Risk Assessment Manual Development for Primary Learning Disability of the Upper Primary School Students at the Schools in Uttaradit Municipality

Abstract

          The objectives of this research were to study the conditions and problems in risk assessment for learning disabilities, for students at the upper elementary school, and to develop a risk assessment manual for the students’ primary learning disabilities, at the schools under the Jurisdiction of Uttaradit Municipality. This research used a development model. The population employed in the research consisted of 282 students, teachers, and school administrators under Uttaradit Municipality. The research instrument consisted of a semi-structured interview and risk assessment form for early learning disabilities. Data were collected by focus group discussion. and in-depth interviews and analyzed the data by content analysis.

           The research results found that:

1. The study revealed that most students lacked official medical certification documents, although they exhibited clear symptoms of learning disabilities (LD) or attention deficit hyperactivity disorder (ADHD). These behaviors included poor self-control and delayed task initiation, often leading to social rejection by peers. Additionally, teachers and educational institutions lacked appropriate screening tools, serving as guidelines for assessing the risk of early learning disabilities and referring students to relevant agencies for official evaluation and diagnosis.
2. The development of the manual resulted in three key components. Part 1: Introduction presented the significance and risks associated with the primary learning disabilities in three domains reading, writing, and numeracy. Part 2: Rubric Based Assessment Screening Tool enabled teachers to efficiently identify students who were at risk of learning difficulties. Part 3: Guidelines for Promoting Learning focused on adapting instructional methods and implementing proactive behavior-management strategies. It also emphasized providing timely first level interventions before referring students to specialists for further assessment and support.