Using a Series of Activities to Develop Students with Multiple Disabilities, Srisangwan Chiang Mai School

Abstract

The purposes of this research are that 1) to create and evaluate the efficiency of the individualized instruction plans developing the memorization skills for students with the multiple disabilities and 2) to compare the results before and after using the activity series for the developments of developing the memorization skills the students with the multiple disabilities. There is an experimental research. The key informants consist of seven Grade 2 students. Three students with the multiple disabilities are selected. The research instruments are 1) the individualized instruction plans, 2) the fitness evaluation form for the individualized instruction plans, and 3) the evaluation form for the students with the multiple disabilities regarding their memorization skills about Thai consonants. The descriptive statistics for analyzing the data are mean and percentage. The data are presented in the forms of tables with descriptions.

          The results are as follows: firstly, the efficiency of the individualized instruction plans with the activity series for the developments of the students with the multiple disabilities in Srisangwan Chiang Mai School is evaluated by checking the individualized instruction plans of three experts. The appropriate value is at the highest level (=4.53). Secondly, the results before and after using the activity series for developing the memorization skills of the three students with the multiple disabilities about the Thai consonants show that the percentage before using the activity series is 45 percentages, and that after using the activity series is 90 percentages. The students' memory skills about the Thai consonants are improved at the good level. The knowledge obtained from the research studies are as follows: 1) these can be adapted to teaching students with other disabilities, 2) these can be used for developing other forms of teaching materials, and 3) adjustments must be made according to students' ages and schools' contexts.