| บทคัดย่อ |
The secondary school students with learning disabilities, were in the classroom with special need in Thai Language listening, speaking, reading, and writing. The development of students’ reading ability would enhance the students’ instrument in studying various kinds of content.
This research was Mixed Method. The objectives were 1) to study the teacher’s learning process management in literacy for secondary school students with learning disabilities, and 2) to study the literacy competency of secondary school students with learning disabilities. There were 2 groups of target group being selected by Purposive Sampling including: a teacher teaching Matayomsuksa 1 to Matayomsuksa 3 students with learning disabilities of Kokelam Pittayakom School, Jatura-pak-piman District, Roi-ed Province, being awarded best Practice in teaching students with learning disability in North Eastern Region, and 19 students with learning disabilities studying in Matayomsuksa 1 to Matayomsuksa 3 of Kokelam Pittayakom School, Jatura-pak-piman District, Roi-ed Province, being screened by the screening test for persons with learning disabilities by Ministry of Education. Data were collected by the teaching observation, the interview, the field note taking, the audio tape recording, the video tape recording, and the collected document. Data were analyzed by Descriptive Analysis, and Literacy Test was developed from teacher’s test by the researcher and used. Data were analyzed by calculating the mean and percentage. The findings found that:
The teacher’s learning process management for literacy of lower secondary students with learning disabilities including the following steps: 1) the teaching preparation step, the teacher analyzed individual student’s potentiality, and evaluated each student’s competency base in literacy. Then, the students were grouped based on their competency level into the poor literacy, and the good literacy. The teacher provided the learning activity appropriately with competency in every group of students. 2)The learning process management, the teacher analyzed individual student’s potentiality, and taught individual student. The teacher provided learning activity for students by focusing on group activity mostly. Sometimes, the students were assigned in paired working and individual studying. The teacher played one’s role in helping the students’ learning for being literate. 3) The media was used in learning activity management. The teacher used flash card, reading less on for word spelling, word reading lesson, various kinds of reading lesson, skill exercise for literacy according to basic words of lower secondary school. 4) The measurement and evaluation, teacher provided measurement and evaluation for each student at the end of semester in order to follow each student’s learning development. 5)The implementation after the learning activity management, each student’s behavior was reflected for teacher advisor and director to be informed for teachers and administrators’ information using in making plan for students’ development in next semester.
For literacy competency of lower secondary school students with learning disabilities, found that the mean value in reading ability = 14.31. Their reading ability was in “Good” level up, 71.57%. In addition, the lower secondary school students with learning disabilities had mean value in their writing ability = 7.21. Their writing ability was in “Good” level up, 72.10%, indicated that the teacher’s learning management process could affect the literacy of students with learning disabilities very well.
KEY WORDS : The teacher’s learning process management,
Literacy for secondary school students with learning disabilities
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