The Development of Thai Consonant Writing Skills Using Thai Consonant Writing Exercises Combined with the 3R’s Teaching Method for Children with Intellectual Disabilities in the fourth year of Prathomsuksa level at Kawila Anukul School

Abstract

This action research aims to investigate the development of Thai consonant writing skills among This research article aims to investigate the development of Thai consonant writing skills among Prathomsuksa 4 students with moderate intellectual disabilities at Kawila Anukul School, Chiang Mai Province. The instructional framework integrated Thai consonant writing exercises with the 3R’s teaching principles: Repetition, Relaxation, and Routine. The participants included three male students selected through purposive sampling based on specific inclusion criteria. The research instruments, which achieved a Content Validity Index (IOC) of 0.96, consisted of 8 sets of writing exercises and 9 Individualized Education Plans (IEP), including a comprehensive review session. Data were collected over 16 hours during the first semester of the 2023 academic year. Qualitative and single-case experimental designs were employed, focusing on "Time on Task" and behavioral observations. The results demonstrated significant improvements in all participants. Quantitative analysis revealed a reduction in average task completion time by 36.36% – 42.85%, indicating enhanced writing fluency. Qualitatively, the 3R’s framework effectively fostered motor memory through repetition, reduced task avoidance through a relaxed learning environment, and promoted self-regulation via established routines. These findings suggest that the 3R’s principles are highly effective for developing foundational academic skills and positive learning behaviors in students with special needs.