The Impact of Creative Art Activities on basic line writing ability among students with intellectual disabilities at Regional Special Education Center 4, Trang

Abstract

This article aimed to (1) examine the writing baseline abilities of students with intellectual disabilities by comparing their performance before and after implementing creative art activities, and (2) assess the satisfaction levels of students with intellectual disabilities who participated in learning sessions structured around creative art activities. The research sample group consisted to six students with intellectual disabilities in the preschool level of Regional Special Education Center 4, Trang. The research instruments included (1) a creative art activity learning plan, (2) a basic line writing ability test, and (3) a student satisfaction assessment form for learning management. The statistics used to analyze data were mean, standard deviation, the Wilcoxon signed rank test, and interpretation according to the given criteria. The findings of the study revealed that: 1) Students with intellectual disabilities demonstrated significantly improved writing abilities after participating in creative arts activities compared to their baseline performance the intervention, with statistical significance at the .05 level 2) Students with intellectual disabilities reported high level of satisfaction with learning to write basic lines through creative art activities.