts of Hearing-Impaired Children (HIC) at Setsathian School under the Royal Patronage with Innovation of Gestalt Buddhist Dramatic Art*

Ubolwanna Pavakanun — 2025-12-24

The research aimed to study the teaching management of the Five Precepts among Hearing-Impaired Children (HIC) at Setsathian School under the Royal Patronage, to create and experiment with Innovation of Gestalt Buddhist Dramatic Art for developing their learning of Five Precepts, and to evaluate the results for building a knowledge set and publishing an article for the public. The study groups included: 1. Key informants: 20 persons randomly selected from the population, consisting of HIC upper secondary students (9), administrator-teachers (6), staff (2), and parents (3). 2. Sample groups: HIC upper secondary students randomly divided into an experimental group and a control group, 15 persons each. Both groups were required to take a Five Precepts achievement test before, after, and one month after the experiment. The experiment was conducted five times, for two hours, with three steps. The research found that the Buddhist Gestalt drama innovation was effective in developing the learning of the Five Precepts among HICs. The experimental group’s mean score after the experiment (18.7) was higher than before (12.5) and at follow-up (15.8), and also significantly higher than the control group both after the experiment (18.7 vs. 11.8) and at follow-up (15.8 vs. 11.5), with statistical significance (p<0.001). Moreover, HICs were satisfied with the innovation, as it enabled them to clearly understand the Five Precepts, reflect inwardly, apply them to solve and prevent real-life problems, and gain a deeper understanding of their own and others’ emotions. The findings were synthesized into a knowledge set and an article.

Development of Mobile Application for Screening Test Kindergarten Students at Risk of Learning Disabilities in Mathematics

Boriboon Chobthamdee — 2025-12-24

The objectives of this research were to 1) study the problems and needs of a screening test for kindergarten students at risk of learning disabilities in mathematics, 2) develop a mobile application for the screening test for kindergarten students at risk of learning disabilities in mathematics, and 3) study the satisfaction with the use of a mobile application for the screening test for kindergarten students at risk of learning disabilities in mathematics. The target group consisted of 50 kindergarten teachers to collect questionnaire data and 33 kindergarten teachers to use the mobile application. The research tools were questionnaires, a mobile application, and mobile application usage assessment forms. The statistics used in data analysis were mean and standard deviation. The research found that 1) the problems and needs regarding the screening test of kindergarten students at risk of learning disabilities in mathematics were at a moderate level (M=2.92, S.D.=1.44), 2) the development of the mobile application for the screening test for kindergarten students at risk of learning disabilities in mathematics had the following components: the first screen of the mobile application, registration system, explanation and consideration criteria, 20 screening items, and screening results. According to the evaluation results, the mobile application was at the highest level (M = 4.56, S.D. = 0.61). Techniques and design of the mobile application were at high level (M = 4.36, S.D. = 0.73), and 3) The results of the study showed that the satisfaction with the use of the mobile application for screening kindergarten students at risk of learning disabilities in mathematics was at the highest level (M=4.64, S.D.=0.41).