การพัฒนาหลักสูตรการสร้างความคุ้นเคยกับสภาพแวดล้อมและการเคลื่อนไหวก่อนใช้ไม้เท้าขาว สำหรับผู้เรียนที่มีความบกพร่องทางการเห็นและพิการซ้อน ตามรูปแบบของทาบา

Abstract

Thesis Title Pre–Cane Orientation and Mobility Curriculum Development Using Taba Model for Students with Multiple Disabilities and Visual Impairments

Author Miss Sumalee Rueantue Degree Master of Education (Special Education) Advisor Dr. Pikul Leosiripong ABSTRACT This research aimed to develop pre-cane orientation and mobility skill curriculum for students with multiple disabilities and visual impairments using Taba model included efficiency test. The eligible target group of five were purposively selected with following conditions: visually impaired and multiple disabilities diagnosed by a physician ; have never been trained in pre-cane orientation and mobility skills and studied in multi-graded classroom, Room 1 (kindergarten and grade 1), 6-13 of age in School for the Blind, Chiang Mai. The research tools at phase 1 were: 1) personal learner data checklist, 2) teacher interview forms to develop curriculum. Tools at phase 2 consists of 1) the curriculum outline, 2) the post-test. Data obtained from phase 1 take it as the basic information for developing the curriculum according to the Taba model, in 7 stages as follow: 1) Diagnosis of needs, 2) Formulation of objectives, 3) Selection of content, 4) Content organization, 5) Selection of learning experiences, 6) Provision of leaning experiences, and 7) Determination of what to evaluate. The curriculum has been outlined consisting of 5 units with exercises. The curriculum to try out with the target to find out efficiency of curriculum in phase 2, and use post-test created and use the data to find efficiency Using the calculation formula E1 / E2, set the 70/70 efficiency criterion by the scores of exercises and post-test. Data were analyzed with frequency, percentage, and average percentage.

The research results showed that the development of pre-cane orientation and mobility skill curriculum for students with multiple disabilities and visual impairments, was subject-mater course components with complete and 80-hour time structure. The efficiency scores E1/E2 were 88.50/74.00, which were higher than the criterion.