การส่งเสริมความเชื่อมั่นในตนเองของผู้เรียนพิการซ้อนโดยใช้กระบวนการกลุ่ม

Abstract

This research was a Mixed research model Purposes to study the group process that affects self-confidence support of students who have multiple disabilities and to study of scores of selfconfidence behaviors before and after using group process of students with multiple disabilities.The case study is a female with multiple disabilities, age of 17 and currently studying grade 9 th (Mattayom 3) Anusorn Sunthorn School for the Deaf, Chiang Mai, academic year of 2018. The tools used in this research are 1) evaluation form about self-confidence in students with multiple disabilities 2) a handbook of group process management for students who are deaf 3) learning activities plan using group process; making papaya salad, waffles, and leadership practice. Each plan consists of 5 times of activity and each activity lasts 50 minutes, 15 times in total. 4) Selfconfidence behavior observation record, the data was analyzed by percentage and using description. The results were found that 1) the group process has affected self-confidence of students with multiple disabilities on having self-respect, feeling good about herself. Before the using group process, the self-confidence rate was at 44 percent and reached to 75 percent afterwards. Moreover, about tending to express herself through behaviors, gestures, and verbal communication, the rate went from 45 to 80 percent, and the expression through actions went from 33.33 to 80 percent. The quality was also in high and very high range, correspondingly. 2) the transition level of selfconfidence of students who have multiple disabilities from 40 percent with the quality level at medium range before the using group process, it reached to 82.66 percent with very high level on quality. The result of qualitative data is the data that the researcher had observed and recorded while doing activities. There are some issues found; 1) the realization of self-worth. Before the using group process, the case study perceived that they were stupid and unwanted by friends, did not have the courage to do new things because they thought they could not do it. They were also afraid of failures. After the using group process, it was found that the case study can accomplish the given tasks which reflect the realization of self-worth. They were able to express themselves to others that “I know”, “I can do it”, “I am good” and “I am clever”. 2) The self-recognition and understanding. The case study was hesitated and uncertain about their capabilities. They were afraid to speak or to make decision and do other things by themselves so they had to ask other people’s opinions or approvals. After the using group process, the case study knows their capability and with selfunderstanding. They have the courage to express their needs. They can make decision and can do activities by themselves. They can also accomplish their tasks and feel that they have capabilities as same as their friends within the group. 3) Opportunities +and learning from friends are the learning methods within the members. They exchange the roles of giving suggestions and receiving them. Friends play the important role in providing support in order to provide opportunity for the case study to express their capability as information provider to the group. There were also the learning by action; friends give demonstration by letting the case study do the activity, cheering in order to courage them to do new activities and learn to improve.