Student Care and Support System Management Model Using Coaching and Follow-up Processes with Teacher and Parent Participation for Learning Disabilities Students, Rachanuban School, Nan Primary Educational Service Area Office 1

Abstract

             This research aimed to study condition and guidelines, to create, to implement and to evaluate a student care and support system management model using coaching and follow-up processes with teacher and parent participation for learning disabilities students at Rachanuban School. The study employed a 4-stage research and development methodology: 1) studying current conditions and management approaches through interviews with administrators and teachers from 3 model schools, 2) creating and validating the model quality by 7 experts, 3) implementing the model trial, and 4) evaluating the model by administrators, teachers, educational personnel, and parents totaling 117 participants. Research instruments included interview forms and evaluation forms. Data analysis involved content analysis, descriptive statistics, means, and standard deviations.
             Research findings revealed:
            1. Current conditions of caring for learning disabilities students showed increasing numbers of students who cannot read, write, or perform mathematics, with behavioral, emotional, and attention deficit problems. The approach should utilize principles of caring for learning disabilities students, coaching and follow-up principles, and teacher-parent participation principles through systematic and continuous care processes.
             2. The model comprises 6 components: principles, objectives, systems and mechanisms, processes, outcomes, and success conditions, demonstrating highest levels of appropriateness and feasibility.
             3. Among 71 students receiving care, 70% could follow individualized education plans, 50% passed core subject assessments, and demonstrated moderate life skills. Teachers developed 71 individualized education plans and teaching materials. Parent participation in comparing students' general and learning behaviors showed improved student development, better adaptation, and increased parental acceptance of their children's learning disabilities.
             4. The model demonstrated highest levels of utility in feasibility, appropriateness, and accuracy aspects.