Health-and-safety-promotion program development for children with intellectual disabilities in inclusive classroom

Authors

  • Sorajja Meesupmun Department of Special Education, Faculty of Education, Srinakharinwirot University, Wattana, Bangkok 10110, Thailand
  • Chanida Mitranun Special Education Development Center, Faculty of Education, Srinakharinwirot University, Wattana, Bangkok 10110, Thailand
  • Siriparn Sriwanyong Special Education Development Center, Faculty of Education, Srinakharinwirot University, Wattana, Bangkok 10110, Thailand

Keywords:

health and safety, inclusive classrooms, intellectual disabilities

Abstract

This research aimed to develop a health-and-safety- promotion program for children with intellectual disabilities in inclusive classrooms. These included processes focused on creating, experimenting with, and improving existing programs. The target group consisted of 8 experts, 2 teachers, one in special education and one in health education, and 6 children with intellectual disabilities who voluntarily participated in the experiment. Children with mild intellectual disabilities are defined as those with an intelligence quotient (IQ) of 50–69 and 8–10 Years Old. The research instruments included a draft program on health and safety promotion for children with intellectual disabilities, recordings of interviews, and health-and-safety promotion program for children with intellectual disabilities in inclusive classrooms, and questionnaires. Data analysis employed content analysis. The statistics used were mean (μ), standard deviation (σ), program efficacy (E1/E2), effectiveness index (EI), and content analysis. Our research findings showed program components – namely: (1) objectives; (2) features; (3) the selection of participants; (4) organization of co-teaching activities for station teaching; (5) IEP plans; (6) learningmanagement plans by adapting the curriculum to the current situation. Therefore, in this program, children learnt about Protecting themselves from COVID-19, PM 2.5, crossing a crosswalk, wearing a helmet, etc. and visual media; (7) assessment; (8) competency assessment; and (9) the program manual. The efficiency of this program received a score of 80/80, which is in line with the criteria. The effectiveness (EI) value was 0.69. The teachers involved stated that the children possessed better learning retention.

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Published

12-10-2022

How to Cite

Meesupmun, S. ., Mitranun, C. ., & Sriwanyong, S. . (2022). Health-and-safety-promotion program development for children with intellectual disabilities in inclusive classroom. Kasetsart Journal of Social Sciences, 43(4), 805–814. Retrieved from https://so04.tci-thaijo.org/index.php/kjss/article/view/261645

Issue

Section

Research articles