GUIDELINES FOR MANAGING LEARNNG FOR STUDENTS WITH LEARNING DISABILITIES WANG CHAO SCHOOL GROUP TAK PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This research aims to 1) study the conditions and problems of learning management for students with learning disabilities in Wang Chao School Group, and 2) find the guidelines for learning management for students with learning disabilities in Wang Chao School Group. The population includes 127 school administrators, teachers, and educational personnel. The data sources used in this research include 9 experts. Purposive sampling was used. The research instruments were questionnaires and interviews. There were 2 steps in the research process. Data were analyzed by finding percentages, frequencies, means, and standard deviations, and content analysis. The research results found that the learning management conditions for students with learning disabilities were at a high level overall and in each aspect. The learning management problems for students with learning disabilities were found to be the most problematic in terms of spelling disabilities. The learning management guidelines for students with learning disabilities were found to be the most problematic in terms of reading disabilities. Teachers should practice connecting letter sounds and combining words, starting from combining consonants, vowels, and tones, and practicing reading by distributing spelling letters. In terms of spelling disabilities, teachers should practice writing words that students often misspell. We can screen out which children misspell words frequently. In terms of mathematical disabilities, teachers should train memory by arranging for students to sit near teachers. Teachers can remind students of their memories and check exercises frequently, review lessons frequently, and provide memory aids such as tables, charts, diagrams, and calculators to help students remember.