การใช้ชุดการเรียนรู้ด้วยกิจกรรมการทำงานเป็นฐานเพื่อพัฒนาความสามารถการเขียนเส้นพื้นฐานสำหรับเด็กพิการซ้อนระดับประถมศึกษา

Abstract

The objectives were: 1) to study the abilities to write the Thai consonants among child with multiple disabilities in primary school, before and after using the functional activity-based learning package 2) to compare the ability scores to write the basic line of Thai consonants, before and after using the functional activity-based learning package 3) to study the ability to use the arms and hands among child with multiple disabilities in primary school. The case study, selected by purposive sampling, was an 8 years old, male, with multiple disabilities: autism and hearing impairment (hard of hearing), studying in grade 2 at special education school for children with disabilities. The instruments that were used in this research included 1) an assessment form for wrote abilities of basic Thai consonants, before and after using the functional activity-based learning package. 2) the functional activity-based learning package 3) Individual Implementation Plans (IIP) that consists of a planting activity, a watering plant activity and an activity to make a Thai dessert called Bualoy 3) an observation form on the abilities of used arms and hands while using the functional activity-based learning package. The researcher used the functional activity-based learning package as the base of 3 activities per week, 18 sessions over a period of 6 weeks. The data were analyzed by using mean, percentage, standard deviation and descriptive analysis.

The results showed that the ability scores to write the 13 basic lines of Thai consonants after using the functional activity-based learning package was 32 points (good). The difference in scores on the ability to write 13 basic lines of Thai consonants from before to after using the functional activity-based learning package that was 16 points or 30.77 %. Found a down line, an up line, a parallel line, and a curved line: was drawn continuously without raising the arms and hands throughout the line, starting to draw a line from the beginning to the end at exactly the point, draw a line less than 2 mm. outside the dotted line, the line is entirely within the frame, slightly curved corners are notched, the line weight is consistent throughout the line. The circle draws a line more than 2 mm. outside the dotted line, the circumference converges, no jagged lines were found.

The mean abilities of arms and hands in all 5 areas after using the functional activity-based learning package was 3.09, standard deviation 0.09 (good). The video that were recorded to observe the behaviors for 6 weeks, found a change in the use of arms and hands from the 4th time onwards. He showed a good core stability and fixation of the shoulder joint at work free movement of the forearm, and was able to touch objects without avoidance or was a simple facial expression, move both arms across the body midline and switched objects in the between hand automatically, and to reach, grasp, hold, bring, release objects fluently and good hand manipulation skill. There was an automatic adjustment of the pencil holding position from the center of the pencil to the sharp end of the pencil. Characteristics of holding a pencil with 3 fingers, using the thumb together with the index finger and middle finger, with the middle finger supporting the pencil, and the ring finger bent the little finger is the base of the wrist on the paper. However, it was noted that no movement of the thumb, index finger, middle finger while holding a pencil to draw a line called Dynamic Tripod Grasp, resulting in poor hand control in drawing curves or circles.