แนวทางการพัฒนาการให้บริการทางการศึกษาสำหรับนักศึกษาพิการในเขตภาคเหนือตอนบน

Abstract

This mixed-methods research aimed to examine 1) state of the Disability Support Services Center (DSS) in the Upper North Region, 2) undergraduate students with disabilities (SWDs) satisfaction of DSS, and 3) educational services development guidelines for DSS. Participants were 120 SWDs studying at six universities and six DSS staff. Research tools used included 1) questionaires for DSS staff and SWDs 2) semi-structured interviews for DSS staff and 3) focus group for SWDs. Data were collected between January and September 2021. Data analysis included frequencies, percentages, means, standard deviation and content analysis. The following general findings were formulated. Strategy 1: Educational Opportunities: The result showed that each university had different numbers and types of SWDs. Informations for applications and admissions were promoted mainly through general exams and special projects. It was also found that the majority of SWDs were students with physical impairments, or movement, or health (47.1%). Strategy 2: Development of Learning Management: It was found that the majority of SWDs (40.95%) requested for tutoring services. However, 66.07% of SWDs did not request for any support for academic media services and 53.95% did not request for any accommodations. Strategy 3: Building Knowledge about Disability: The result revealed that all six DSS supported in organizing or participating relevant seminars and provided opportunities for faculty members and staff to exchange informations and experiences regarding disabilities. Some of DSS promoted the services through pamphlets as well as encouraging opportunities for students with or without disabilities to engage in activities together to promote positive attitudes. and Strategy 4: Promoting Employment: The results showed that DSS operated collaborative projects with various agencies to promote employment after graduates, but SWDs lacked of interest and preferred to look for job on their own. SWDs satisfaction for DSS services used in Strategy 1-4 was rated as very high (x ̅ = 3.56, 3.93, 3.93 and 3.64, respectively. Regarding educational services development guidelines following four strategies for SWDs in the Upper North Regions, the results showed that each university should recruit SWDs with a larger number and various disability classification. DSS should provide more practical media and accommodations that meet the needs of SWDs individually. More effective ways for employment for graduates with disabilities should be promoted. In addition, the principles of Universal Design (UD) and Universal Design in Higher Education (UDHE) should be implemented as a guideline for DSS sustainable development.