An Adaptation of PraewaLearning Management Model of Teacher to Increase Literacy Capacity of Primary Students in an Inclusive Class

Abstract

              The students in Primary Inclusive Classroom were provided educational management without discrimination in children’s learning disability including in Thai Language listening, speaking, reading, and writing.  The children’s reading and writing competency development would enhance their instruments in study various kinds of content further.

              The objectives of this research were to study: 1) the modification of learning management model called PREAWA MODEL of Thai Language Teacher in primary inclusive classroom, and 2) the Primary School Students’ literate competency in inclusive classroom.  The target group consisted of the teachers teaching Pratomsuksa 4 Students in regular class and Learning Disability Students, GoodkrongWittayakan School, Donjan District, Kalsain Province, during the second semester of 2018 academic year, and 12 inclusive class students.  The research instruments using for data collection were:  1) the videptape4 recorder, 2) the teaching observation form, 3) the teacher’s interview form, 4) the field note, 5) the audiotape recorder, 6) the still picture camera, and 7) the literate competency test.  Data were analyzed by Descriptive Analysis and Descriptive Analysis, and calculated the mean and percentage.

              The research findings found that:

                     1) The teacher had guidelines for modifying PREAWA MODEL learning management of PREAWA MODEL as follows:In teaching preparation, the teacher analyzed and evaluated each student’s potentiality and literate competency.  Then, the teacher studied the handbook for developing the literate competency from PREAWA MODEL, and provided the learning activity being relevant to the students’ competency.  In learning process management, the teacher analyzed each student’s potentiality and started teaching by contemplative education before class.  Then, the teacher provided the learning activity for students by focusing on group activity most.  Sometimes, the teacher assigned the students to work as a pair and individual.  The teacher played role in helping the students to learn for being literate.  The media use in learning activity management, the teacher used flashcard, picture, word spelling, word by word reading, learning from constructed media, literate skill exercise based on teacher’s handbook could develop the students’ literacy, PRAEWA MODEL and different kinds of skill exercise.
In measurement and evaluation, the teacher provided each student’s learning measurement and evaluation at the end of learning activity. After the semester, the teacher provided each student’s measurement and evaluation. 

                     2) Primary School Students’ literacy in 9inclusive classroom, found that the students literate competency for 78.75% or in “Good” level.  In addition, their literacy was = 70.83% or in “Good” level.  It was indicated that the teacher’s modification of PREAWA MODEL could affect Primary School Students’ literacy in inclusive classroom very well.