การจัดการเรียนรู้เชิงประสบการณ์ร่วมกับการใช้เทคโนโลยีสิ่งอำนวยความสะดวกเพื่อพัฒนาความสามารถการเคลื่อนย้ายด้วยเก้าอี้รถเข็นของเด็กพิการซ้อน

Abstract

The objective of this qualitative research was to investigate the effects of experiential learning management combined with the use of assistive technology to enhance the mobility ability with wheelchairs of a child with multiple disabilities. This case study was obtained through the purposive sampling by aiming at a 9-year-old male student with physical, intellectual disabilities, and cognitive impairments, who was studying at a preparatory level at a Special Education Center in a certain province. The research tools used included 1) an assessment of the ability to move and control the wheelchair of the case study before and after experiential learning according to Dewey’s learning cycle; 2) a survey form for the current condition of the ordinary wheelchair used by the case study; 3) four units of experiential learning activities according to Dewey's learning cycle combined with the use of assistive technology for wheelchair mobility of the case study, and 4) an observation form for student behavior in the experiential learning combined with the use of assistive technology for wheelchair mobility of the case study. The researcher conducted the experiential learning activities combined with the use of assistive technology for a total of 22 times. The data was analyzed using mean, percentage, and description. The research findings revealed that: 1) Modifying the condition of the assistive features of the wheelchair to suit the case study was carried out using the SETT framework for consideration in collaboration with the Individualized Education Plan (IEP) committee to plan the education management, and consider educational media, assistive devices, and other educational aids for the case study. The researcher made adjustments to three components of the wheelchair: 1.1) The seat cushion was changed from plastic canvas to a solid foam cushion to prevent the seat from sagging when sat upon. 1.2) The backrest was changed from plastic canvas to a solid foam cushion to prevent the backrest from collapsing backwards, enabling the case study to sit upright. 1.3) The footrest was changed from a hard plastic sheet to a firm, padded footrest to elevate the height from the original footrest, allowing the case study to fully place the feet on the footrest with legs at a 90-degree angle to the ground. 2) When utilizing the adjusted wheelchair in the experiential learning management process according toDewey’s learning cycle, the case study was able to self-transfer from bed to wheelchair, from wheelchair to bed, from floor to wheelchair, and from wheelchair to floor, scoring a total of 7 points, a quality level of "Good". 3) Upon utilizing the adjusted wheelchair in the experiential learning management process according to Dewey’s learning cycle, the case study was able to navigate the wheelchair on flat ground, an incline, and on varying levels, scoring a total of 14 points, a quality level of "Good". 4) Upon examining the case study's ability to self-move with a wheelchair through experiential learning according to Dewey's learning cycle, it was found that: 4.1) The ability to recognize self-mobility problems had an average score of 12.67, a good quality level. 4.2) The ability to solve self-mobility problems had an average score of 11.67, a very good quality level. 4.3) The ability to engage in practical trials, gain experience, and generate new knowledge had a maximum average score of 9.33 for transferring from a wheelchair to bed, a good quality level, and a minimum average score of 4.33 for transferring from a wheelchair to the floor, a fair quality level. 4.4) The ability to gain experience and apply new knowledge (knowledge transfer) had a highest average score of 6.33 for navigating the wheelchair left and right, a very good quality level, and a lowest average score of 3 for navigating the wheelchair up and down inclines, a fair quality level.