Development of Learning Management Model to Promote Life Skills for Students with Hearing Impairments of School for the Deaf Group 1 under the Office of the Special Education Administration

Abstract

The purposes of research and development were to ; 1) investigate the current state of learning management for promoting life skills for students with hearing impairments in Sodsuksa schools Group 1 under the Bureau of Special Education, 2) design and develop a learning management model for enhancing these life skills, 3) evaluate the developed model, 4) compare the implementation results before and after the experiment, and 5)  examine the outcomes of the model in terms of efficiency, effectiveness, and value. The experimental group, selected through purposive sampling, consisted of 12 participants, including school administrators and teachers involved in vocational learning management for students with hearing impairments. The research instruments included opinionnaire, evaluation forms, the learning management model, model evaluation forms, experimental action plans, pre-test and post-test assessments, and evaluation forms for efficiency, effectiveness, and value. Data were analyzed using frequency, percentage, mean, standard deviation, t-test dependent, and content analysis.

The findings revealed that: The research findings revealed that the overall state of learning management problems for promoting life skills was at the highest level. Consequently, the researcher developed the APDIE MODEL, a highly efficient framework consisting of five steps: 1) Analyze the conditions and needs of students, 2) Planning, 3) Development, 4) Implementation, and 5) Evaluation. Following the model's implementation, students' average scores significantly improved compared to the post score was higher than pre-score at .01 level of statistical significance. Furthermore, the assessment of the model in terms of efficiency, effectiveness, and value were at the highest levels. The recommendations for application include prioritizing communication and understanding the nature of learners with hearing impairments. Vocational content should be appropriately provided for students' abilities, and vocational skills should be integrated through diverse elective courses to help students discover their aptitudes. Additionally, a coordination center should be established in partnership with local enterprises to provide systematic career guidance and preparation for students.