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1. กÒÃÍéÒ§ÍÔ§á·Ãกã¹à¹×éÍËÒ ÁÕÃٻẺ ѧ¹Õé (ª×èÍ/ÊกØÅ.//»Õ·Õè¾ÔÁ¾ì:/˹éÒ·ÕèÍéÒ§) µÑÇÍÂèÒ§ (ÊØªÒ Ñ¹·ÃìàÍÁ.2541: 22) ¶éÒà»ç¹ªÒǵèÒ§»ÃÐà·ÈãËéŧ੾ÒЪ×èÍÊกØŠѧ¹Õé ¹Ôâ¤ÅÊì (Nichols. 1958: 842-851)
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2.1 ˹ѧÊ×Í ãËé¾ÔÁ¾ì ѧ¹Õé ª×èͼÙéáµè§.(»Õ·Õè¾ÔÁ¾ì). ª×èÍàÃ×èͧ. (©ºÑº¾ÔÁ¾ì). ʶҹ·Õè¾ÔÁ¾ì: ¼Ùé Ñ ¾ÔÁ¾ì. µÑÇÍÂèÒ§
ÍӹǠáʧÊÇèÒ§. (2544). กÒÃ Ñ กÒ÷ÃѾÂÒกÃÁ¹ØÉÂì. (¾ÔÁ¾ì¤ÃÑ駷Õè 2). กÃا෾Ï: ÍÑกÉÃҾԾѲ¹ì. 2.2 ˹ѧÊ×ÍÃÇÁº·¤ÇÒÁ ãËé¾ÔÁ¾ì´Ñ§¹Õé ª×èÍ/ª×èÍÊกØÅ.//(»Õ·Õè¾ÔÁ¾ì).//ª×èͺ·¤ÇÒÁËÃ×ͪ×è͵͹.//ã¹//
ª×èÍ˹ѧÊ×Í.//˹éÒ·ÕèÍéÒ§ÍÔ§. µÑÇÍÂèÒ§ ÈÑก´ÔìÈÃÕ áÂéÁ¹Ñ´´Ò. (2544). ÃÒÁàกÕÂõÔì. ã¹ ÊÒÃÒ¹ØกÃÁä·Â©ºÑº
ÃÒªºÑ³±ÔµÂʶҹ. ˹éÒ 158-160. ¶éÒà»ç¹ªÒǵèÒ§»ÃÐà·ÈãËé¾ÔÁ¾ì´Ñ§¹ Õ é D. Massaro. (1992).Broadening the Domain of the Fuzzy Logical Model of Perception. In Conceptual and Methodologi-
cal Issues. pp.119-150. 2.3 ˹ѧÊ×Íá»Å ãËé¾ÔÁ¾ì´Ñ§¹Õé ª×èÍ/ª×èÍÊกØÅ.//(»Õ¾ÔÁ¾ì).//ª×èÍ˹ѧÊ×Í.//á»Åâ´Â (Translated by)/
ª×èͼÙéá»Å. ˹éÒ·ÕèÍéÒ§. µÑÇÍÂèÒ§ à¤ÇÔ¹ àÍçÁ. «ÒàÇçµµì. (2539) 䢻ÑËÒÍÔ¹à·ÍÃìà¹çµ. á»Åâ´Â กÔµµÔ ºØ³ÂกÔ â³·ÑÂ;ÁժѠéÇÂÈÕÅ; áÅÐÍÁÃà·¾ àÅÔÈÃѵ¹Ç§Èì. ˹éÒ 30-32. 2.4 º·¤ÇÒÁÇÒÃÊÒÃÀÒÉÒä·ÂáÅÐÇÒÃÊÒõèÒ§»ÃÐà·È ã¹Êèǹ¢Í§ÇÒÃÊÒõèÒ§»ÃÐà·ÈãËé¾ÔÁ¾ìàªè¹à ÕÂÇกѹ áµèã¹Êèǹ¢Í§»Õ¾ÔÁ¾ìãËé¾ÔÁ¾ìà»ç¹ (»Õ/à ×͹/Çѹ) ª×èÍ/¹ÒÁÊกØÅ.//(»Õ,/Çѹ/à ×͹).//ª×èͺ·¤ÇÒÁ.//
ª×èÍÇÒÃÊÒÃ.//»Õ·Õè (©ºÑº·Õè):/˹ҷÕèÍéÒ§. µÑÇÍÂèÒ§ ØÃÕÃѵ¹ì ¼èͧá¼éÇ.(2545, ÁกÃÒ¤Á-ÁԶعÒ¹). ÈѾ·ì¤ÍÁ¾ÔÇàµÍÃì¤ÇÃÃÙé. â´Á·Ñȹì. 23(1): 62-69. ËÒกà»ç¹ªÒǵèÒ§ªÒµÔãËé¾ÔÁ¾ì´Ñ§¹ Õ é Sarah Simpson. (2003, April).Questioning the oldest Signs of Life. Scientific American. 288(4): 52-59.
2.5 áËÅ觢éÍÁÙÅÍÔàÅçก·Ã͹ÔกÊì áºè§à»ç¹»ÃÐàÀ· ѧ¹Õé 2.5.1 ˹ѧÊ×ÍËÃ×ÍàÇçºä«µì ãËé¾ÔÁ¾ì´Ñ§¹Õé ª×èÍ/¹ÒÁÊกØÅ.// (»Õ·Õè¼ÅÔµËÃ×ͻշÕè¤é¹ËÒ).//ª×èÍàÃ×ͧ.//
(»ÃÐàÀ·¢Í§áËŧ¢éÍÁÙÅ = online/Í͹äŹì/CD-ROM/«Õ´ÕÃÍÁ). µÑÇÍÂèÒ§ ÃÒªºÑ³±ÔµÊ¶Ò¹. (2543).ÃÒ§ҹ¼ÅกÒÃÇÔ ÑÂàÃ×èͧกÒÃÍÍกàÊÕ§¤Óä·Â. (Í͹äŹì).
2.5.2 º·¤ÇÒÁÇÒÃÊÒà ãËé¾ÔÁ¾ì´Ñ§¹Õé ª×èÍ/ª×èÍÊกØÅ.//(»Õ,/Çѹ/à´×͹).//ª×èͺ·¤ÇÒÁ.//ª×èÍÇÒÃÊÒÃ.//(»ÃÐàÀ·¢Í§áËÅ觢éÍÁÙÅ = online/Í͹äŹì/CD-ROM/«Õ ÕÃÍÁ). µÑÇÍÂèÒ§ Jeffrey Barlow. (1998, June). Whyan Electronic Journal?. The Journal of the Association for History and Computing. (Online).
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AbstractThe paper aims at examining the promotion of
education for persons with special needs in themulti-cultural ASEAN region consisting of 10 countries.The paper can be divided into 5 sections :1) Introduction, 2) Definition of Special Education,
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3) Basic information about the countries in the ASEANregion, 4) Formal and informal provision of specialeducation according to the difference cultures in theASEAN community, 5) An examination of specialeducation provision in the ASEAN region. In this paper,different concepts, such as concepts relating tospecial education provision, psychological concepts,and human right concepts, are explored in order topromote special education provision and furtherresearch. It was found that the main issues concerningspecial education provision in the ASEAN regionincludes human development, protection, socialservices, rights and social justices, accessibility toservices and resources according to disabilities,adaption of environment, other issues that can benegatively affected the quality of lives of persons withdisabilities. Other relevant issues that are discussedinclude values (e.g., family values), current socialproblems (e.g., problems in providing earlyintervention, educational service delivery, rehabilitation),and other factors that affects persons with special needs'abilities to live as contributing members of society.
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à¤Å×è͹äËÇ«Öè§ÁÕÊÒà˵بÒกกÒúҴà¨çº·ÕèÊÁͧ กÒúҴà¨çº¢Í§ÊÁͧ·ÓãËéÊÁͧãËè¾ÔกÒÃáÅéÇ ѧ¹Óä»ÊÙ èกÒÃÁÕ»ÑËÒµèÒ§æ àªè¹ กÒêÑก »ÑËÒกÒÃàËç¹ กÒÃä´é ԹกÒÃÊ× èÍ ¤ÇÒÁËÁÒ ¤ÇÒÁºก¾Ãèͧ·Ò§àªÒÇì»ÑÒáÅÐ »ÑËÒ·Ò§ ¾ÄµÔกÃÃÁáÅÐÍÒÃÁ³ì »ÑËÒกÒÃÊ× èͤÇÒÁËÁÒ»ÃÐกͺ ´éÇ ¾Ñ²¹ÒกÒÃÀÒÉÒÅèÒªéÒäÁèÊÁÇÑÂáÅлÑËÒกÒþٴ ¼Ô´»กµÔËÅÒÂÍÂèÒ§ÃèÇÁกѹ »ÑËÒกÒþٴ¼Ô´»กµÔ ä´éáกè กÒþٴäÁèªÑ´ ¾Ù´àÊÕ§¼Ô´»กµÔกÒÃÊÑ è¹¾éͧ¢Í§àÊÕ§¼Ô´»กµÔ áÅÐÍѵÃÒàÃçǢͧกÒþٴ¼Ô´»กµÔ Çѵ¶Ø»ÃÐʧ¤ì¢Í§กÒà ½ÖกÀÒÉÒáÅÐกÒþٴ¤×ͪèÇÂà¾Ô èÁ·ÑกÉÐกÒÃÊ× èͤÇÒÁËÁÒ «Ö è§ä´éáกè กÒÃÊ× èͤÇÒÁËÁÒÂẺ¸ÃÃÁªÒµÔáÅÐกÒÃÊ× èÍ ¤ÇÒÁËÁÒÂàÊÃÔÁáÅзҧàÅ×Íกà¾×èͪèǾѲ¹Ò¤Ø³ÀÒ¾ ªÕÇÔµ¢Í§à´çกãËé´Õ¢Öé¹
¤ÓÊÓ¤Ñ à´çกÊÁͧãËè¾ÔกÒÃ
AbstractCerebral palsy (CP) is a movement disorder
caused by brain damage. Brain damage that leadsto cerebral palsy can also lead to other healthproblems including epilepsy, vision, hearing, andcommunication problems, intellectual deficits,and behavioral and emotional disturbance.Communication problems consist of delayed languagedevelopment and multiple speech disorders. Speech
*¢éÒÃÒªกÒÃºÓ¹Ò Í´ÕµÍÒ¨ÒÃÂì»ÃШÓÀÒ¤ÇÔªÒÇÔ·ÂÒÈÒʵÃìÊ× èͤÇÒÁËÁÒÂáÅФÇÒÁ¼Ô´»กµÔ¢Í§กÒÃÊ×èͤÇÒÁËÁÒ ¤³Ðá¾·ÂÈÒʵÃì
ÁËÒÇÔ·ÂÒÅÑÂÁËÔ´Å
23ÇÒÃÊÒÃÇÔ¨ÑÂáÅоѲ¹ÒกÒÃÈÖกÉÒ¾ÔàÈÉ
»Õ·Õè 2 ©ºÑº·Õè 1 ÁกÃÒ¤Á - ÁԶعÒ¹ 2556
problems include articulation, voice, resonationdisorders, and abnormal speech rate. The objective ofspeech and language therapy is to help children withcerebral palsy to maximize their communication skillswhich include natural forms of communication andaugmentative and alternative communication in orderto improve their quality of life.
Keywords Children with Cerebral Palsy
º·¹ÓÊÁͧãËè¾ÔกÒà (ÃÒªºÑ³±ÔµÂʶҹ. 2544)
ËÃ×Í «ÕÃÕºÃÑÅ ¾ÒÅ«Õ ËÃ×Í Cerebral palsy àÃÕÂกÂèÍæ ÇèÒ CPäÁèãªèâäáµèà»ç¹ÀÒÇТͧกÒÃÁÕ¤ÇÒÁ¼Ô´»กµÔ¢Í§กÒÃà¤Å×è͹äËÇÃèÒ§กÒ«Öè§àกÔ´¨ÒกกÒÃÁÕ¤ÇÒÁºก¾Ãèͧ¢Í§Ãкº»ÃÐÊÒ· (Love & Webb, 1992; Hegde, 2008)¹ÒÂá¾·ÂìÅÔµàµÔÅ (Little) ÈÑÅÂá¾·ÂìªÒÇÍѧกÄÉ à»ç¹ºØ¤¤ÅáÃก·ÕèÃÒ§ҹàÃ×èͧÊÁͧãËè¾ÔกÒÃàÁ×èÍ ¤.È. 1860(Love, 2000) ¤ÇÒÁ¼Ô´»กµÔ¢Í§กÒÃà¤Å×è͹äËÇÃèÒ§กÒ·ÓãËéàกÔ´¼ÅกÃзºµèÍกÒôÓà¹Ô¹ªÕÇÔµ»ÃШÓÇѹ ¼ÅÊÑÁÄ·¸Ôì´ éÒ¹กÒÃàÃÕ¹ กÒ÷ӧҹ กÒÃÁÕÊèǹÃèÇÁáÅÐกÒêèÇÂàËÅ×ÍÊѧ¤Á
ÍغѵÔกÒóìàÅÔ¿ (Love) ÃÒ§ҹÇèÒ à´çกàกÔ´ãËÁè»ÃÐÁÒ³
2:1000 ÁÕÊÁͧãËè¾ÔกÒà áÅÐã¹»Õ ¤È. 2000 ÁÕà çก»ÃÐÁÒ³400,000 ¤¹ã¹ÊËÃÑ°·ÕèÁÕÊÁͧãËè¾ÔกÒà (Love, 2000)à çกÇÑÂàÃÕ¹»ÃÐÁÒ³ 1-2:1000 ÁÕÊÁͧãËè¾ÔกÒà (Love &Webb, 1992) ÃÒ§ҹ¨ÒกËÅÒÂกÒÃÈÖกÉÒÊÃØ»ÇèÒ㹺ÃôÒà´ çก· Õ èÁ ÕÊÁͧãËè¾ ÔกÒÃÁ Õ¼ Ù éÁ Õ» ÑËÒกÒÃÊ× èͤÇÒÁËÁÒ »ÃÐÁÒ³ÃéÍÂÅÐ 31-88 (Yorkston,Beukelman & Bell, 1997)
ÊÒà˵ ØÊÁͧãËè¾ÔกÒà ËÃ×Í Cerebral palsy ¹Ñé¹ÂÒก·Õè
¨ÐªÕé੾ÒÐÇèÒà»ç¹à¾ÃÒÐà˵Øã´ Hegde (1996) ÃÒ§ҹÇèÒÊÁͧãËè¾ÔกÒÃ·Õ è·ÃÒºÊÒà˵ØÁÕ»ÃÐÁÒ³ÃéÍÂÅÐ 60â´ÂÊÃØ»áÅéÇÊÒà˵آͧÊÁͧãËè¾ÔกÒ÷Õèáºè§µÒÁÃÐÂÐàÇÅҢͧกÒÃàกÔ´»ÑËÒÁմѧ¹Õé
1. áµèกÓà¹Ô´: ¤ÇÒÁ¼Ô´»กµÔ¢Í§ÊÁͧ·ÕèµÔ´µÑÇà´çก
ÁÒáµèกÓà¹Ô (Hegde, 2008)2. ÃÐÂÐÃÐËÇèÒ§µÑ駤ÃÃÀì: âä¢Í§ÁÒôÒÃÐËÇèÒ§
µÑ駤ÃÃÀì àªè¹ ËÑ´àÂÍÃÁѹ ¤Ò§·ÙÁ ËÃ×ÍÁÒôÒä´éÃѺÃѧÊÕÁÒกàกÔ¹ä» ËÃ×Íä´éÃѺÊÒþÔɵèÒ§æ ÁÒôÒä´éÃѺÍغѵÔà˵صèÒ§æ ËÃ×ÍกÅØèÁàÅ×Í´äÁèà¢éÒกѹ ËÃ×ÍàกÔ´ÀÒÇТҴÍÍก«Ôਹã¹à çก (Hegde, 2008)
3. ÃÐÂÐกÒäÅÍ´: ¤ÅÍ´กè͹กÓ˹´ ÀÒÇФÅÍ´àÃçÇàกÔ¹ä» ·èÒ¤ÅÍ´¼Ô´»กµÔ àªè¹ à´çก·èÒกé¹ ËÃ×Í à´çกµÑÇ¢ÇÒ§äÁèกÅѺËÑÇ ËÃ×Íà çก¢Ò´ÍÍก«ÔਹÃÐËÇèÒ§ กÒäÅÍ´(Love, 2000)
4. ÃÐÂÐËÅѧ¤ÅÍ´: âä¢Í§à´çกËÅѧàกÔ´áÅéÇ àªè¹ÊÁͧÍÑกàʺ àÂ×èÍËØéÁÊÁͧÍÑกàʺ ¤Ò§·ÙÁ ËÃ×ÍÁÕà¹×éͧÍก·ÕèÈÕÃÉÐ ËÃ×ÍÈÕÃÉÐä´éÃѺºÒ´à¨çºàªè¹กÒÃä´éÃѺÍغѵÔà˵صèÒ§æ(Love, 2000)
ÅÑกɳÐâ´Â·ÑèÇ仢ͧà çก Cerebral Palsy1. กÒÃà¤Å×è͹äËÇ à´çกÊÁͧãËè¾ÔกÒÃÁÕ»ÑËÒ
ã¹กÒÃà¤Å× è͹äËÇ àªè¹ ᢹ¢ÒàกÃç§ à´Ô¹ÊÐà»ÐÊлÐกÅéÒÁà¹×éÍÍè͹áç ºÒ§¤¹äÁèÊÒÁÒöà¤Å×è͹äËÇÃèÒ§กÒÂä´é´Ñ§µéͧกÒëÖè§¢Ö é¹ÍÂÙèกѺ¾ÂÒ¸ÔÊÀÒ¾·ÕèÊÁͧ (Hegde,1996; Love, 2000)
2. ¾Ñ²¹ÒกÒôéÒ¹ÃèÒ§กÒ à´çกÊÁͧãËè¾ÔกÒÃÁվѲ¹Ò éÒ¹ÃèÒ§กÒ àªè¹ ¹Ñè§ Â×¹ à Ô¹ ªéÒกÇèÒà çกÇÑÂà ÕÂÇกѹËÂÔº¨ÑºÊÔ觢ͧäÁèÁÑ蹤§ ·Ó¢Í§µกËÅ蹺èÍ àÁ×èÍà·ÕºกѺà´çกÇÑÂà´ÕÂÇกѹ ºÒ§ÃÒÂÁվѲ¹Ò´éÒ¹ÃèÒ§กÒªéÒกÇèÒà´çก·ÑèÇ件֧ 10-24 à ×͹ (Hegde, 1996)
3. กÒ÷ӧҹ¢Í§ÍÇÑÂÇÐ·Õ è㪠éã¹กÒþٴ à´çกÊÁͧãËè¾ÔกÒÃÁÕกÒ÷ӧҹ¢Í§ÍÇÑÂÇÐ·Õ èãªéã¹กÒþٴ¼Ô´»กµÔẺµèÒ§æ«Ö è§¢Ö é¹ÍÂÙ èกѺµÓá˹觢ͧ¾ÂÒ¸ÔÊÀÒ¾ã¹ÊÁͧ àªè¹ กÒÃà¤Å×è͹äËÇÍè͹áç กÒÃà¤Å×è͹äËǪéÒกÒÃà¤Å×è͹äËÇã¹¢Õ´¨ÓกÑ´ กÒ÷ӧҹäÁè»ÃÐÊÒ¹§Ò¹กѹËÃ×ÍäÁèÊÒÁÒöºÑ§¤ÑºกÒÃà¤Å×è͹äËÇä´é ·ÓãËéà´çกÁÕ»ÑËÒกÒÃกÔ¹ ´Ù´ à¤Õ éÂÇ กÅ×¹ »Ô´»ÒกäÁèʹԷ ¹éÓÅÒÂäËÅ˹éÒºÔ´àºÕ éÂÇ »ÒกàºÕ éÂÇ áźÅÔ é¹ »Ñ´ÅÔ é¹ ÂกÅÔ é¹äÁèä´éËÃ×Í·Óä éÅÓºÒก (Workinger & Kent, 1991; Love, 2000)
4. »ÑËҢͧกÒÃÊ×èͤÇÒÁËÁÒ áºè§à»ç¹»ÑËÒ´éÒ¹กÒþٴáÅлÑËÒ´éÒ¹ÀÒÉÒ
4.1 »ÑËÒ´éÒ¹กÒþٴกÒþ Ù´¼ Ô´»กµ Ôã¹à´ çกÊÁͧãËè¾ ÔกÒÃËà ×Í
´ÔÊÍÒÃà·ÃÕ (dysarthria) ËÃ×ÍกÒþٴäÁèà»ç¹¤ÇÒÁ
ÇÒÃÊÒÃÇÔ¨ÑÂáÅоѲ¹ÒกÒÃÈÖกÉÒ¾ÔàÈÉ24
»Õ·Õè 2 ©ºÑº·Õè 1 ÁกÃÒ¤Á - ÁԶعÒ¹ 2556
(ÃÒªºÑ³±ÔµÂʶҹ, 2544) à»ç¹กÒþٴ¼Ô´»กµÔËÅÒÂẺÃÇÁกѹ ¤×ÍÁÕ¤ÇÒÁ¼Ô´»กµÔ¢Í§ กÒÃËÒÂ㨠กÒÃà»Åè§àÊÕ§ กÒÃá»ÃàÊÕ§ กÒÃกéͧ¢Í§àÊÕ§ áÅÐÅÕÅҨѧËÇÐกÒþٴ¼Ô´»กµÔ «Ö è§à»ç¹¼Å¨Òก¤ÇÒÁºก¾Ãèͧ¢Í§Ãкº»ÃÐÊÒ··Õè¤Çº¤ØÁกÒÃà¤Å× è͹äËǢͧÍÇÑÂÇÐ·Õ èãªéã¹กÒþٴ·ÕèàกÔ´¨ÒกกÒÃÁÕ¾ÂÒ¸ÔÊÀÒ¾·ÕèÃкº»ÃÐÊÒ·ÊèǹกÅÒ§ËÃ×ÍÊèǹ»ÅÒÂกçä é (Darley, et al., 1975; Workinger & Kent,1991)
»ÑËÒกÒÃËÒÂã¨à¾× èÍกÒþٴ (respirationproblems) à´çกÊÁͧãËè¾ÔกÒÃÍÒ¨ÁÕกÒÃËÒÂã¨µ× é¹ËÒÂ㨺èÍ ËÒÂã¨äÁèÊÁèÓàÊÁÍ ÁÕÅÁËÒÂã¨ÍÍกÁÒกè͹·Õ è¨Ðà»Åè§àÊÕ§¾Ù´ ºÒ§¤¹ËÒÂ㨢Ҵà»ç¹ËéÇ§æ ·ÓãËé¾Ù´àÊÕ§äÁèµÔ´µèÍกѹ ËÃ×ÍÍÍกàÊÕ§¢Ò´à»ç¹ªèÇ§æ ·ÓãËé¿Ñ§ÅÓºÒก (Hegde, 2008)
»ÑËҢͧàÊÕ§¾Ù (voice problems) à çกÊÁͧãËè¾ÔกÒà ÍÒ¨¾Ù´àÊÕ§´Ñ§-àºÒ¼Ô´»กµÔ ¤Çº¤ØÁàÊÕ§äÁèä´éÁÕàÊÕ§á˺ àÊÕ§ÅÁá·Ãก (Hegde, 1996) ºÒ§¤¹¾Ù´ÃдѺàÊÕ§ à´ÕÂÇกѹËÁ´ áÅÐäÁèÊÒÁÒö¤Çº¤ØÁÃдѺàÊÕ§ÊÙ§µèÓä é (Workinger & Kent, 1991)
»ÑËÒกÒþٴäÁèªÑ´ (articulation problems)·Õ 辺ÁÒก·Õ èÊ Ø´ ¤×ÍกÒþٴàÊÕ§ àÊÕ´ÊÕ·Õ è㪠é»ÅÒÂÅÔ é¹กѺ»Ø èÁà˧×Íกà»ç¹°Ò¹กóì à¾ÃÒÐà»ç¹àÊÕ§·Õ èµ éͧãªéกÒÃà¤Å×è͹äËǢͧกÅéÒÁà¹×éÍÁÑ´àÅçกÁÒกกÇèÒàÊÕ§Í×è¹æ àªè¹àÊÕ§ /Ê/ µéͧÁÕกÒÃáµÐ¢Í§»ÅÒÂÅÔ é¹ËÅѧ»Ø èÁà˧×Íก·Õ è¾ÍàËÁÒÐ ã¹¢³Ðà´ÕÂÇกѹµéͧ»ÅèÍÂÅÁÍÍกµÒÁäÿѹ·Õè¾ÍàËÁÒÐ Ö§ ¨Ðä éàÊÕ§ /Ê/ ·ÕèªÑ ਹ Workinger áÅÐ Kent(1991) ÃÒ§ҹÇèÒÅÑกɳТͧกÒþٴäÁèªÑ´¢Í§à´çกÊÁͧãËè¾ÔกÒà ÁÕ·Ñé§áºº¾Ù´á·¹·ÕèàÊÕ§·Õè¶Ùกµéͧ ¾Ù´àÊÕ§à¾Õé¹ËÃ×;ٴ ÅÐàÊÕ§
»ÑËÒ´éÒ¹กÒÃÊÑ è¹¾éͧ¢Í§àÊÕ§ËÃ×ͤÇÒÁกéͧ¢Í§àÊÕ§ (resonation problems) à´çกÊÁͧãËè¾ÔกÒÃÍÒ¨¾ Ù´àÊ Õ§¢ Ö é¹¨Á Ùกà¹ × èͧ¨ÒกÁ Õ¤ÇÒÁºก¾Ã èͧ¢Í§กÒÃà¤Å× è͹äËǢͧྴҹÍè͹áÅм¹Ñ§¤Í àªè¹à»Ô´-»Ô´ªéÒàกÔ¹ä» áµÐกѹäÁèʹԷ ËÃ×Íà»Ô´กè͹·Õè¨ÐÊÔé¹ÊØ´กÒþٴ«Öè§ÍÒ¨ ·ÓãËéà´çก¾Ù´àÊÕ§¢Ö鹨ÁÙกã¹àÊÕ§·ÕèäÁè¤ÇâÖ鹨ÁÙก
ÍѵÃÒกÒþٴ¼Ô´»กµÔ (abnormal speech rate)à çกÊÁͧãËè¾ÔกÒÃÊèǹãËè о٠ªéÒËÃ×Í ¾Ù äÁèà»ç¹ ѧËÇоٴäÁèÃÒºàÃÕº ¾Ù´äÁè¤Åèͧ à´çกºÒ§¤¹ÁÕÅÑกɳÐกÒþٴẺ¤ÅéÒµԴÍèÒ§´éÇ (Hegde, 1996)
4.2 ¾Ñ²¹ÒÀÒÉÒáÅÐกÒþٴÅèÒªéÒ à´çกÊÁͧãËè
¾ÔกÒÃÍÒ¨ÁվѲ¹ÒÀÒÉÒÅèÒªéÒ à¹× èͧ¨Òก 2 ÊÒà赯 ¤×Í»ÑËÒàกÔ ·ÕèµÑÇà çกàͧ ¤×Í à çกÁÕ»ÑËÒÍ×è¹ÃèÇÁกѺÊÁͧãËè¾ÔกÒà àªè¹ àªÒÇì»ÑÒµèÓ »ÑËÒ´éÒ¹ÍÒÃÁ³ì ËÃ×Í»ÑËÒกÒÃä éÂÔ¹ à»ç¹µé¹ (Hegde, 1996) áÅлÑËÒ¼Ù餹ÅéÍÁÃͺàªè¹¾èÍáÁèËÃ×ͼÙéãกÅéªÔ´»ก»éͧà´çกÁÒกàกÔ¹ä» ËÃ×Íã¹·Ò§µÃ§¢éÒÁ¾èÍáÁèËÃ×ͼÙéãกÅéªÔ´»¯ÔàʸäÁèÂÍÁÃѺ»ÑËҢͧà´çก·ÓãËéà´çก¢Ò´âÍกÒÊä´éà ѺกÒÃกÃÐµØ é¹กÒþѲ¹ÒÀÒÉÒ·ÕèàËÁÒÐÊÁ (Rollin, 2000) ¹Íก¨Òก¹Õé·Ñȹ¤µÔ¢Í§¼Ù餹áÇ´Å éÍÁÁ ռŵ è; Ѳ¹ÒÀÒÉÒáÅÐกÒþ Ù´¢Í§à´ çกà¾ÃÒÐËÒกÁÕ·Ñȹ¤µÔźµèÍà´çก àªè¹ àª×èÍÇèÒà´çกäÁèÊÒÁÒö¾Ñ²¹ÒÀÒÉÒáÅÐกÒþٴä´é¨Ð·ÓãËé¢Ò´áç¨Ù§ã¨ã¹กÒÃÊè§àÊÃÔÁËÃ×ÍãËéâÍกÒÊà´çกä´éÊ×èÍÀÒÉÒâ´ÂกÒþٴ (Rollin,2000)
กÒûÃÐàÁÔ¹·Ò§ÀÒÉÒáÅÐกÒþٴ (Speech andLanguage Evaluation)
กÒûÃÐàÁÔ¹ÀÒÉÒà´çกÊÁͧãËè¾ÔกÒäÇÃä´éÃѺกÒûÃÐàÁÔ¹¤ÇÒÁ
à¢éÒã¨ÀÒÉÒ áÅÐกÒÃãªéÀÒÉÒ ¾ÄµÔกÃÃÁã¹กÒÃà¢éÒÊѧ¤ÁÇèÒÊÁÇÑÂËÃ×ÍäÁèâ´ÂกÒþٴ¤Ø ʹ·¹Ò áÅÐàÅè¹กѺà´çกÊѧàกµ¾ÄµÔกÃÃÁกÒÃÊ× èͤÇÒÁËÁÒ¢ͧà´çกกѺ¾èÍáÁèÃèÇÁกѺกÒÃÊÑÁÀÒɳì¾èÍáÁè¶Ö§àÃ× èͧกÒÃÊ× èͤÇÒÁËÁÒ¢ͧà´çก·ÕèºéÒ¹ ÊÓËÃѺàÃ×èͧ¾Ñ²¹ÒÀÒÉÒáÅÐกÒþٴ¢Í§à´çกÍÒ¨ãªé¢éÍÁÙŨÒก¾Ñ²¹ÒÀÒÉÒáÅоٴ¢Í§à´çก»กµÔà»ç¹á¹Ç·Ò§ã¹กÒûÃÐàÁÔ¹ä´é àÁ×èÍʧÊÑÂÇèÒà´çกÁÕ»ÑËÒ´éҹ㴴éÒ¹Ë¹Ö è§ ËÃ×͵éͧกÒâéÍÁÙÅà¾Ô èÁ¤ÇÃãªé Ẻ·´ÊͺÁҵðҹ·Õ è 㪠é à¾ × èÍ»ÃÐàÁ Ô¹¤ÇÒÁÊÒÁÒö·Ò§ÀÒÉÒáÅÐกÒþٴ ¤ÇÃàÅ×Íก·´ÊͺµÒÁ»ÑËÒáÅÐÍÒÂآͧà´çกÁÕËÅÒÂẺ·´Êͺàªè¹ Ẻ·´ÊͺกÒÿѧà¢éÒã¨ÀÒÉÒ(Liengswnagwong, 2010) Ẻ·´ÊͺกÒÃà¢éÒ㨠áÅÐกÒÃãªéÀÒÉÒ (Lattanan, et al, 2011) à»ç¹µé¹
กÒûÃÐàÁÔ¹กÒþٴกÒûÃÐàÁÔ¹´éÒ¹กÒþٴ¹Ñ é¹ ÊÔ è§ÊÓ¤Ñã¹กÒÃ
»ÃÐàÁÔ¹กÒþٴ¢Í§à´çกÊÁͧãËè¾ÔกÒà ¤×ÍกÒûÃÐàÁԹ㹴éÒ¹ÃÐÂÐàÇÅÒ·Õèãªéã¹กÒÃà¤Å×è͹äËÇÍÇÑÂÇÐà¾×èÍกÒþٴáÅФÇÒÁá¢ç§áç¢Í§กÒÃË´µÑǢͧกÅéÒÁà¹×éÍ ÍѵÃÒàÃçǪèǧกÇéÒ§¢Í§กÒÃà¤Å× è͹äËÇÍÇÑÂÇÐ áÅФÇÒÁáÁ蹵ç¢Í§กÒÃà¤Å×è͹äËÇÍÇÑÂÇзÕèãªéã¹กÒþٴ (Darley, Aronson& Brown, 1975; Workinger & Kent, 1991)
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ÇÔ¸ÕกÒûÃÐàÁÔ¹áºè§à»ç¹1. กÒûÃÐàÁÔ¹â´ÂกÒÿѧàÊÕ§¾Ù´ àªè¹ ¿Ñ§àÊÕ§
กÒÃʹ·¹ÒËÃ×Í ¿Ñ§àÊÕ§¨ÒกกÒ÷´ÊͺÅÑกɳÐกÒþٴẺµèÒ§æ
2. กÒûÃÐàÁԹẺÊѧàกµกÒóì àªè¹ ÊѧàกµÍÔÃÔÂÒº¶¢Í§à´çก ¤ÇÒÁÊÒÁÒö ËÃ×ÍกÒÃà¤Å×è͹äËǢͧÍÇÑÂÇзÕèãªéã¹กÒþٴ àªè¹ à¤Å×è͹äËÇÅÔé¹ä´éªéÒ ËÃ×ÍàÃçÇ
3. กÒûÃÐàÁÔ¹กÒþٴâ´Âãªéà¤Ã× èͧÁ×Í àªè¹à¤Ã× èͧÇÑ´ÃдѺàÊÕ§áÅФÇÒÁ´Ñ§¢Í§àÊÕ§ à¤Ã× èͧÇÑ´¤ÇÒÁกéͧ¢Í§àÊÕ§ à»ç¹µé¹ กÒûÃÐàÁÔ¹â´Â ãªéà¤Ã×èͧÁ×͹Õé¹Íก¨Òก¨Ðãªé ׹Âѹ¼ÅกÒûÃÐàÁÔ¹â´Â กÒÿѧàÊÕ§¾Ù´áÅéÇÂѧãªéà»ç¹ËÅÑก°Ò¹ãËéàË繶֧ ¤ÇÒÁกéÒÇ˹éҢͧกÒýÖก¾Ù´ä´éª ѴਹกÇèÒกÒûÃÐàÁÔ¹â´Â กÒÿѧÍÂèÒ§à ÕÂÇ (Yorkston, Beukelman & Bell, 1997) ÍÂèÒ§äÃกçµÒÁÁÕ¤ÅÔ¹Ôก à¾Õ§ºÒ§áËè§à·èÒ¹Ñé¹·ÕèÁÕà¤Ã×èͧÁ×ͤú¤Ãѹ·Õèãªé»ÃÐàÁÔ¹ ¤ÇÒÁ¼Ô´»กµÔ¢Í§กÒþٴÅÑกɳйÕé áÁéã¹ÊËÃÑ°ÍàÁÃÔกÒ กçµÒÁ (Yorkston, Beukelman & Bell. 1997)
¢Ñ鹵͹กÒûÃÐàÁÔ¹ áºè§à»ç¹1. กÒëÑก»ÃÐÇѵÔกÒäÅÍ´ »ÃÐÇѵÔกÒÃà¨çº»èÇÂ
»ÃÐÇѵÔกÒÃä´éÃѺกÒÃÃÑกÉÒ´éÒ¹µèÒ§æ ¼ÅกÒÃÇÔ¹Ô¨©Ñ¢ͧᾷÂì »ÃÐÇѵԾѲ¹ÒกÒôéÒ¹ÃèÒ§กÒ áÅоѲ¹ÒกÒôéÒ¹Êѧ¤Á ÀÒÉÒ·Õèãªé㹺éÒ¹áÅÐÇÔ¸ÕกÒÃÊ×èÍÀÒÉҢͧà´çก
2. »ÃÐàÁÔ¹â¤Ã§ÊÃéÒ§ áÅÐ กÒ÷ӧҹ¢Í§ÍÇÑÂÇзÕèàกÕ èÂÇ¢éͧกѺกÒþٴ㹢³ÐäÁèÍÍกàÊÕ§¾Ù´ â´ÂÊѧàกµ¤ÇÒÁá¢ç§áç ¤ÇÒÁÊÁÁÒµÃáÅÐกÒ÷ӧҹ»ÃÐÊÒ¹§Ò¹กѹ·Ñé§ã¹·èÒ¾ÑกáÅТ³Ðà¤Å×è͹äËÇ
3. »ÃÐàÁÔ¹¤ÇÒÁÊÒÁÒö¢Í§กÒ÷ӧҹ¢Í§ÍÇ ÑÂÇз Õ è àก Õ èÂÇ¢ éͧก ѺกÒþ Ù´ã¹¢³ÐÍÍกàÊ Õ§¾ Ù´â´Â»ÃÐàÁÔ¹áÂกáµèÅÐÃкºµÑé§áµè กÒÃËÒÂ㨠กÒÃà»Åè§àÊÕ§ กÒÃÊÑè¹¾éͧ¢Í§àÊÕ§ กÒÃá»ÃàÊÕ§áÅÐÅÕÅҨѧËÇÐกÒþٴ
4. »ÃÐàÁÔ¹¤ÇÒÁÊÒÁÒö·Øก´éÒ¹¢Í§¢ºÇ¹กÒþٴâ´ÂÃÇÁ àªè¹ ÊѧàกµµÑé§áµèกÒÃËÒÂ㨠กÒÃà»Åè§àÊÕ§กÒÃà¤Å× è͹äËÇ°Ò¹-กóì Ç èÒÁÕ»ÑËҢͧกÒ÷ӧҹ·Õè·ÓãËéàกÔ´»ÑËҢͧกÒþٴËÃ×ÍäÁè
5. »ÃÐàÁÔ¹¤ÇÒÁÊÒÁÒö´éÒ¹ÀÒÉÒ·Ñ駴éÒ¹¤ÇÒÁà¢éÒã¨áÅÐกÒÃãªéÀÒÉÒ áÅФÇÒÁàËÁÒÐÊÁã¹กÒÃãªéÀÒÉÒÊѧ¤ÁàÁ×èÍÁÕ» ÔÊÑÁ¾Ñ¹ ìกѺ¤¹Í×è¹ (Hegde, 2008)
กÒÃ¿× é¹¿Ù´éÒ¹ÀÒÉÒáÅÐกÒþٴ (Speech andLanguage Rehabilitation)
กÒý Öก¾ Ù´Á Õ Ç Ñµ¶ Ø»ÃÐʧ¤ ì ãË é à´ çกÊÒÁÒöÊ×èͤÇÒÁËÁÒÂä´é â´Âãªé¤ÇÒÁÊÒÁÒö·ÕèÁÕÍÂÙ èÍÂèÒ§àµçÁÈÑกÂÀÒ¾à¾×èÍãËéÊÒÁÒö¾Ö觵ÑÇàͧáÅдÓçªÕÇÔµÍÂÙèã¹Êѧ¤Áä´é ¤ÇÃãËé¤ÇÒÁªèÇÂàËÅ×Íà´çก´éÒ¹กÒþѲ¹ÒÀÒÉÒáÅоٴãËéàÃçÇ·ÕèÊØ´ ¤×͵Ñé§áµèàÅçกæ à¾×èÍ»éͧกѹ»ÑËҾѲ¹ÒกÒþ Ù´Å èÒª éÒáÅÐàµÃ ÕÂÁ¤ÇÒÁ¾Ã éÍÁã¹กÒý Öก¾ Ù´µ èÍä»â»ÃáกÃÁ¢Í§กÒþٴä´éáกè
1. กÒúÃÔËÒÃกÅéÒÁà¹× éÍ·Õ èàกÕ èÂÇ¢éͧกѺกÒþٴâ´ÂกÒÃกÃеØé¹ãËéà çก à¤ÕéÂÇ Ù กÅ×¹ÍÒËÒÃãËé¶Ùกµéͧ «Ö觨ÐÊ觼ÅãËéà´çกÍÍกàÊÕ§ä´é´Õ¢Ö é¹ à¾ÃÒЪèÇ·ÓãËéกÅéÒÁà¹×éÍá¢ç§áçáÅмè͹¤ÅÒ ËÒกä´éÃѺกÒýÖกÊÁèÓàÊÁÍ àªè¹½Öกà¤Å×è͹äËÇÅÔé¹ áÅÐ ½ÖกÍÇÑÂÇзÕèãªéã¹กÒþٴãËéá¢ç§áçÁÕáçµéҹ㹷ÔÈ·Ò§µèÒ§æ áµÐÍÇÑÂÇÐãËéµÃ§à»éÒËÁÒ´éÇÂÍѵÃÒกÒÃà¤Å× è͹äËÇ·Õ è àËÁÒÐÊÁáÅÐà¤Å× è͹äËÇàÃçÇËÃ×ͪéÒä´éµÒÁµéͧกÒà Mysak (1986) á¹Ð¹ÓÇèÒกÒúÃÔËÒÃกÅéÒÁà¹×éÍ·ÕèàกÕèÂÇ¢éͧกѺกÒþٴ¨Ðä´é¼Å´Õµéͧ¤Ó¹Ö§¾Ñ²¹ÒกÒ÷ҧÃèÒ§กÒ¢ͧà´çกãËéà»ç¹ä»µÒÁÅӴѺ¢Ñ é¹¹Íก¨Òก¹Ñé¹·èÒ·Ò§áÅÐÍÔÃÔÂÒº¶¢Í§à´çกã¹¢³Ð½ÖกµéͧàËÁÒÐÊÁ à¾×èÍÅ´»ÑËҢͧกÒÃà¤Å×è͹äËÇ·ÕèäÁèàËÁÒÐÊÁ¢Í§à´çก´éÇÂ
2. ¾Ñ²¹ÒÀÒÉÒáÅÐกÒþٴ à´çกÊÁͧãËè¾ÔกÒú Ò § ¤ ¹ Á Õ ¤ Ç Ò Á Å è Ò ª é Ò · Ò § À Ò É Ò á Å Ð ก Ò Ã ¾ Ù ´ ´ é Ç Âµéͧ¾Ô ÒóÒÇèÒÅèÒªéÒ¨Òก»ÑËÒã´ àªè¹ à çกàªÒÇì»ÑÒµèÓà çกÁÕ»ÑËÒ éÒ¹ÍÒÃÁ³ì à çก»ÃÐÊÒ·ËÙ¾ÔกÒà ËÃ×Íà çกäÁèä éÃѺกÒÃกÃеØ鹾Ѳ¹ÒÀÒÉÒ·ÕèàËÁÒÐÊÁâ´Â ¾Ô¨ÒóÒÇèÒ»ÑËÒã´¤ÇÃä´éÃѺกÒêèÇÂàËÅ×Í กè͹ËÅѧËÃ×ÍãËé¤ÇÒÁªèÇÂàËÅ×Í仾ÃéÍÁæ กѹ กÒÃกÃÐµØ é¹¾Ñ²¹Ò·Ò§ÀÒÉÒâ´Â กÒÃÊÃéÒ§ÊÔè§áÇ´ÅéÍÁ·ÕèÊè§àÊÃÔÁ¾Ñ²¹ÒÀÒÉÒ àªè¹ ¾èÍáÁè¾Ù´กѺà´çกã¹¢³Ð·Õ è·ÓกÔ¨กÃÃÁกѺà´çก ËÃ×Íá»ÅกÒÃกÃзӢͧà´çกà»ç¹¤Ó¾Ù´·Õ èÁ Õ¤ÇÒÁËÁÒ à¾× èÍãËéà´çกàË繤ÇÒÁÊӤѢͧกÒþٴ กÒÃÊè§àÊÃÔÁกÒþٴ¤ÇÃÊ͹㹢³Ð·Õèà´çกʺÒ àªè¹ ã¹¢³Ð»é͹ÍÒËÒà àÅè¹ ËÃ×Í¢³Ð·Õ èà´ çก¼è͹¤ÅÒ กÒÃÊ͹ÀÒÉÒ¤ÇÃàÃ Ô èÁ¨ÒกÊ͹ãËéà¢éÒã¨ÀÒÉÒกè͹áÅéǨ֧µÒÁ´éÇÂกÒÃÊ͹กÒÃãªéÀÒÉÒกÒÃÊ͹ÀÒÉÒã¹à´çกÊÁͧãËè¾ÔกÒÃÍÒ¨ãªé¾Ñ²¹ÒÀÒÉÒáÅÐกÒþٴ¢Í§à´çก»กµÔà»ç¹á¹Ç·Ò§ã¹กÒÃÊ͹ä´é
3. กÒÃà¢éÒÊѧ¤Á à´çกÊÁͧãËè¾ÔกÒà ºÒ§ÃÒÂÁÕá¹Çâ¹éÁ¨ÐÁÕ»ÑËÒã¹กÒÃà¢éÒÊѧ¤Á กÒûÃѺÍÒÃÁ³ì
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4. ½ÖกกÒÃËÒÂ㨠â´ÂกÒýÖกกÅéÒÁà¹× éÍ·Õ èãªéã¹กÒÃËÒÂã¨á¢ç§áç¢Ö é¹àªè¹½ÖกãËéËÒÂã¨ÅÖกáÅÐÂÒÇ¢Ö é¹½ÖกãËé¼è͹ÅÁËÒÂã¨ÍÍกâ´ÂกÒÃãªéà¤Ã× èͧÁ×ͪèÇÂËÃ×Íãªéà·¤¹Ô¤§èÒÂæ àªè¹ ½ÖกãËéà»èÒÅÁÍÍก¨Òก»ÒกµÔ´µèÍกѹÍÂèÒ§ÃÒºàÃÕº àªè¹ à»èÒà·Õ¹â´ÂäÁèãËé´Ñºà»ç¹àÇÅÒ¹Ò¹ 10ÇÔ¹Ò·Õà»ç¹µé¹
5. ½ÖกกÒÃà»Åè§àÊÕ§ â´Â½ÖกกÒüè͹¤ÅÒÂกÅéÒÁà¹×éÍ·ÕèàกÕèÂÇกѺกÒÃÍÍกàÊÕ§ à¾×èÍãËéÍÍกàÊÕ§á¨èÁªÑ´¢Öé¹ àÊÕ§á˺¹éÍÂŧ áÅÐàÊÕ§ÅÁá·ÃกŴŧ ½ÖกกÒäǺ¤ØÁ¤ÇÒÁ´Ñ§¢Í§àÊÕ§ áÅФǺ¤ØÁÃдѺÊÙ§µèӢͧàÊÕ§ à»ç¹µé¹
6. ½ÖกกÒÃÍÍกàÊÕ§ÊÃÐáÅÐàÊÕ§¾ÂѪ¹ÐãËéªÑ ਹ â´Â½ÖกàÊÕ§µèÒ§ æ ·Õèà çกÊÁͧãËè¾ÔกÒþ٠äÁèªÑ¤ÇÃàÃ Ô èÁ¨ÒกàÊÕ§·Õ èÁ Õ» ÑËÒ¹éÍÂ·Õ èÊ Ø´ àª è¹ ½ÖกàÊÕ§·Õ è¾Ù´¶ÙกºéÒ§¼Ô´ºéÒ§ ÊèǹàÊÕ§·Õ èÂÒก àªè¹ àÊÕ§àÊÕ´ÊÕãËé½ ÖกÀÒÂËÅѧ à¾ÃÒÐàÊÕ§àÊÕ´ÊÕµéͧãªé กÒ÷ӧҹ»ÃÐÊÒ¹ กѹ¢Í§กÅéÒÁà¹×éÍÍÂèÒ§ÁÒก àÁ×èͽÖก¾Ù´ªÑ´ã¹ÃдѺ¤Ó áÅéǽÖกµèÍ´éÇÂกÒþٴ¤Ó¹Ñ é¹æ ã¹ÃдѺ»ÃÐ⤨¹ÊÒÁÒö ¹Óä»ãªé㹪ÕÇÔµ»ÃШÓÇѹä´é
7. กÒäǺ¤ØÁÍѵÃÒกÒþٴ â´Â½ÖกกÒÃÍÍกàÊÕ§à»ç¹¨Ñ§ËÇÐàªè¹ ÍèÒ¹â¤Å§ Ãéͧà¾Å§ â´Âãªéà¤Ã× èͧà¤ÒÐ
ѧËÇЪèÇ à çกÊÁͧãËè¾ÔกÒúҧÃÒÂÃÙéµÑÇÇèҾ٠ѧËÇЪéÒ¨Ö§¾ÂÒÂÒÁ¾Ù´àÃçÇ¢Ö é¹ ·ÓãËéàกÔ´กÒþٴ¢Ò´à»ç¹Ëéǧæ¤Çý ÖกãË é¾ Ù´ª éÒŧก è͹áÅн Öก¨¹¾Ù´»ÃÐ⤵ èÒ§æä´éª Ѵਹ¢Ö é¹áÅéǤèÍÂæ à¾Ô èÁ¤ÇÒÁàÃçÇ¢Ö é¹¨¹ãกÅéà¤Õ§กѺ¤¹·ÑèÇä»
8. ¤Çº¤ØÁ¤ÇÒÁกéͧ¢Í§àÊÕ§ (กÒÃÊÑ è¹¾éͧ¢Í§àÊÕ§) ãËéàËÁÒÐÊÁ ã¹กóշÕè¾Ù´àÊÕ§¢Ö鹨ÁÙกÍÒ¨½Öกâ´ÂãËéà´ çกÊÒÁÒöÊà éÒ§áç´Ñ¹ÅÁã¹»ÒกãËéÁÒก¢Ö 鹨Ѻ¤ÇÒÁÃÙéÊÖก¶Ö§กÒÃÁÕáç´Ñ¹ÅÁã¹»ÒกÁÒกËÃ×͹éÍÂÍÒ¨ãªéྴҹà·ÕÂÁªèÇÂãË鼹ѧ¤ÍáÅÐྴҹÍè͹áµÐกѹʹԷÂÔ觢Öé¹ã¹¢³Ð¾Ù (Darley et al, 1975)
9. กÒýÖก¿Ñ§ ½Öก¿Ñ§àÊÕ§ÊÙ§-µèÓ Ñ§-àºÒ ½Öก¿Ñ§áÂกàÊÕ§㹤ӤÙè ¿Ñ§àÊÕ§กéͧ¢Í§¨ÁÙก ¿Ñ§¤Ø³ÀÒ¾¢Í§àÊÕ§ã¹ÃÒÂ·Õ èÁ ÕกÒÃä´é Թºก¾Ãèͧµéͧä´éà ѺกÒêèÇÂàËÅ×ÍàÃ×èͧ¿×鹿ÙÊÁÃöÀÒ¾กÒÃä´éÂÔ¹´éÇÂ
10. กÒÃÊ× èͤÇÒÁËÁÒÂàÊÃÔÁáÅзҧàÅ×Íก(Augmentative and Alternative Communication) ËÃ×Í AAC
à»ç¹ÇÔ¸ ÕกÒÃË¹Ö è§·Õ è㪠éá·¹กÒÃÊ× èͤÇÒÁËÁÒ»กµÔ àªè¹ãªéá·¹กÒþٴËÃ×ÍกÒÃà¢Õ¹ AAC ¨Ð¹ÓÁÒãªéã¹กóշÕèÁÕ¤ÇÒÁºก¾Ãèͧã¹กÒÃÊ×èͤÇÒÁËÁÒÂÃдѺÃعáç«Öè§ÍÒ¨ãªéà¾Õ§ªÑ èǤÃÒÇËÃ×ͶÒÇÃä´é (ASHA. 1991) กÒÃÊ× èͤÇÒÁËÁÒÂã¹ÅÑกɳйÕé»ÃÐกͺ´éÇÂกÒÃãªéÊÑÒÅÑกɳìà¤Ã×èͧÁ×Í กÅÂØ·¸ì ËÃ×Íà·¤¹Ô¤µèÒ§æ ·ÕèºØ¤¤Å¹Ñé¹ãªéà¾×èÍà¾ÔèÁ»ÃÐÊÔ·¸ÔÀÒ¾¢Í§กÒÃÊ×èͤÇÒÁËÁÒ (ASHA. 1991, 2011)กÒ÷Õèà´çกÊÁͧãËè¾ÔกÒèÐÊÒÁÒö¾Ù´ä´éËÃ×ÍäÁè¢Ö é¹ÍÂÙèกѺËÅÒ»Ѩ¨Ñ กÒýÖก¾Ù´¤ÇÃãËéà´çกÊÒÁÒöÊ× èͤÇÒÁËÁÒÂä´éâ´Âãªé¤ÇÒÁÊÒÁÒö·ÕèÁÕÍÂÙ èÃèÇÁกѺกÒÃãªé AACã ¹ Ã Ò Â · Õ è Á Õ » Ñ Ë Ò Ã Ð ´ Ñ º Ã Ø ¹ á à § Ë Ã × Í « é Ó « é Í ¹ Á Ò กกÒÃÊ×èͤÇÒÁËÁÒÂäÁè¨Óà»ç¹·ÕèµéͧºÑ§¤ÑºãËéà´çก¾Ù´ãËéä´éà¾Õ§ ÍÂèÒ§à ÕÂÇ กÒÃãªé AAC à»ç¹·Ò§ÍÍกÍÕก·Ò§Ë¹Öè§ã¹กÒêèÇÂàËÅ×ͼÙé·ÕèÁÕ»ÑËҫѺ«é͹ËÃ×ÍÃعáçÁÒก«Ö觪èÇÂãËéà´çกÊÒÁÒÃ¶Ê × è ͤÇÒÁËÁÒÂáÅкÍก¤ÇÒÁµ éͧกÒÃä´ éâ´Â ÍÒ¨Ê͹ãËéà çกãªéà»ç¹ÊÑÒ³µèÒ§æ ËÃ×ÍãªéÊÑÅÑกɳìËÃ×Í ãªéกÃдҹÊ×èͤÇÒÁËÁÒ (communication board)กÒÃãªé กÃдҹÊ×èͤÇÒÁËÁÒÂÁÕ·Ñé§áººãªéà·¤â¹âÅÂÕ§èÒÂæ(low technology) ¤×Í กÃдҹÊ×èͤÇÒÁËÁÒ·ÕèÊÃéÒ§¢Öé¹àͧËÃ×Íãªéà·¤â¹âÅÂÕ¢Ñé¹ÊÙ§ (high technology) ·Õèãªé ¤ÍÁ¾ÔÇàµÍÃìªèÇÂÊ×èͤÇÒÁËÁÒ (Beukelman & Mirenda. 1998) กçä é
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ã¹กÒùӤÇÒÁÃÙéáÅТéÍÁÙŨÒก¼ÙéàªÕèÂǪҵèÒ§æ ÁÒ½ÖกÅÙกกÒêèÇÂàËÅ×Íà´çก ÊÁͧãËè¾ÔกÒèÐä´é¼Å´Õà¾Õ§㴢Öé¹ÍÂÙèกѺกÒÃÂÍÁÃѺáÅзÑȹ¤µÔ ¢Í§¤¹ã¹¤Ãͺ¤ÃÑÇ áÅФ¹áÇ´ÅéÍÁ ´Ñ§¹Ñ é¹กÒêèÇÂàËÅ×Íà´çก¤ÇÃÃÇÁºØ¤¤Å㹤Ãͺ¤ÃÑÇâ´Â੾ÒоèÍáÁèà´çกà»ç¹ÊÁÒªÔก¢Í§·ÕÁ´éÇÂà¾ÃÒÐกÒÃÁÕ¤ÇÒÁÃÙéàกÕèÂÇกѺÊÁͧãËè¾ÔกÒÃÁÒก¢Öé¹ ¨Ð·ÓãË餹㹤Ãͺ¤ÃÑÇÂÍÁÃѺáÅÐÁÕ·Ñȹ¤µÔ·Õè´ÕµèÍà´çกÂÔè§¢Ö é¹(Rollin, 2000)
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¼Ô´»กµÔ¢Í§กÒÃà¤Å× è͹äËÇÃèÒ§กÒÂ«Ö è§àกÔ´¨ÒกÁÕ¤ÇÒÁºก¾Ãèͧ ¢Í§Ãкº»ÃÐÊÒ· »ÑËÒâ´Â·Ñ èÇ仢ͧà´çกÊÁͧãËè ¾ÔกÒä×;Ѳ¹ÒกÒôéÒ¹ÃèÒ§กÒÂÅèÒªéÒ »ÑËÒกÒÃà¤Å×è͹äËÇÃèÒ§กÒ »ÑËÒกÒÃà¤Å×è͹äËÇÍÇÑÂÇзÕèãªéã¹กÒþٴ·ÓãËéàกÔ´»ÑËÒกÒþٴ ÁվѲ¹ÒÀÒÉÒ áÅÐกÒþٴÅèÒªéÒ Êèǹ»ÑËÒÃèÇÁ¢Í§à´çกÊÁͧãËè¾ÔกÒä×ÍàªÒÇì»ÑÒºก¾Ãèͧ »ÑËÒกÒêÑก ¤ÇÒÁºก¾Ãèͧ¢Í§กÒÃä éÂÔ¹ ¤ÇÒÁºก¾Ãèͧ¢Í§กÒÃÁͧàËç¹ »ÑËÒ éÒ¹¾ÄµÔกÃÃÁáÅÐÍÒÃÁ³ì áÅФÇÒÁºก¾Ãèͧ¢Í§กÒÃÃѺÃÙé กÒûÃÐàÁÔ¹¤ÇÒÁÊÒÁÒöกÒÃÊ×èͤÇÒÁËÁÒ¢ͧà´çกÊÁͧãËè¾ÔกÒÃáºè§ÍÍกà»ç¹ 2 ´éÒ¹ ¤×Í ´éÒ¹ÀÒÉÒáÅдéÒ¹กÒþٴÊèǹกÒÃ¿× é¹¿ÙÊÁÃöÀÒ¾¢Í§กÒÃÊ× èͤÇÒÁËÁÒÂã¹à´çกÊÁͧãËè¾ÔกÒÃÁÕÇѵ¶Ø»ÃÐʧ¤ìã¹กÒûéͧกѹ ËÃ×Íáกé䢻ÑËҢͧกÒÃÊ×èͤÇÒÁËÁÒ¢ͧà´çก«Öè§áµกµèÒ§กѹµÒÁ»ÑËÒáÅТÑ鹵͹¾Ñ²¹ÒกÒâͧà´çกáµèÅФ¹ กÒÿ×鹿ÙÊÁÃöÀÒ¾¢Í§กÒÃÊ×èͤÇÒÁËÁÒÂã¹à´çกÊÁͧãËè¾ÔกÒÃà¹é¹ãËéÊÒÁÒöÊ× èͤÇÒÁËÁÒÂกѺ¼Ù éÍ× è¹â´ÂÇÔ¸Õã´ÇÔ¸ÕË¹Ö è§à¾× èÍãËéà´çกÊÒÁÒöáÊ´§¤ÇÒÁÃÙ éÊ Öก ¹Öก¤Ô´áÅФÇÒÁµéͧกÒÃä´ éâ´ÂกÒÃ㪠é¤ÇÒÁÊÒÁÒö·Õ èÁ ÕÍ ٠è ãË é ൠçÁ· Õ èกÒÃÈÖกÉÒÇÔ¨ÑÂàกÕèÂÇกѺÀÒÉÒáÅÐกÒþٴã¹à´çกÊÁͧãËè¾ÔกÒÃÂѧÁÕ¹ éÍÂáÅмÅกÒÃÇÔ¨ ÑÂÂѧäÁèá¹è¹Í¹¨Ö§¤ÇÃÁÕกÒÃÈÖกÉÒã¹àÃ×èͧ¹ÕéµèÍä»ã¹à çกä·Â éÇ ·Ñ駹Õéà¹×èͧ¨ÒกÀÒÉÒáÅÐÇѲ¹¸ÃÃÁä·ÂÁÕÅÑกɳÐáµกµèÒ§¨ÒกÀÒÉÒÍ×è¹
ºÃóҹØกÃÁ
ÃÒªºÑ³±ÔµÂʶҹ. (2544). ºÑѵÔÈѾ·ì ÍѧกÄÉ-ä·Â ä·Â-ÍѧกÄÉ ©ºÑºÃÒªºÑ³±ÔµÂʶҹ. («Õ ÕÃÍÁ).American Speech and Hearing Association. (1991). Augmentative and alternative communication. Journal of
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กÒÃÇÔ¨ÑÂẺ¼ÊÁ¼ÊÒ¹ÇÔ¸ÕกÒÃ: Áâ¹·Ñȹì¾×é¹°Ò¹áÅÐÇÔ¸Õ´Óà¹Ô¹§Ò¹à¾×èÍกÒÃÇԨѷҧกÒÃÈÖกÉÒ¾ÔàÈÉ áÅÐÊÒ¢ÒÍ×è¹æ
Mixed-Methods Research: Basic Concepts andProcedures in Special Education and Beyond
ÃͧÈÒʵÃÒ¨ÒÃÂì ´Ã.ͧÍÒ¨ ¹Ñ¾Ѳ¹ì *
*ÍÒ¨ÒÃÂì»ÃШÓÀÒ¤ÇÔªÒÇÑ´¼ÅáÅÐÇÔ¨ÑÂกÒÃÈÖกÉÒ ¤³ÐÈÖกÉÒÈÒʵÃì ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâò
º·¤Ñ´ÂèÍกÒÃÇÔ¨ÑÂẺ¼ÊÁ¼ÊÒ¹ÇÔ¸ÕกÒà (Mixed-methods
research) ä´éÃѺ¤ÇÒÁʹ㨨ÒกºØ¤¤Åã¹áǴǧÇÔªÒกÒÃáÅÐกÒÃÇԨѨӹǹÁÒก¢Öé¹àÃ× èÍÂæ ÀÒÂËÅѧ¨Òก"กÓᾧ¢ÇÒ§กÑé¹กÒÃàÃÕ¹ÃÙéÇÔ¸ÕกÒõç¢éÒÁกѺ¤ÇÒÁàª×è;ѧ·ÐÅÒÂŧ"º·¤ÇÒÁÇÔªÒกÒÃ¹Õ éࢠÕ¹¢Ö é¹â´ÂÁըشÁØ è§ËÁÒÂËÅÑกà¾× è͹ÓàʹÍÁâ¹·Ñȹì¾× é¹°Ò¹กÒÃÇԨѼÊÁ¼ÊÒ¹ÇÔ¸ÕกÒÃ(°Ò¹¤µÔઠԧ»Ã ѪÒ/á¹Ç¤ Ô´·ÄÉ®ÕáÅФÇÒÁËÁÒÂ/¤ÇÒÁÊÓ¤Ñ) Ẻ¼ÊÁ¼ÊÒ¹ÇÔ¸ÕกÒÃÇԨѠกÃкǹกÒüÊÁ¼ÊÒ¹ÇÔ¸ÕกÒÃÇԨѠกóյÑÇÍÂèÒ§กÒÃÇԨѼÊÁ¼ÊÒ¹ÇÔ¸ÕกÒÃáÅТéÍàʹÍà¾× èÍกÒÃÍÍกẺÇԨѷҧกÒÃÈÖกÉÒ¾ÔàÈÉáÅÐÊÒ¢ÒÍ×è¹æ
¤ÓÊÓ¤Ñ กÒÃÇÔ Ñ¼ÊÁ¼ÊÒ¹ ÇÔ ÕกÒÃẺ¼ÊÁ¼ÊÒ¹ÇÔ ÕกÒÃกÃкǹ·Ñȹ컯ԺѵԹÔÂÁ ÇÔ¸ÕÇÔ·ÂÒáÅÐกÒÃÈÖกÉÒ¾ÔàÈÉ
AbstractMix-methods research has continuously gained
its popularity and interest among scholars in this thusgenerating employing this methodology. The aim of thisarticle is to discuss some basic concepts of mix-methodresearch (pragmatism, definitions, importance),procedures, case studies, and applications to the fieldof special education and other disciplines.
Keywords : Mixed-Methods Research, Mixed-MethodsDesigns, Pragmatism Paradigm, Methodology, SpecialEducation.
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¢Í§âÅก·ÕèàกÕ èÂÇ¢éͧกѺÇÔ¸ÕÇÔ·ÂÒÁÒกกÇèÒ 1 Ẻ (´Ñ§¹Ñ 鹨֧ÁÕÁÒกกÇèÒ 1 ÇÔ¸Õ·Ò§¢Í§กÒÃÃÙ éä´é) µÒÁ´éÇÂà·¤¹Ô¤ÇÔ¸ÕÁÒกกÇèÒ 1 »ÃÐàÀ· ÊÓËÃѺกÒÃÃǺÃÇÁ ÇÔà¤ÃÒÐËì áÅÐáÊ´§»ÃÒก¯กÒóì¢Í§Á¹ØÉÂì â´ÂÃÇÁáÅéÇÁÕ¨ Ø´ÁØ è§ËÁÒÂà¾×èͤÇÒÁà¢éÒ㨷Õè Õ¢Öé¹ ã¹¢³Ð·Õè Johnson, Onwuegbuzie,Turner (2007: 123) กÅèÒÇÇèÒ à»ç¹กÒÃÇԨѻÃÐàÀ·Ë¹Ö觷Õè¹ÑกÇÔ¨ÑÂáµèÅФ¹ËÃ×ͤ³ÐÃÇÁà·¤¹Ô¤ÇÔ¸ÕกÒÃàªÔ§¤Ø³ÀÒ¾áÅлÃÔÁÒ³ (àªè¹ ãªéà·¤¹Ô¤กÒÃÃǺÃÇÁ¢éÍÁÙÅ กÒÃÇÔà¤ÃÒÐËìáÅÐกÒÃÊÃØ»ÍéÒ§ÍÔ§¼ÅกÒÃÇԨѴéÇ·ÑȹÁÔµÔËÃ×ÍÁØÁÁͧ(Perspective) ·Ñ é§àªÔ§¤Ø³ÀÒ¾áÅÐàªÔ§»ÃÔÁÒ³) â´ÂÁըشÁØè§ËÁÒÂà¾×èÍ ¤ÇÒÁà¢éÒã¨áÅФÇÒÁÁÑè¹ã¨ã¹¼ÅกÒÃÇÔ¨ÑÂÍÂèÒ§กÇéÒ§¢ÇÒ§ áÅÐÅØèÁÅÖก Tashakkori & Teddlie (2003:711) ãËé¤ÇÒÁËÁÒÂÇèÒ à»ç¹áººกÒÃÇÔ¨ÑÂ·Õ è¹ÓẺàªÔ§¤Ø³ÀÒ¾ áÅÐàªÔ§»ÃÔÁÒ³ÁÒãªéกѺ¤Ó¶ÒÁ ÇÔ¸ ÕกÒÃÇÔ¨ÑÂÇÔ ÕกÒÃÃǺÃÇÁ áÅÐÇÔà¤ÃÒÐËì¢éÍÁÙÅ áÅÐ/ËÃ×ÍกÒÃÊÃØ»ÍéÒ§ÍÔ§¼ÅกÒÃÇԨѠáÅÐ Tashakkori & Creswell (2007: 4)ä´é¹ÔÂÒÁ¤ÇÒÁËÁÒ ÃèÇÁกѹÇèÒ à»ç¹กÒÃÇÔ¨ÑÂ·Õ è¹ÑกÇÔ¨ÑÂÃǺÃÇÁáÅÐÇÔà¤ÃÒÐËì¢éÍÁÙÅ ºÙóÒกÒüÅกÒÃÇÔ¨ÑÂáÅÐÊÃØ»ÍéÒ§ÍÔ§¼ÅกÒÃÇÔ¨ÑÂâ´Âãªé ÃٻẺËÃ×ÍÇÔ¸ÕกÒÃàªÔ§»ÃÔÁÒ³áÅÐàªÔ§¤Ø³ÀÒ¾ ã¹กÒÃÈÖกÉÒàÃ× èͧà´ÕÂÇกѹËÃ×Íâ¤Ã§กÒÃÇÔ¨ÑÂà´ÕÂÇกѹ
¨Òก¤ÇÒÁËÁÒµèÒ§æ ¢éÒ§µé¹ ÊÒÁÒöกÅèÒÇÊÃØ»ÃÇÁä´éÇèÒ กÒÃÇÔ¨ÑÂẺ¼ÊÁ¼ÊÒ¹ÇÔ¸ÕกÒà ËÁÒ¶֧กÒÃÇ Ô¨ Ñ· Õ èÍÍกẺ¢ Ö é¹â´Â㪠éกÒüÊÁ¼ÊÒ¹Ç Ô¸ ÕกÒÃàªÔ§»ÃÔÁÒ³áÅÐÇÔ¸ ÕกÒÃàªÔ§¤Ø³ÀÒ¾ã¹กÒÃÃǺÃÇÁáÅÐ
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ͧÍÒ¨ ¹Ñ¾Ѳ¹ì (2554). กÒÃÍÍกẺกÒÃÇÔ ÑÂ: àªÔ§»ÃÔÁÒ³ àªÔ§¤Ø³ÀÒ¾áÅмÊÁ¼ÊÒ¹ÇÔ ÕกÒÃ. (¾ÔÁ¾ì¤ÃÑ駷Õè 2). กÃا෾Ï:âç¾ÔÁ¾ì¨ØÌÒŧกóìÁËÒÇÔ·ÂÒÅÑÂ.
ͧÍÒ¨ ¹Ñ¾Ѳ¹ì ÁժѠàÍÕèÂÁ¨Ô¹´Ò áÅиÕêÑ ๵ö¹ÍÁÈÑก´Ôì (2548). กÒûÃÐàÁÔ¹ËÅÑกÊٵõÒÁâ¤Ã§กÒÃÊ͹ÀÒÉÒä·Âã¹»ÃÐà·ÈÊÒ¸ÒóÃÑ°Êѧ¤Á¹ÔÂÁàÇÕ´¹ÒÁ. ÇÒÃÊÒÃÇÔªÒกÒÃÈÖกÉÒÈÒʵà ì, 6(1-2-3), 46-58.
ͧÍÒ¨ ¹Ñ¾Ѳ¹ì, ªÙÈÃÕ Ç§ÈìÃѵ¹Ð, ÍÑ ©ÃÒ ÇѲ¹Ò³Ã§¤ì áÅоǧÃѵ¹ àกÉÃá¾·Âì. (กÓÅѧ¾ÔÁ¾ì). กÒÃÃ×éÍ»ÃѺâ¤Ã§ÊÃéҧͧ¤ìกÃáÅÐÃкºกÒúÃÔËÒÃกÒèѴกÒÃÈÖกÉÒÃٻẺãËÁèâ´Âãªé¼ÅกÒÃÇÔ¨ÑÂʶҺѹ : กóÕÈÖกÉÒ¤³ÐÈÖกÉÒÈÒʵÃìÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâò. ÇÒÃÊÒÃÈÃÕ¹¤ÃÔ¹·ÃÇÔâòÇÔ¨ÑÂáÅоѲ¹Ò. 5(10). กÃก®Ò¤Á-¸Ñ¹ÇÒ¤Á 2556.
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¨Ôµµ»ÑÒÈÖกÉÒContemplative Education
ÃͧÈÒʵÃÒ¨ÒÃÂì ´Ã.ÍÒÃÕ ¾Ñ¹ ìÁ³ Õ *
º·¤Ñ´ÂèͨԵµ»ÑÒÈÖกÉÒ (Contemplative Education)
à»ç¹กÒÃÈÖกÉÒ·ÕèãËé¤ÇÒÁÊÓ¤ÑกѺกÒþѲ¹Ò¤ÇÒÁµÃÐ˹ÑกÃÙéกÒÃàÃÕ¹ÃÙé áÅÐกÒÃàÃÕ¹ÃÙéà·èҷѹÁÔµÔ / âÅกã¹´éÒ¹ÍÒÃÁ³ì¤ÇÒÁÃÙéÊÖก ¤ÇÒÁ¤Ô´ ¤ÇÒÁàª×èÍ ·ÑȹÐÁØÁÁͧµèͪÕÇÔµáÅÐâÅก¢Í§µ¹àͧ ãËé¤Ø³¤èÒã¹àÃ× èͧกÒÃàÃÕ¹ÃÙ é´éÇÂã¨ÍÂèÒ§ã¤Ãè¤ÃÇ »ÃѪҾ×é¹°Ò¹¢Í§¨Ôµµ»ÑÒÁÕ¤ÇÒÁàª× èÍÁÑ è¹ã¹¤ÇÒÁà»ç¹Á¹ØÉÂì (humanistic vaule) áÅÐกÃкǹ·Ñȹìͧ¤ìÃÇÁ (humanistic paradigm) â´ÂÁÕËÅ ÑกกÒÃ¾× é¹°Ò¹·Õ èÊÒÁÒöÊѧà¤ÃÒÐËìÍÍกÁÒä´ éà» ç¹ËÅÑก¨Ôµµ»ÑÒ 7 ä´éáกè 1) ËÅÑกกÒþԨÒóҴéÇÂã¨ÍÂèÒ§ã¤Ãè¤ÃÇ (Contemplation) 2) ËÅÑก¤ÇÒÁÃÑก¤ÇÒÁàÁµµÒ(Compassion) 3) ËÅÑกกÒÃàª×èÍÁâ§ÊÑÁ¾Ñ¹ ì(Connection) 4) ËÅÑกกÒÃ༪Ô˹éÒ (Confronting)5) ËÅÑก¤ÇÒÁµèÍà¹×èͧ (Continuity) 6) ËÅÑก¤ÇÒÁÁØè§ÁÑè¹(Commitment) áÅÐ 7) ËÅÑกªØÁª¹áËè§กÒÃàà Õ¹ÃÙ é(Community)
¤ÓÊÓ¤Ñ ¨Ôµµ»ÑÒÈÖกÉÒ
AbstractContemplative education emphasizes the
importance of the development of human'sconsciousness, learning, emotion, felling, beliefs, andattitudes towards one's life and world. Also it placesgreat values on contemplative learning.
The philosophical concept of contemplativeeducation heavily relies on humanistic value andhumanistic paradigm categorized into contemplation,compassion, connection, confronting, continuity,commitment, and community.
*ÍÒ¨ÒÃÂì»ÃШӤ³Ð¨ÔµÇÔ·ÂÒ ÁËÒÇÔ·ÂÒÅÑÂàกÉÁºÑ³±Ôµ
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Keywords : Contemplative education
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Value) ÇèÒÁ¹ØÉÂìÁÕÈÑกÂÀÒ¾ÊÒÁÒöàÃÕ¹ÃÙ éáÅоѲ¹Òµ¹àͧ ä´éÍÂèÒ§µèÍà¹×èͧ â´ÂÁÕ»ÃÐʺกÒóìµÃ§ à»ç¹»Ñ¨¨ÑÂÊÓ¤Ñ ¢Í§กÃкǹกÒÃàÃÕ¹ÃÙé·Õ è¹Óä»ÊÙèกÒÃà»ÅÕè¹á»Å§¢Ñé¹¾×é¹°Ò¹¢Í§ªØ´กÒÃͺÃÁá¹Ç¨Ôµµ»ÑÒÈÖกÉÒ
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1. ËÅÑกกÒþԨÒóҴéÇÂã¨ÍÂèÒ§ã¤Ãè¤ÃÇ(Contemplation) ¤×Í กÒÃà¢éÒÊÙèÀÒÇШԵ㨷ÕèàËÁÒÐÊÁกѺกÒÃàÃÕ¹ÃÙé áÅШԵ㨴ѧกÅèÒÇä»ãªé·Ó§Ò¹ÍÂèÒ§ã¤Ãè¤ÃÇ·Ñé§ã¹´éÒ¹¾Ø·¸Ô»ÑÒ (Congnitive) ´éÒ¹ÃÐËÇèÒ§ºØ¤¤Å(Interpersonal) áÅÐ éÒ¹ÀÒÂ㹺ؤ¤Å (Intrapersonal)
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International Perspectives on Barriers for Children with Disabilities'Educational Environments in Greater Bangkok*
Michelle Proyer **
Siriparn Sriwanyong***
AbstractThis publication summarizes preliminary
findings related to data collected during an initial phase
of field research in Bangkok as part of an international
research project called CLASDISA. The comparative
study in the field of special/ inclusive education aims at
identifying barriers and facilitators in children with
disabilities' educational environments in Bangkok,
Addis Ababa and Vienna. Following a mixed methods-
design, data was conducted through interviewing
children with different disabilities, their parents and
teachers as well as further disability-related experts and
handing out questionnaires to parents and teachers.
Due to the distinct readiness to engage in cultural
exchange among the research team and the high level
of engagement of almost all the Thai participants
involved, the amount of data collected is outstandingly
high and varied.
Next to a rather detailed description of the
complex structure of the research project and the
varied methods applied to collect data, a first insight
into the ongoing data analysis is being shared. As it
follows a Grounded Theory Approach only preliminary
findings can be presented and discussed.
Additionally, these are to illustrate further developments
*This publication is part of an international research project called 'Classification of Disabilities in the Field of Education in Different
Societal and Cultural Contexts' (CLASDISA) funded through means of the Austrian Science Fund (FWF, project number: P22178).
Further topical information can be accessed through the project website: http://classifications-of-disabilities.univie.ac.at/**University Assistant and PhD candidate at the University of Vienna, Department of Education/ Special Needs and Inclusive Education***Assistant Profressor of Special Education, Srinakarinwirot University
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and directions in data analysis and possible sources of
evolvement of theories along the project's comparative
character.
Keywords : Educational Environments, Barriers and Fa-
cilitators, School Aged Children with Disabilities,
Greater Bangkok
IntroductionInternational comparative research in
education is of major interest when it comes to
measuring students' knowledge and teachers'/ schools'
quality. TIMSS, PISA and others produce headlines and
those offering to help students and governments to
improve their results might be able to earn loads of
money. Parts of education have turned into business
and those who can afford it, are willing to pay a fortune
to enable their children and themselves to the best
education possible.
Looking at these developments, one might start
to wonder which role those children less fortunate to
get high-quality education, achieve high scores or not
being considered at all play in these tests? Who are
they? Where and under which circumstances do these
children learn? And last but not least: What prevents
them from being part of a formal mainstream
educational system?
In the course of this publication an
international study focussing on one marginalised
group of children, namely those with disabilities, will be
introduced. Its aim to investigate barriers and
facilitators within educational environments in elected
urban centres of three countries will be described
hereafter. The description will mainly focus on research
activities in Thailand.
Background and Purpose of the Study
The adoption of the UN Convention on the
Rights of Persons with Disabilities (UNCRPD) as well as
the Optional Protocol (UN, 2006) and the high number
of signatories (UN Enable, undated) underline the
actuality and importance of consideration of persons
with disabilities' needs in all areas of public life.
Considering that intersections between the occurrence
of disabilities1 and marginalisation have been
identified on a broad scale, the need for
implementation of disability-rights related policies (e.g.
by ratifying the UNCRPD) seems even more evident.
One of the main findings is that disability and poverty
are related in a complex interplay (e.g. Elwan 1999):
the onset of a disability or birth of a child with disability
is often attributed to a life in poverty (e.g. low levels of
availability of medical care) and, on the other hand,
missing or low-quality facilities often cause disabilities
(e.g. lack of vital vitamins); a vicious circle. This too has
an effect on education. Children with disabilities are
often deprived of absolute accessibility to education.
Reasons may vary from lack of transportation to school
administrators turning them down due to their
disabilities. Poverty is definitely not the only reason for
exclusion of children with disabilities from formal
education on a global level.
A group of researchers in Vienna became
interested in what reasons actually lead to exclusion of
children with disabilities or which measures could lead
to their (full) inclusion. In the course of two years a
research proposal was developed and the team was
successful in acquiring funds for an international
comparative project: CLASDISA2.
Research DesignThe project resembles fundamental research
and aims at the identification of barriers and
facilitators3 for education of children with disabilities in
1In order to illustrate the individual and manifold character of a disability, the term will be used in its plural form in the course of this
publication.2Classifications of Disabilities in the Field of Education in Different Societal and Cultural Contexts.
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highly differing cultural settings. The project's design
was decided to employ mixed methods (Collin,
Onwuegbuzie, & Sutton, 2006; Cresswell, & Plano Clark,
2007) with a clear focus on qualitative research. Results
are to develop in the course of the application of
Grounded Theory-methodologies. (Birks, & Mills, 2011;
Stern, & Porr, 2011) Within this methodological
approach, constant comparison and other data-based
emerging approaches, facilitated by the computer-
based program ATLAS.ti (Lewins, &Silver, 2007), are to
lead to theory generation and description.
The following areas served as conceptual
basis for the project's development: 1) Culture as
defined by Nieke's lifeworlds-concept (2008), 2)
society described as multivariate construct (UNDP's
Human Development Index [HDI]; UNDP, 2007) and 3)
a bio-psycho-social understanding of disabilities.
(WHO, 2001) Summarizing these concepts,
disabilities are not perceived as medical malfunctions
but a result of a complex set of interrelations between
among others culture (Riddell, & Watson, 2003),
attitude and environmental factors. (WHO, 2001) This
causes the need to consider a variety of factors that
have an impact on education for children with
disabilities. (Florian et al., 2006; Mc Laughlin et al., 2006)
The following research questions and
sub-questions guide the research activities:
Which environmental factors facilitate or
restrict activity and participation of school-aged
children with disabilities in the field of education in
different societal and cultural contexts?
Which barriers and facilitators can be
identified in the field of education?
In which way are these barriers and
facilitators related to culture and/or society?
Next to defining a research interest and
specific contents of the project, the research team made
up their minds on geographical foci for data collection
within a comparative study. Being geared to an
understanding of society as complex interplay of
factors the choice to use the HDI (UNDP, 2007) was
obvious. Within this index factors encompassing
gender equality, years of schooling and a lot more
country-specific data are combined and lead to a
calculation of human development. It can be rated as
low, middle and high. One country fitting each one of
the three categories was chosen: Austria (high HDI),
Thailand (middle HDI) and Ethiopia (low HDI)4. The
research scope was soon limited to the economic
centres, meaning the three capitals, as the question of
comparability was one of great concern right from the
beginning. The availability of educational services for
children with disabilities was estimated to differ highly
among the three countries. A focus on the capitals,
Vienna, Addis Ababa and Bangkok, was to limit the
country-specific differences (such as the urban-rural
divide).
In order to gain first-hand information on the
educational realms of children with disabilities, an
additional number of important outlines were agreed
upon. The main interest was to be laid upon
interviewees' accounts. Children with disabilities, their
parents and teachers as well as further experts were
intended to be interviewed. Parents and teachers
invited to fill in questionnaires at two different stages of
research.
Considerations regarding the composition of
the qualitative sample were based on a thorough study
of topical research publications and insights drawn from
3These terms are taken from the the WHO's International Classification of Functioning, Disability and Health (ICF) as well as the
adapted version for children and youth (ICF-CY). (WHO, 2001; 2007)4Reasons for this decision were manifold. Two of the most striking ones were 1) already established research co-operations and 2)
the fact that neither of the countries involved had a noteworthy record in terms of colonisation, neither as colonizing force nor as
colony
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the fact that comparability of countries as diverse as the
chosen ones was a big challenge. What follows is a
selection (more detailed information can be obtained
from the project's website: http://classifications-of-
disabilities.univie.ac.at/) that will be further clarified and
referred to in the course of this publication:
- Age of the children : Irregularities in
educational systems for children with disabilities in each
of the countries were expected and so the age frame
was initially set to those in primary education, between
8 and 12 years.
- Disabilities of the children: Further
irregularities regarding classifications of disabilities
seemed unavoidable. (Florian, & McLaughlin, 2008)
That is why the four following groups were agreed upon
as being of central interest: Visual Impairment (VI),
Hearing Impairment (HI), Physical Impairment (PI) and
Intellectual Impairment (II). The research's design
implied to include four cases (consisting of one child,
one parent and one teacher) of each of the groups within
the planned research activities. This was to guarantee
a sample of at least eight children at the final stages of
the project as school drop-outs or changes and similar
factors leading to prevention of further research
participation were anticipated.
Time Frame and Structure of the ProjectIn the course of five years (the project started
on February 1st 2010 and will run until January 31st
2015) a team of six researchers based at the University
of Vienna is conducting the international research
project in cooperation with 4 researchers each from
Srinakharinwirot University (SWU) in Bangkok and Addis
Ababa University and 2 experts in the field of classifica-
tions of disabilities (Lani Florian and Judith
Hollenweger).
Initially, the research design allotted parallel
phases of field research to collect data in each capital:
1) one phase lasting one month in order to arrange
contacts and pre-visit participating schools, 2) 3 months
of field research for qualitative data collection and
questionnaire 1 (both based on an understanding of
environmental factors as presented in the ICF and
ICF-CY) (WHO, 2001, 2007) and 3) another phase
lasting 3 months for follow-ups on qualitative findings
and questionnaire 2 (based on findings drawn from
questionnaire 1) Field research was coordinated by one
PhD student in each country. Analysis of the quantitative
findings was done by another Vienna-based student
working on her doctoral thesis.
Due to many differing reasons (complications
in the finalisation of questionnaire 2, need to postpone
research phase 2 in Bangkok due to the heavy floods in
2011 etc.), research activities in each country turned
out to be conducted following rather individual
schedules and designs adapted from the initial one.
Communication between all researchers involved was
of high importance to guarantee coordination.
Exchange between those in Addis Ababa and Bangkok
can be described as a constantly ongoing and
especially fruitful process. To date data collection has
almost been finished in all three countries and data
analysis is ongoing.
In the course of the following pages this paper
will focus on experiences drawn from research
activities in Bangkok until the end of and especially
during field phase one.
Research Activities in ThailandResearch activities in Bangkok were
coordinated by this article's first author in cooperation
with a team of four Thai research partners. Two
members from the Department of Special Education of
SWU Bangkok, one being the second author of this
paper and Dr. Daranee Saksiriphol, as well as two
alumni from the department: Suriirattana Jamnongsarn
and Supraima Leelamanee. After five months of
preparing research instruments and conducting
literature research, mainly on quantitative and
qualitative research methods, a pre-phase lasting 1
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month was undertaken in June/July 2010 in Bangkok.
This phase was intended to fore mostly introduce all
team members to each other, establish contacts to
potential sample schools and pay first personal visits to
these. Furthermore it offered the opportunity to discuss
planned research activities and generated research
materials among the team. The level of cooperation
between the members of the research team as well as
those supporting us (coordinating school teachers and
administrative staff members) during school visits
turned out to be extremely promising right away. The
research team had prepared a schedule for first visits
and already informed a number of schools. With most
of these they had already shared a long history of
well-tended cooperation. Students from the department
had completed their practicals in some of the schools,
children with disabilities were receiving therapies etc.
All schools were welcoming and highly cooperative.
The research team informed them about the project's
structure and distributed information material in Thai or
English Language. In the course of four weeks the
number of prospective locations for data collection was
almost doubled. This was due to a far reaching interest
in creating a picture of children with disabilities'
educational realms in Bangkok that was as realistic as
possible and can be associated to Grounded Theories
principle of an open approach to the field of interest.
(Birks, & Mills, 2011) All schools and additionally
contacted organisations in and around Bangkok were
interested in engaging in research.
The following modifications to the initial
research design were agreed upon among team in
Bangkok-and in coordination with the other Vienna
based researchers-during the pre-phase as they
seemed indispensable to guarantee an unobstructed
data-collection process:
- Regional Focus:
The research team found that a number of
essential educational institutions for children with
disabilities were located in the outskirts of Bangkok.
The research focus was therefore broadened to Greater
Bangkok.
- Disabilities:
Sharing our demands on the number, age and
disabilities of the children who were to participate with
coordinating staff from the schools, it became obvious
that there would be a number of children who could not
clearly be assigned to one of the four categories. The
team in Thailand decided to include those with
multiple disabilities as well.
Another issue related to disability was that of
'severity'. The researchers identified a number of
Disabled Peoples' Organisations (DPOs), NGOs and
orphanages which took care of children (as well as other
persons with disabilities) who were unable to access
any of the educational institutions offering formal
education. It appeared more than clear to the
Bangkok-based team that it was essential to include
these institutions and enable children with severe
disabilities to voice their opinion.
- Sample Size:
The research team wanted to make sure that
there would be enough participants until the end of the
research activities. Furthermore the team refrained from
leaving any chance untaken (sometimes schools offered
more participants than we had asked for or those with
disabilities we had not asked for) and therefore
anticipated to collect a bigger data set as needed right
from the beginning.
- The role of the parents:
As a number of children with disabilities are
mainly taken care of by relatives, mostly grandmothers
(four cases), or by a caretaker (1 case), it was decided
to broaden the definition o parent to that of legal
guardian, relative and caretaker respectively.
- Collection of questionnaires 1 among
parents/ relatives/ legal guardians/ caretakers:
A number of research participants was
supposed to have trouble in filling in questionnaires
due to limited reading skills or problems in
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understanding the complex concepts underlying some
of the questions respectively. The level of time and
needed resources to collect the expected amount of
60 questionnaires was therefore allocated quite
generously.
Another area that was subject to far-reaching
discussion right from the pre-phase was that of
translation. It has been described in a number of
publications (Van de Vijver, & Leung, 1997; Temple, &
Young, 2004) that research in intercultural contexts is
always associated with issues of language. Doing
research outside English-speaking (or in this case
German) countries involves the need to translate and
furthermore transcribe translations of what persons said
during interviews and focus group discussions. Despite
the coordinating researcher's efforts and a limited
ability to understand Thai it was necessary that one of
the Thai research partners was conducting, translating
and transcribing the interviews and was available
during the collection of questionnaires. Nevertheless,
the coordinating researcher took part in all research
activities personally to guarantee continuous
documentation and availability to clarify questions that
kept popping up due to the complex, mainly
western-based, research design.
Research Methodology: Sample and Research Tools
6One of which was a private one.7Two boys visited ‘real’ inclusive settings and attended no or only partly parallel facilities.
Type and number of schools Number of participating
Children (incl. number of girls)
Special Schools VI 1 4 (2)
Special Schools HI 2 4 (2)
Special Schools PI 1 4 (2)
Special Schools II 26 3 (2)
Inclusive Schools with parallel facilities 4 57 (1)
NGOs 1 1 (1)
With only one school refraining from their
initially shown interest, the research team started the
first phase of three months of data collection at the end
of October 2010, with thirteen schools and several
additional institutions. A research schedule was agreed
upon between all team members about one month
ahead and forwarded to schools in the course of
personal re-visits by the Thai partners where possible
or via fax respectively. Three of the Thai researchers
supported data collection during four days a week and
Fridays were used as buffer days, in case any of the
schools had to unexpectedly change the appointed
schedule, or for meetings to coordinate future steps or
reflect on past activities if needed. Out of the 13 schools,
two were for students whose age was out of the research
scope (one secondary and one vocational school). In
these schools teachers or school administrators were
asked to share their experiences as some of the
participating parents raised concerns about where their
children would go after finishing primary education
(lasting 6 years, starting at the age of 7; Prathom 1-6;
MoE, undated) The inclusion of these schools, and
additional organisations and institutions as mentioned
above, aimed at broadening the understanding of
educational facilities for children with disabilities. The
remaining 11 schools and participating children (and
cases accordingly) were composed as follows:
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8A requirement implemented by the Austrian funding agency implying the storage of data for secondary analysis within WISDOM.
Secondary analysis is linked to approval by the project's management
The total number of participating children with
disabilities was 21. Taking into account that around ten
additional experts were at least consulted if not
interviewed, one case had to be changed and one
cancelled as parents were not available or one child
did not want to participate respectively, the total
number of interviews conducted in the course of
research phase one ended up to be more than 90.
Also the number of questionnaires (60 from
parents and 60 from teachers) could be collected
without major problems apart from those mentioned
earlier: some of the parents had troubles in reading or
understanding the complex questions. They had been
developed along the ICF's definition of environmental
factors, barriers and facilitators. (WHO, 2001, 2007)
Despite its claim to be universally applicable (ibid.) and
an extensive validation - process within the intercultural
research teams, some of the underlying concepts
turned out to be too westernized (e.g. opinion on early
childhood education and religion). Additionally, with
around 10 pages and more than 60 questions
(including personal anonymous data), the
questionnaire was found to be far too long by most of
the participants. Instead of the intended 25 minutes
some of the parents/ legal guardians/ relatives/
caretakers took more than one hour and were in need
of support through research assistants (similar
experiences were made in Addis Ababa).
Special Issues Related to Data CollectionThe main focus of research was the collection
of qualitative data. Next to interviewing research
participants this included: appraisals of school
compounds (lasting up to almost three hours as some
of the schools are visited by more than 1.000 students),
class room observations as well as a thorough
document (national policies as well as educational
documentation by teachers and school administrators
including e.g. Individual Education Plans [IEPs]) and
literature analysis.
The research team spent a lot of time during
the preparatory as well as first research phase to further
develop and translate methods for data collection, fore
mostly those for children. A general guideline for
interviews for every group (parents, teachers, experts
and children) had been developed by the Vienna-based
research team (on the basis of the ICF and ICF-CY;
WHO 2001, 2007). Every single question was
discussed thoroughly. Where necessary the Thai
researchers found alternative ways of expressing/
transferring western concepts into the Thai cultural
context. Nevertheless, some questions, caused
confusion among the research team, remained
subject to discussion and data analysis is showing that
some of the questions were to be asked again in a
different way. Some of those were tried to be clarified in
the course of later stages of research.
Issues of special interest and high importance
related to interview conduction contained the
following:
- Participation on Voluntary Basis and Informed
Consent :
Despite the fact that contact teachers made
initial choices and proposed children for participation
to us, the final decision was up to individual consent.
Parents, teachers and experts were asked to fill in an
informed consent about their participation, picture
taking and storage of data8. Parents additionally had to
agree to their children's participation. Children
themselves were asked for oral consent during the first
stages and specialized written ones (adapted
child-friendly version that did not necessarily imply
reading skills) in the course of later research phases.
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- Anonymity of Data :
All data collected (tapes of interviews, pictures
or videos taken during interviews, form s of appraisals
or observations etc.) will be treated strongly
confidential and will only be used for scientific
purposes. Only selected persons (research partners,
students doing transcripts etc.) are allowed to work with
the parts of the data-set after signing a form implying
absolute confidentiality.
Interviews were conducted on a one-to-two
(interviewee-coordinating researcher and one Thai re-
search partner) basis and the tape recorder was
stopped at interviewees' commands or during outward
disturbances (taking of urgent phone calls, people
entering the room etc.). Only in a few cases limited
resources made it necessary to e.g. choose a
separated area within the teachers' room or a room
next to the headmaster's room or the headmaster's
office itself which implied a number of disturbances or
several location changes, as in the case of one parent
interview. All these choices were taken in accordance
with the participants' wishes.
Both of the areas elaborated above raised some
interesting intercultural issues. Research concepts that
came natural or almost indispensable in most western
research projects caused some confusion among the
team in Thailand and within research practice. Some
of the participants had never before participated in a
research project. Filling in an informed consent was a
new experience for them and definitely had an impact
on most of the following interview situations. This
created a rather unnatural, a-personal setting that was
in opposition to a very welcoming atmosphere at
almost all participating schools. This holds even more
true for the need to convey the concepts of anonymity
and data storage. Luckily, most of our research partici-
pants were so eager to share their experiences with an
intercultural interview team that they soon forgot about
the initial disruptions and confusion.
Focus on Children with DisabilitiesOnly recently has the possibility of engaging
children with disabilities entered research agendas
around the world. (Whyte, undated)
As the disabilities of the children participating
in the CLASDISA project varied to a great extent, a wide
range of methods to enable them to share their opinion
was developed. A big bag containing a lot of different
materials was a constant companion when conducting
research with children. The interview materials and en-
abling measures included the following:
- Sign Language Interpreters :
Deaf children or those hard of hearing were provided
with experienced Sign Language interpreters from
outside the school settings. The interpreters were
introduced to the research design, signed a
confidentiality agreement and turned out to be
extremely professional. Taking interpreters from outside
the school was intended to enable students to feel free
to say whatever they wanted. It has to be stated that it
also caused some level of confusion some of the
children as the interpreters needed some time to
adjust to dialects/ expressions used within specific
school settings or adapt to students whose level of
using Sign Language was not highly elaborated.
- Picture Cards :
A number of culturally adapted picture cards
(those initially prepared by the Vienna-based team were
discussed, partly dismissed or adapted due to cultural
incompliance) were provided to children who were
extremely shy (Deveney, 2005), used as ice-breakers
as parts of games or enable children to decide on the
interview's direction: Choosing a symbols meant
asking a question from a certain area of interest (e.g. a
picture card of a blackboard meant talking about teach-
ers).
- Puppets :
Some of the children were invited to talk to an
elephant-shaped hand puppet if they were not willing
to share their opinions with us. A set of puppets and
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classroom-related miniature furniture was provided to
enable students to illustrate what they were thinking by
aligning certain classroom settings. E.g. when they were
asked to describe their classrooms, some children
preferred to show us if they had limitations in
expressing themselves orally.
- Disposable Camera :
Another interesting task for the children was to
share information about their favourite places, places
and things they liked or disliked most in school. Instead
of simply communicating about these important facts,
students were invited to take us there and take five
pictures (or more if needed) with a disposable camera.
- Drawing/Writing :
As some parents and teachers told us that the
children we were about to interview were fond of
drawing, we always provided paper and coloured pens.
These enabled students to draw things they did not
know how to express or write down words we were not
able to understand or they thought were important to
them. Furthermore we asked all children to draw a
picture of their dream school which most of the
children did refrain from.
- Flexible interview settings :
Interviews lasted between 15 minutes and one
hour according to the child's likes and approval by
parents, teachers and school administration. All
interviews were conducted at school and so children
were missing classes. The seating arrangement was
subject to change and sometimes relocated to the floor
as some of the children were so excited that the
research team was afraid that they would fall down when
sitting at tables. Other children were used to
educational interaction or therapeutic measures
happening on the floor and it was anticipated that-
despite the interview setting had a different background
-they would feel more comfortable like that. All children
(as well as all the other research participants) received
a certificate and presents for their participation. The
children were allowed and invited to stop the interview
at any time. Apart from two children none of them ever
uttered that wish.
Preliminary Findings and DiscussionFindings will be presented in two categories :
1) those related to the research process and
2) content-based findings drawn from the ongoing data
-analysis :
1) Research process :
- Intercultural Cooperation :
The project's intent to include international
cooperation partners as much as possible and at any
stage of the research process can be underlined as
extremely essential. A number of problems could be
prevented by immediate and constant consultancy
between and within the international research teams.
Time and financial constraints prohibited an even more
effective and close collaboration right from the initial
phase of designing the project. E.g. questionnaires
could only be pre-tested in Austria and Germany
respectively. All in all the cooperation can be assumed
as extremely fruitful and informative. Exchange of
different perspectives on certain research findings and
interview settings can be perceived as helpful and
illuminating for the ongoing research process and
decisions on further steps within the research process.
- Issues Related to Translation :
This important and under-researched topic has
been one of major discussions within the project team.
The team in charge of research in Bangkok learned a
lot from both the pre-phase and research phase 1. E.g.
the translation of the first questionnaire was done
following a rather strict word-by-word manner as the
research design dictated the provision of an as far as
possible identical questionnaire in three different
languages. This meant leaving many issues of cultural
applicability aside. In the course of cooperation, the
research team improved their understanding of each
other and culture-based differences in research
socialisation as well as approaches to problem-
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solving. A culture of discussing research-related issues
evolved and improved in the course of getting to know
each other. The second questionnaire was translated
using a different approach and appears to fulfil the
requirements of comparability far better than the first
one.
- Country-Wise Adaptations to Research
Design :
The team in Thailand learned to utilize
culture-based differences for creating new methods
and approaches to problems that evolved due to the
complex design of CLASDISA. Especially, preparing
research phase 2 the team became more indepen-
dent from the project's design and eager to adapt
where it seemed indispensable to guarantee cultural
sensitivity and applicability.
Representative for many others the authors would like to
share one aberration from the research protocol related
to the issue raised above: The research team decided
to translate interviews into English right away instead of
transcribing those in Thai first due to the high amount of
data. Furthermore it was agreed upon that some of the
important words or passages in the transcribed
interviews were included/ kept in their original Thai
meaning. Some of these words had been subject to
discussion and explanation many times in the course
of the research process. Leading to the conclusion that
they would lose a lot if not all of their original meaning if
they were translated into English.
2) Content-based, preliminary findings :
It is necessary to point out that due to the huge
amount of data, analysis of the data is ongoing. Another
reason is that the application of Grounded Theory
implies theory to evolve in the course of the research
and data-analysis process. Therefore all of the
following issues presented are preliminary
assumptions. They are intended to be understood as
representative for striking issues (related to the number
of occurrences in interviews randomly analysed so far
or due to their perceived distinctiveness or precarious
character) :
- Traditional Belief Systems :
Thailand is an emerging economy;
modernisation is moving forward but tradition plays a
major role. (Taylor, 2003; Carter, 2005) Within the
interviews belief systems can be attributed to traditional
understandings of 1) Education and authority
(Vorapanya 2008; Mournier, & Tangchuang, 2010;
Vorapanya, & Dunlap 2012), 2) Buddhism (Naemiratch,
& Manderson, 2009; Schumm, & Stoltzfus, 2011) and 3)
Gender (Keyes, 1984)
As these topics will be subject to forthcoming
publications only spotlights are shared for each of the
three areas :
1) Following and implementing measures to
preserve traditional roles of representation and
authority are of central interest in a number of interviews.
They are associated to acceptance within the school
community, availability of means and reputation of
schools.
2) No matter how high their income is, where
they come from, what level of education they finished
and how old they are, a majority of the Thai research
participants are practicing Buddhists. Many of those
perceive that Karma has an impact on their lives and
therefore something to do with why their children have
disabilities, they have a disability or they work in the field
of disabilities.
3) Most of those in charge of caring for
students with disabilities in our sample were women:
mostly mothers, grandmothers and female teachers.
- Precarious Traffic Situation and Mobility in and
Around Bangkok :
Research participants estimating their travel
time to school as lasting around 2 to 3 hours and
involving two or three changes of means of public
transport or traffic-jams each way, were not the
exception but the rule.
Mobility plays an important role for families of
children with disabilities. They have to be extremely
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flexible in regards to who accompanies their children
to school at what expenses. Many families or parts of
families had to move to Greater Bangkok or look for
boarding schools.
- Provision of Services and Materials :
Developments in Thailand's educational
measures go along with global developments of
increasing numbers of those finishing higher levels but
not necessarily implying a rise in quality of education.
(Mournier, & Tangchuang, 2010) Expenditure on
education in Thailand is low compared to those of other
South East Asian countries. (Trakulphadetkrai, 2011)
Among other aspects this results in low salaries of
teachers and a precarious teacher-pupil-ratio per
classroom. This lack of financial means holds even more
true for inclusive measures. (Vorapanya, 2008;
Vorapanya, & Dunlap, 2012)
An issue teachers, school administrators and
experts alike raised quite often was that of missing
resources or a lack of knowledge about usage of
teaching materials respectively. According to the
interviewees this is mainly due to time restraints, Thai
teachers have to face and lack of professional staff. Other
reasons mentioned were that of low motivation among
teachers as well as low or no knowledge in the area of
special education/ inclusive education.
Most parents believe in the competence of
teachers (see above) but many were missing
appropriate (not further defined) teaching materials.
Children were almost always happy with what
schools had to offer or believed that being with their
friends who understood them was more important than
provision of material.
- Accessibility :
Most of the study's participants reported no
restraints in accessibility. Children said that they were
able to reach all areas of the school buildings they
wished. Many schools would wish for bigger facilities.
Conclusion and Glimpses at Implications
Interrelation
One of the conclusions that can be drawn so
far is that of interrelation. Many of the factors described
above are related among each other and what has been
said at the beginning of this publication. The majority of
families included in our sample have very low to middle
income. E. g. the need to accompany children to school
(in another province) often lead to a loss in income as
parents/ relatives/ legal guardians/ caretakers are
unable to go back home, to an office or their shops or
run errands. Sometimes they support their children in
school, sometimes even during the classes or they
simply wait. This can be associated to a need for further
coordinated financial means (Vorapanya, 2008) for
families caring for a child with disability and provision
of professional staff. A good practice the research team
could observe was that some parents got hired as
teacher assistants (occasionally paid by the other
parents collectively) or cleaning staff.
Good Practice?
On the other hand a range of seemingly
positive developments could be identified: A lot of
research participants pointed out that they were simply
content with the facilities provided. Many families shared
their happiness and containment about their success
in finally finding a school that accepted their child and
enabled its education at all. Many do not ask themselves
questions regarding the quality of teaching or
availability of facilities.
Almost everybody agreed to the fact that
availability of information has improved and steps in
educating the public about disability are taken and start
to have an effect on everyday life and educational realms.
Best Practice: Inclusion?
Developments in accordance with the UNDPs
idea of an inclusive society9 are far from realized inn the
Thai educational system. Despite measures
implemented by the Thai government to realize
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The Development Of Science Teachers' Instructional Supervsion Model For DevelopingAcademic Capabilities Of Science Talented Students
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¤ÓÊÓ¤Ñ ÃٻẺกÒùÔà·ÈกÒÃÊ͹¤ÃÙÇÔ·ÂÒÈÒʵÃì,¤ÇÒÁÊÒÁÒö·Ò§ÇÔªÒกÒÃ, ¹ÑกàÃÕ¹·ÕèÁÕáÇǤÇÒÁÊÒÁÒö¾ÔàÈÉ·Ò§ÇÔ·ÂÒÈÒʵÃì
Abstract The purposes of this research were to developa science teachers' instructional supervision model fordeveloping academic capabilities of science talentedstudents and empirically verify the supervision modelfor enhancement academic capabilities of sciencetalented students. The procedure of developing thisinstructional supervision model was divided into 4stages : 1) studying and analyzing the context andassessing the supervisory needs 2) synthesizing theprotocol of the supervision model 3) implementing thesupervision model with science teachers and4) evaluating and improving the supervision model.
The results of the research revealed that thedevelopment of a science teachers' instructionalsupervision model for enhancing academiccapabilities of science talented students called "APFIEModel" consisted of 5 stages-those were : first stage-assessing needs (A), second stage-providinginformation (P), third stage - formulating plan (F), fourthstage-implementing supervision process (I) whichcomposing of 4 supervision steps : 1) preparing beforeteaching and supervising 2) observing classes3) giving feedback after class-observing 4) evaluating
supervision and mentoring and fifth stage-evaluatingthe supervision processes for the whole semester (E).The other finding from empirically investigating of thesupervision model's efficiency by 5 experts whoconsistently approved that the supervision model waseffective. After the implementation of the supervisionmodel, science teachers, taking a supervisor role,employed higher supervisory competencies inlearning management than before the implementationof supervision model. After the implementation of thesupervision model, science teachers, taking a learningmanager role, had higher competencies in learningmanagement for developing students' potential thanbefore the implementation of the supervision model.Knowledge and social skills of students talented inscience were significantly higher than before the modelimplementation at the level of .05. Both scienceteachers, as supervisors and learner managers, weresatisfied with this supervision model at the mostsatisfactory level. Most students with talentedcapabilities in science agreed with the teachers'learning management for enhancing their capabilitiesat the highest level.
Keywords : Science Teachers' Supervisory Model,Academic Capabilities, Science Talented Students
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àกÃÕ§ÈÑก Ôì Êѧ¢ìªÑÂ. 2552. กÒþѲ¹ÒÃٻẺกÒùÔà·ÈกÒÃÊ͹¤ÃÙÇÔ·ÂÒÈÒʵÃìà¾×è;Ѳ¹ÒÈÑกÂÀÒ¾¹ÑกàÃÕ¹·ÕèÁÕáÇǤÇÒÁÊÒÁÒö¾ÔàÈÉ·Ò§ÇÔ·ÂÒÈÒʵà ì. ÇÔ·ÂÒ¹Ô¾¹¸ì»ÃÑªÒ ´Øɮպѳ±Ôµ ÊÒ¢ÒÇÔªÒËÅÑกÊÙµÃáÅÐกÒÃÊ͹ :ËÅÑกÊÙµÃáÅÐกÒùÔà·È. ¹¤Ã»°Á : ÁËÒÇÔ·ÂÒÅÑÂÈÔÅ»ÒกÃ.
¹ÔµÂÒ ¤§àกÉÁ. 2544. ¼Å¢Í§กÒÃàÃÕ¹ẺÃèÇÁÁ×Í·ÕèºÙóÒกÒÃกѺâ¹ÔâÊÁ¹ÊÔกÒ÷ÕèÁÕµèͤÇÒÁ©ÅÒ´·Ò§ÍÒÃÁ³ì¢Í§¹ÑกàÃÕ¹ªÑé¹ÁÑ ÂÁÈÖกÉÒ»Õ·Õè 4. ÇÔ·ÂÒ¹Ô¾¹ ì¤ÃØÈÒʵà ´Øɮպѳ±Ôµ ÊÒ¢ÒÇÔªÒ¨ÔµÇÔ·ÂÒกÒÃÈÖกÉÒ. กÃØ§à·¾Ï :¨ØÌÒŧกóìÁËÒÇÔ·ÂÒÅÑÂ.
»ÃÕÂҾà ǧÈì͹صÃâè¹ì. 2548. กÒùÔà·ÈกÒÃÊ͹. กÃØ§à·¾Ï : âç¾ÔÁ¾ìÈÙ¹ÂìÊ×èÍàÊÃÔÁกÃا෾.ÁÅÔÇÑÅÂì ÅѺä¾ÃÕ. 2549. ¤ÇÒÁÃÙéàº×éͧµé¹àกÕèÂÇกѺà çก©ÅÒ´áÅÐà çก·ÕèÁÕ¤ÇÒÁÊÒÁÒö¾ÔàÈÉ à©¾Òзҧ. กÃØ§à·¾Ï :
¤³Ð¤ÃØÈÒʵÃì ¨ØÌÒŧกóìÁËÒÇÔ·ÂÒÅÑÂ.ÇѪÃÒ àÅèÒàÃÕ¹ Õ. 2550. กÒùÔà·ÈกÒÃÊ͹. ¹¤Ã»°Á : ÀÒ¤ÇÔªÒËÅÑกÊÙµÃáÅÐÇÔ ÕÊ͹ ¤³ÐÈÖกÉÒÈÒʵÃì
ÁËÒÇÔ·ÂÒÅÑÂÈÔÅ»ÒกÃ.ÈÈԹѹ·ì ÈÔÃÔ Ò´ÒกØžѲ¹ì. 2551. กÒþѲ¹ÒÃٻẺกÒÃàÃÕ¹กÒÃÊ͹à¾×èÍàÊÃÔÁÊÃéÒ§·ÑกÉзҧÊѧ¤ÁáÅÐ ¤ÇÒÁ©ÅÒ´
·Ò§ÍÒÃÁ³ì ÊÓËÃѺ¹ÑกàÃÕ¹ªèǧªÑé¹·Õè 2 ·ÕèÁÕ¤ÇÒÁÊÒÁÒö¾ÔàÈÉ. »ÃÔÒ¹Ô¾¹ ìกÒÃÈÖกÉÒ Øɮպѳ±ÔµÊÒ¢ÒÇÔªÒกÒÃÈÖกÉÒ¾ÔàÈÉ กÃØ§à·¾Ï : ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâò.
àÅ¢Ò ÔกÒÃÊÀÒกÒÃÈÖกÉÒ, ÊÓ¹Ñก§Ò¹. 2548. ÂØ·¸ÈÒʵÃìกÒþѲ¹Òà çกáÅÐàÂÒǪ¹·ÕèÁÕ¤ÇÒÁÊÒÁÒö¾ÔàÈÉ. (¾.È. 2549-2550). กÃØ§à·¾Ï : ÊÓ¹Ñก§Ò¹àÅ¢Ò¸ÔกÒÃÊÀÒกÒÃÈÖกÉÒ
. 2551. á¹Ç·Ò§กÒþѲ¹Òà çกáÅÐàÂÒǪ¹·ÕèÁÕ¤ÇÒÁÊÒÁÒö¾ÔàÈÉ : º·àÃÕ¹µèÒ§»ÃÐà·È. กÃØ§à·¾Ï :ÊÓ¹ÑกÁҵðҹกÒÃÈÖกÉÒáÅоѲ¹ÒกÒÃàÃÕ¹ÃÙé ÊÓ¹Ñก§Ò¹àÅ¢Ò¸ÔกÒÃÊÀÒกÒÃÈÖกÉÒ.
ÍþÃó ¾ÃÊÕÁÒ. 2539. กÒþѲ¹Ò éÒ¹กÒÃ¤Ô áÅÐÊѧ¤Á¢Í§¹ÑกàÃÕ¹ªÑé¹»ÃжÁÈÖกÉÒ»Õ·Õè 1 âçàÃÕ¹ã¹â¤Ã§กÒùÓÃèͧÈÙ¹Âì¾Ñ²¹ÒÍÑ ©ÃÔÂÀÒ¾à çกáÅÐàÂÒǪ¹. กÃØ§à·¾Ï : ¤³ÐÈÖกÉÒÈÒʵÃì ÁËÒÇÔ·ÂÒÅÑÂÈÃÕ¹¤ÃÔ¹·ÃÇÔâò.
ÍØɳÕÂì ͹ØÃØ· ìǧÈì. 2545. EQ »ÑÒ¹ÓÁ¹ØɪҵÔ. กÃØ§à·¾Ï : ÁÙÅ¹Ô ÔÊ´ÈÃÕ-ÊÄÉ ÔìǧÈì.Cason, Patricia Joan.1993. Case Study of Enrichment for the Gifted Underachieving Student. Dissertation Abstracts
International. 33,03 (summer) : 253.Glickman, Carl. D., Gordon, Stephen P. and Ross-Gordon, Jovita M. 2001. Supervision and Instructional Leadership
: A Development Approach. 5th ed. Boston : Allyn and Bacon, Inc.Oliva, Peer F. and Pawlas George E. 2001. Supervision for Today's Schools. 6th ed. New York : John Wiley &
Sons, Inc.Robinson, S.G. 2000. Teacher job satisfaction and levels of clinical supervision in elementary school. Dissertation
Abstracts International, 61, 06 (A).
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พบวา นกเรยนชายออกเสยงพยญชนะตน เสยงพยญชนะ
ท ายหร อตวสะกด และเส ยงพยญชนะควบกล �า ไมชด
* ผอานวยการสถาบนวจยและพฒนาการศกษาพเศษ และอาจารยประจาภาควชาการศกษาพเศษ คณะศกษาศาสตร มหาวทยาลยศรนครนทรวโรฒ**อาจารยประจาภาควชาการศกษาพเศษ คณะศกษาศาสตร มหาวทยาลยศรนครนทรวโรฒ
วารสารวจยและพฒนาการศกษาพเศษ70
ปท� � ฉบบท� � มกราคม - มถนายน ����
มากกวานกเรยนหญง สวนเสยงสระและเสยงวรรณยกต
ไมมนกเรยนท�ออกเสยงไมชดเจน
นอกจากน �เม� อพจารณาในแตละดานยงพบวา
ท �งนกเรยนชายและนกเรยนหญงออกเสยงพยญชนะตน ร
ไมชดมากท�สด รองลงมา คอ เสยง ส ล น ต ป จ ว ง ก
ท ด ฟ ตามลาดบ เสยงพยญชนะทายหรอตวสะกด
ออกเสยงไมชดเจนในมาตราแม กด กน มากท�สด รองลงมา
คอมาตราแม กก และ กง สวนเสยงพยญชนะควบกล �า
ออกเสยง ตร ไมชดมากท�สด รองลงมา คอ เสยง ปร พร
กร คร/ขร ปล พล กล คล/ขล ตามลาดบ
คาสาคญ : การสารวจการพด, แบบทดสอบการออก
เสยงพด
AbstractThis study aimed at surveying articulation
problems in Grade 1 students in Satitprasarnmit
Demonstration School. The purpose of the survey was
to plan early Intervention for the children with
articulation problems. The samples of the study were
196 Grade 1 students in Semester 1 of the academic
year 2010 in Satitprasarnmit Demonstration School. The
study used purposive sampling. The tool of this study
was the articulation test and developed by Daranee
Saksiriphol, taking 20 minutes to administer for each
student.
The study found that among the total of 196
girls and boys in Grade 1 (101 boys and 95 girls), there
were 59 boys with articulation problems : 58.42% of all
the boys (101 boys). There were 36 girls with
articulation problems : 37.90% of all the girls (95 girls).
Therefore, there were more boys with articulation
problems than girls. In examining each type of
articulation problems, it was found that boys have
difficulties with onsets, final sounds, and consonant
blends more than girls. No students had difficulties with
vowels and tones.
In addition, it was found the ร/r/ was the sound
that the girls and boys had most difficulties with,
followed by ส/s/ ล/l/ น/n/ ต/t/ ป/p/ จ/j/ ว/w/ ง// ก/k/ ท/th/
ด/d/ ฟ/f/. Among the final sounds, ด/d/ and น/n/ were the
sound that the children had most difficulties with,
followed by ค/kh/ and ง//. Among the consonant
blends, ตร /tr/ is the sound the children had most diffi-
culties with, followed by ปร/pr/ พร/phr/ กร/kr/ คร,ขร/khr/
ปล/pl/ พล/phl/ กล/kl/ กล/kl/ คล,ขล/khl/
Keywords : Survey of Articulation, Articulation Test
บทนาโรงเรยนสาธต มหาวทยาลยศรนครนทรว โรฒ
ประสานม ตร ฝายประถม เป นหน วยงานหน� ง ท� จด
การศกษาใหแก เดกต �งแตระดบเดกเลกจนถงระดบช �น
ประถมศกษาปท� � โดยคานงถงการพฒนาศกยภาพในการ
เรยนรของเดกทกคนซ�งอยในวยท�ตองพฒนาทกษะพ �นฐาน
ทางการเรยนรดานตางๆ ใหพรอม โดยมงเนนการพฒนา
เดกทกดานท �งดานรางกาย อารมณ สงคมและสตปญญา
นอกจากน �ในการพฒนาเดกยงมงเนนเร� องของการส�อสาร
ท �งการฟง การพด การอาน และการเขยน โดยเฉพาะ
ดานการพด เดกบางคนพดไดแตคนอ�นฟงแลวไมเขาใจ
ท �งน �เน� องมาจากการพดไมชด ซ� งการพดไมชดน �เปน
ความผ ดปกต ทางการพ ดชน ดหน� งท� ม การออกเส ยง
พยญชนะ สระ และวรรณยกตไมถกตอง แบงเปน � ลกษณะ
ไดแก การใชหนวยเสยงแทนกน หรอการใชหนวยเสยงหน�ง
แทนหน วยเสยงหน� ง (Substitution) เปนการใช เสยง
พยญชนะ สระ หรอวรรณยกตอ�นมาแทนเสยงท�ถกตอง เชน
ใช เสยง ฉ.ฉ� ง แทนเสยง ส.เสอ เม� อจะพดคาวา เสอ
แตออกเสยงเปน เฉอ ใชเสยงสระแอ แทนสระ เอ เชนคาวา
แม ออกเสยงเปน เม เปนตน การใชหนวยเสยงแทนกนน �
เปนลกษณะการพดไมชดท�พบมากท�สด อกลกษณะหน�งคอ
การพดไมครบทกหนวยเสยง (Omission) เปนการพดโดย
ไมออกเสยงพยญชนะบางเสยงไมวาเสยงพยญชนะน �นๆ
จะอยในตาแหนงใด เชนคาวา กลาง ออกเสยงเปน กาง คาวา
นอน ออกเสยงเปน นอ เปนตน นอกจากน �ยงม ลกษณะ
การพดผ ดเพ �ยน (Distortion) ซ� งเป นการพดไมชด
โดยออกเสยงเพ �ยนไปมากนอยตางกน แต ไมสามารถ
บอกไดวาเดกออกเปนเสยงใด หรอเดกบางคนวางล �น
ไมถกตองโดยแลบล �นออกมาอยระหวางฟน และลกษณะ
สดทายคอ การพดเพ� มเสยง (Addition) เปนการพด
เตมเสยงสระหรอพยญชนะเขาไปในคา เชน คาวา ตกใจ
71วารสารวจยและพฒนาการศกษาพเศษ
ปท� � ฉบบท� � มกราคม - มถนายน ����
พดเปน ตกกะใจ เปนตน ซ� งสาเหตการพดไมชดอาจจะ
เน�องมาจากโครงสรางหรอการทางานของอวยวะเก�ยวกบ
การพดผดปกต หรอจากการเรยนรการพดอยางไมถกตอง
จงสงผลกระทบใหเดกพดไมชดเจน (กาญจนา นาคสกล.
����; ดารณ ศกด�ศรผล. ����; หมอชาวบาน. ����.
ออนไลน)
การพดไมชดเปนความผดปกตท�พบบอยท�สดใน
กล มความผดปกต ทางการพดประเภทตางๆ ซ� งเปน
ไดท �งกบเดกและผ ใหญ แตพบวาจานวนเดกท�พดไมชด
มจานวนมากกวาผ ใหญ นอกจากเดกท�มความตองการ
พ เศษแลว เด กปกต จา นวนมากกพบวาม ปญหาด าน
การพดไมชดเจนอกดวย (ดารณ ศกด�ศรผล. ����; ผดง
อารยะวญ�. มปป)
เดกท� พดไมชดจะมปญหาในการตดตอส� อสาร
กบบคคลตางๆ น� นค อไมสามารถบอกหรอถ ายทอด
ส�งท�ตนเองตองการใหผ อ�นรบรได หรอพดแลว ผ อ�นฟง
ไมชดเจน อาจทาใหแปลความหมายผดพลาดได สงผล
กระทบตอการเรยนและการดารงชวต เชน ทาให เขยน
ผดพลาดเน�องจากเวลาเขยนเดกจะเขยนตามท�ตนเองพด
เม�อตนเองพดไมชดกจะเขยนผด เดกบางคนอายไมกลาพด
แสดงความคดเหนหรอต �งคาถามเม� อตนเองสงสยทาให
พลาดโอกาสในการเรยนร กลายเปนเดกท� เกบตวไมม
ปฏสมพนธกบเพ�อนๆ เดกบางคนกลายเปนเดกท�มปญหา
ดานพฤต กรรม เป นต น (Speech and Language
Disorders. 2012. Online. Speech Problems. 2012.
Online. ; Coupe-O'Kane, Judith., Goldbart, Juliet. 1998.)
การตรวจสอบเดกท�พดไมชดเจน นกวชาการจะดาเนนการ
ตรวจสอบท �งอยางเปนทางการและไมเปนทางการ ซ�งการ
ตรวจสอบอยางไมเปนทางการน �นจะทาโดยการสนทนากบ
เด กเก� ยวกบเร� องท� วๆ ไปเพ� อฟ งและประเม นเส ยงท�
เดกพดวาชดเจนหรอไม แลวจงตรวจสอบอยางเปนทางการ
โดยท�วไปนยมใชแบบทดสอบการพดไมชด (Articulation
Test) ซ�งเปนแบบทดสอบการออกเสยงพดคาท�มพยญชนะ
ตน พยญชนะควบกล �า พยญชนะทายหรอตวสะกด สระ
และวรรณยกต เพ�อประเมนอยางละเอยดอกคร �งหน�งวา
เดกพดไมชดเสยงพยญชนะ สระ หรอวรรณยกตใดบาง
เม�อทราบวาเดกพดไมชดเสยงใดกจะตองดาเนนการใหการ
ชวยเหลอโดยการแกไขการพดตอไป
ดงน �นนกการศกษาพเศษจะตองชวยกนคดและ
หาว ธการปองกนปญหาตางๆ ท�จะเกดข �น และเพ�อเพ�ม
ประสทธภาพในการจดการศกษา จ งม ความจา เป น
ท� จะต องค นหาเด กท� พดไม ชด เพ� อใหการช วยเหล อ
ขจดปญหา หรอลดปญหาท�ไมพงประสงคลง เพราะปญหา
ดงกลาวเปนปญหาท�สงผลกระทบโดยตรงตอตวเดกเอง
ครอบครว สงคม และการใหบรการทางการศกษา
จากท�กลาวมา จงมความจาเปนอยางย�งท�จะตอง
ทดสอบการพดไมชดของนกเรยนในระดบช �นประถมศกษา
ปท� � เพ� อคนหาเดกท� ม ปญหาดานการพดไมชดแลว
ดาเนนการใหการชวยเหลอโดยเรวท�สดตอไป
จดมงหมายของการวจยเพ� อสา รวจการพ ดของน กเ ร ยนช � นประถม
ศกษาปท� � โรงเรยนสาธต มหาวทยาลยศรนครนทรวโรฒ
ประสานมตร (ฝายประถม) และเพ� อจะไดดา เนนการ
วางแผนในการช วยเหล อน กเ ร ยนท� ม ป ญหาการพ ด
ไมชดเจนตอไป
ความสาคญของการวจยเพ�อจะไดทราบจานวน เพศ และลกษณะ การออก
เสยงพดไมชดเจนของนกเรยนช �นประถมศกษาปท� � และ
การวางแผนในการชวยเหลอ นกเรยนอยางมประสทธภาพ
ตอไป
นยามศพทเฉพาะนกเรยนท�ออกเสยงพดไมชดเจน หมายถง นกเรยน
ท�ออกเสยงพยญชนะ สระ และวรรณยกตไมถกตองตาม
ลกษณะการออกเสยงพดภาษาไทย เปนความผดปกตทาง
การพดท� มลกษณะการใชหนวยเสยงแทนกน หรอการ
ใชหนวยเสยงหน� งแทนหนวยเสยงหน� ง (Substitution)
การพดไมครบทกหนวยเสยง (Omission) การพดผดเพ �ยน
(Distortion) หรอการพดเพ�มเสยง (Addition)
วารสารวจยและพฒนาการศกษาพเศษ72
ปท� � ฉบบท� � มกราคม - มถนายน ����
เคร�องมอท�ใชในการวจย�. เคร�องมอทดสอบการออกเสยงพด (Articulation
Test)เปนเคร� องมอท�รองศาสตราจารยดารณ ศกด�ศ รผล
สรางข �น ซ�งจะใชทดสอบเดกระดบปฐมวย และประถมศกษา
เปนการทดสอบรายบคคล โดยทดสอบการออกเสยงพด
คาท�มพยญชนะตน พยญชนะควบกล �า พยญชนะทายหรอ
ตวสะกด สระ และวรรณยกต ใช เวลาในการทดสอบ
ประมาณคนละ �� นาท
�. แบบบนทกการออกเสยงพด
ตวแปรท�ศกษา
จา นวน เพศ และลกษณะการออกเส ยงพด
ไมชดเจน
วธดาเนนการวจยกลมเปาหมายเปนนกเรยนช �นประถมศกษาปท�
� ของโรงเร ยนสาธต มหาว ทยาลยศรนครนทรว โรฒ
ประสานมตร (ฝายประถม) กาลงศกษาอยในภาคเรยนท� �
ปการศกษา ���� เล อกโดยว ธ เจาะจง (Purposive
Sampling) จานวน � หอง จานวนนกเรยนท �งหมด ��� คน
เคร�องมอท�ใชในการวจย ไดแก เคร�องมอทดสอบ
การออกเสยงพด (Articulation Test) เปนเคร� องมอท�
รองศาสตราจารย ดารณ ศกด� ศ ร ผล สรางข �น ม ค า
ความเช� อม� นเทากบ �.�� คาความตรงตามสภาพจรง
โดยใชเทคนคกลมรชด (Known group technique) มคา
เท ากบ �.�� ซ� งจะใชทดสอบเดกระดบปฐมวย และ
ประถมศกษา เปนการทดสอบรายบคคล โดยทดสอบ
การออกเสยงพดคาท�มพยญชนะตน พยญชนะควบกล �า
พยญชนะทายหรอตวสะกด สระ และวรรณยกต ใชเวลา
ในการทดสอบประมาณคนละ �� นาท และแบบบนทก
การออกเสยงพด
การดาเนนการวจย ผ วจยตดตอผบรหารโรงเรยน
สาธต มหาวทยาลยศรนครนทรวโรฒ ประสานมตร (ฝาย
ประถม) เพ� อขออนญาตดา เนนการทดสอบการพดของ
นกเรยนช �นประถมศกษาปท� � แลวตดตอหวหนาฝาย
แนะแนว เพ� อขอความอน เคราะห ประสานงานก บ
ครประจาช �น และสถานท�ท� ใชในการทดสอบ ขออนญาต
หวหนาภาคว ชาการศกษาพ เศษ คณะศกษาศาสตร
มหาวทยาลยศรนครนทรวโรฒ เพ�อใหนสตระดบปรญญาโท
เขารวมดา เนนการทดสอบการพด ดา เนนการทดสอบ
นกเรยนเปนรายบคคล ต �งแตวนท� � กรกฎาคม พ.ศ. ����
ถ งวนท� �� ส งหาคม พ.ศ. ���� แลวรวบรวมขอมล
และนาขอมลท�ไดมาวเคราะห สรปจดทารายงานการวจย
สรปผลการวจยจากการทดสอบการพดนกเรยนช �นประถมศกษา
ปท� � ของโรงเรยนสาธต มหาวทยาลยศรนครนทรวโรฒ
ประสานมตร (ฝายประถม) ซ� งเปนกล มเปาหมายใน
การศกษาคร �งน � พบวา นกเรยนชาย-หญงท�กาลงศกษา
อยในระดบช �นประถมศกษาปท� � มนกเรยนท �งหมดจานวน
��� คน เปนนกเรยนชาย จานวน ��� คน นกเรยนหญง
จานวน �� คน มนกเรยนชายท�ออกเสยงไมชดเจน จานวน
�� คน คดเปนรอยละ ��.�� และมนกเรยนหญงท�ออกเสยง
ไมชดเจน จานวน �� คน คดเปนรอยละ ��.�� จากขอมล
จะเห นว าน กเ ร ยนชายออกเส ยงไม ช ดเจนมากกว า
นกเรยนหญง เม�อเปรยบเทยบการออกเสยงในแตละหมวด
พบวา นกเรยนชายออกเสยงพยญชนะตน เสยงพยญชนะ
ท ายหร อตวสะกด และเส ยงพยญชนะควบกล �า ไมชด
มากกวานกเรยนหญง โดยนกเรยนชายท �งหมด ��� คน
ออกเสยงพยญชนะตนไมชดเจน จานวน �� คน คดเปน
รอยละ ��.�� นกเรยนหญงท �งหมด �� คน ออกเสยง
พยญชนะตนไมชดเจน จานวน �� คน คดเปนรอยละ ��.��
นกเรยนชายออกเสยงพยญชนะทายหรอตวสะกดไมชดเจน
จานวน � คน คดเปนรอยละ �.�� นกเรยนหญงออกเสยง
พยญชนะทายหรอตวสะกด ไมชดเจน จานวน � คน
คดเปนรอยละ �.�� นกเรยนชายออกเส ยงควบกล �า
ไมชดเจน จานวน �� คน คดเปนรอยละ ��.�� นกเรยน
หญงออกเสยงควบกล �าไมชดเจน จานวน �� คน คดเปน
รอยละ ��.�� สวนเสยงสระและเสยงวรรณยกต ไมม
นกเรยนท�ออกเสยงไมชดเจน
นอกจากน �เม� อพจารณาในแตละดานยงพบวา
ท �งนกเรยนชายและนกเรยนหญงออกเสยงพยญชนะตน ร
ไมชดมากท�สด รองลงมา คอ เสยง ส ล น ต ป จ ว ง ก
ท ด ฟ ตามลาดบ เสยงพยญชนะทายหรอตวสะกด
ออกเสยงไมชดเจนในมาตราแม กด กน มากท�สด รองลงมา
คอมาตราแม กก และ กง สวนเสยงพยญชนะควบกล �า
ออกเสยง ตร ไมชดมากท�สด รองลงมา คอ เสยง ปร พร กร
คร/ขร ปล พล กล คล/ขล ตามลาดบ นอกจากน �ยงพบวา
นกเรยนชายออกเสยงพยญชนะควบกล �า ไมชดเจนอก �
เสยง คอ เสยง กว และ คว ซ� งจากการทดสอบการพด
73วารสารวจยและพฒนาการศกษาพเศษ
ปท� � ฉบบท� � มกราคม - มถนายน ����
พบว านกเร ยนหญ งสามารถออกเสยง กว และ คว
ไดอยางถกตองทกคน
จากผลการว จ ยด งกล าวข างต นแสดงด วย
กราฟได ดงน �
พยญชนะทายหรอตวสะกด
พยญชนะตน
พยญชนะควบกล �า
สระ
วรรณยกต
58.42 57.43
5.94
ภาพประกอบ � แสดงจานวนรอยละของนกเรยนชายท�กาลงศกษาอยในระดบช �นประถมศกษาปท� � ท�ออกเสยง
ไมชดเจน จาแนกตามเสยงพยญชนะตน พยญชนะทายหรอตวสะกด พยญชนะควบกล �า สระ และวรรณยกต
ภาพประกอบ � แสดงจานวนรอยละของนกเรยนชาย-หญงท� กาลงศกษาอย ในระดบช �นประถมศกษาปท� �
ท�ออกเสยงไมชดเจน
จานวน (รอยละ)
0
20
40
60
80
100
นกเรยนชาย นกเรยนหญง
เพศ
37.90
58.42
วารสารวจยและพฒนาการศกษาพเศษ74
ปท� � ฉบบท� � มกราคม - มถนายน ����
37.89 29.47
1.05
อภปรายผลจากการศกษาคร �งน � พบวา นกเรยนชายพดไมชด
มากกวานกเรยนหญงในทกหมวด ไดแก หมวด พยญชนะตน
พยญชนะทายหร อตวสะกด และพยญชนะควบกล �า
จากการวเคราะหผลการทดสอบการออกเสยง จะเหนวา
ท �งนกเร ยนหญงและนกเร ยนชายออกเส ยงพยญชนะ
ควบกล �าไมชดมากท�สด โดยเฉพาะเสยงท�ม ร ควบกล �า
รองลงมาคอ เสยงท� ม ล ควบกล �า สวนพยญชนะตน
นกเรยนชายและนกเรยนหญงออกเสยง ร ไมชดมากท�สด
พยญชนะตวสะกด นกเรยนออกเสยงมาตราแมกด
และแมกน ไมชดมากท� สด จากผลการว จยดงกลาว
จะเหนวา เม�อนกเรยนออกเสยงพยญชนะตน ร ไมชดเจน
จงสงผลตอการออกเสยงคาท�ม ร ควบกล �าไมชดเจนดวย
ท�เปนเชนน �อาจเน�องมาจากการออกเสยงคาท�ม ร และ ล
น �นแมผ พดจะออกเสยงโดยใช ล แทน ผ ฟงกสามารถรบร
ความหมายของคา เหลาน �น เช น คา ว า โรงเร ยน ถา
ออกเสยงเปน โลงเลยน ผ ฟงกเขาใจวาหมายถงสถานท�จด
บรการทางการศกษา หรอคาวา พวกเรารกกน ออกเสยง
เปน พวกเลาลกกน ผ ฟ งก เขาใจความหมายของคาน �
ย�งในปจจบนน �ผ คนในสงคมไมไดตระหนกถงความสาคญ
ของการออกเสยงคาท�ม ร หรอ ล ใหถกตอง ซ�งสอดคลองกบ
คากลาวของวฒนะ บญจบ กลาววา ขณะน �ไดเกดแฟช�นการใชภาษาไทยในทางวบต คอ เปนผ ใหญใชภาษาไทยไมชดเหมอนเดกหรอท�เรยกวา "แอบแบว" และบางคร �งยงนา
ภาพประกอบ � แสดงจานวนรอยละของนกเรยนชาย - หญงท�กาลงศกษาอยในระดบช �นประถมศกษาปท� �
ท�ออกเสยงไมชดเจน จาแนกตามเสยงพยญชนะตน พยญชนะทายหรอตวสะกด พยญชนะควบกล �า สระ และวรรณยกต
จานวน (รอยละ)
เสยง
พยญชนะทายหรอตวสะกด
พยญชนะตน
พยญชนะควบกล �า
สระ
วรรณยกต
ภาพประกอบ � แสดงจานวนรอยละของนกเรยนหญงท�กาลงศกษาอยในระดบช �นประถมศกษาปท� � ท�ออกเสยง
ไมชดเจน จาแนกตามเสยงพยญชนะตน พยญชนะทายหรอตวสะกด พยญชนะควบกล �า สระ และวรรณยกต
75วารสารวจยและพฒนาการศกษาพเศษ
ปท� � ฉบบท� � มกราคม - มถนายน ����
โดยเฉพาะอกษรต�า ซ� งผนไมตรงตามมาตรา เดกๆ ผน
ไม ได เช นเด ยวกบการพดคา ทบศพท ซ� งหากคนไทย
ไมชอบพดภาษาไทย ไมภม ใจท� จะพดภาษาไทยแลว
ใครจะพดส�งเหลาน � ดงน �น จงตองหนกลบมามองปญหา
ท�เกดข �น (การพดภาษาไทยใหชด. ����. ออนไลน)
นอกจากน �จากการตรวจสอบอวยวะในการพด
พบวา นกเรยนหลายคนมลกษณะของเสนยดใตล �นส �น
บางคนเสนยดใตล �นส �นมากไมสามารถยกปลายล �นข �น
แตะป มเหงอกได จ งสงผลใหพดคาท� ตองใชปลายล �น
หรอล �นสวนหนาไมชดเจนเทาท�ควร อกท �ง นกเรยนบางคน
มลกษณะการพดท�ไมมรปปาก ล �นไมมกาลงหรอท�เรยกวา
ล �นข �เกยจ (Lazy Tough)
ขอเสนอแนะ�. ควรจะศกษาวามองคประกอบอะไรบางท� ม
ผลตอการพดไมชดของนกเรยน เชน ผ ปกครอง เพ� อน
บคคลสาคญ สภาพแวดลอม เปนตน
�. ควรจดโครงการแก ไขการพดไมชดเพ� อให
การชวยเหลอนกเรยนโดยเรว
�. ควรจดโครงการส งเสรมการพดให ชดเจน
รวมท �งการสรางแรงจ งใจในการพดใหชดเจน ถกตอง
ตามหลกภาษาไทย
�. ควรคดพฒนารปแบบกจกรรมตางๆ แบบฝก
ชดฝกทกษะตางๆ เพ� อใหการช วยเหลอและส งเสร ม
นกเรยนในการพดใหชดเจนตอไป
ภาษาไทยมาพดเลน ลอเลยนแบบไมชดจนเปนเร� องตลก
สดทายกลายเปนภาษาพดตดปากแบบผดๆ (วฒนะ บญจบ.
����. ออนไลน) นอกจากน �วระ โรจนพจนรตน กลาววา
หากปลอยใหเดกส�อสารภาษาไทยออกไปอยางผดๆ โดย
คดวาเปนเร� องโก เก ในการเลยนแบบชาวตางชาตท� พด
ภาษาไทยไมชดเปนเร�องท�อนตรายมาก ดงน �น พอแมและ
ครภาษาไทยท� ใกลชดเดกๆ ควรใหคาแนะนาและแกไข
ความเขาใจผดดวย ถ าปลอยให เดกพดไมชดหรอพด
ไมถกตองสดทายแลวเดกรนใหมจะพดภาษาไทยไมชดเจน
(วระ โรจนพจนรตน. ����. ออนไลน)
ปญหาการใชภาษาไทยมอย มากในทกทกษะ
ท �งการฟง พด อาน เขยน จะทาอยางไรใหเดกและเยาวชน
ตระหนกในส�งท�เกดข �น นอกจากน � ยงมวฒนธรรมท�นาเขา
จากส� อต างๆ หล� งไหลเขามาสงผลใหคานยมของเดก
เปล�ยนไป อยางเชนการทาเสยงเลยนแบบภาษาตางประเทศ
ตดการออกเส ยง จ เป นเส ยง ช อย าง เกบใจ เปน
เกบไช เปนตน ดงน �นจงจาเปนท�จะตองฝกฝนกนต �งแต
ในขณะ ท�ยงเยาววยอยจงจะเปนประโยชนตดตวไปใชใน
อนาคตด กวาไปเรยนตอนอายมากแลว ซ�งเดกหรอวยรน
สามารถ เรยนรเร�องของภาษาไดเปนอยางด หากผ ใกลชด
เปน ตวอยางท�ดและสงเสรมหรอใหการช �แนะท� ถกตอง
รวมท �งการแกไขถาพบวาเดกออกเสยงไมถกตอง
นอกจากน �การออกเสยงคาควบกล �า ร ล เสยง ฉ ช
ส ซ ทาเสยงเหมอนภาษาตางประเทศ วรรณยกตเคล�อน
ผนเสยงวรรณยกต ไมถกตอง ยงคงเปนปญหามากในขณะน �
วารสารวจยและพฒนาการศกษาพเศษ76
ปท� � ฉบบท� � มกราคม - มถนายน ����
บรรณานกรม
กาญจนา นาคสกล. (����). ระบบเสยงภาษาไทย. พมพคร �งท� �. กรงเทพฯ: โรงพมพแหงจฬาลงกรณมหาวทยาลย.ดารณ ศกด�ศรผล. (����). เสยงในภาษาไทย. กรงเทพฯ: ภาควชาการศกษาพเศษ คณะศกษาศาสตร มหาวทยาลย
ศรนครนทรวโรฒ. . (2542). การแกไขการพดไมชด. กรงเทพฯ: ภาควชาการศกษาพเศษ คณะศกษาศาสตร มหาวทยาลย
ศรนครนทรวโรฒ.ผดง อารยะวญ�. (มปป). หลกการสอนพด. กรงเทพฯ: สานกพมพแวนแกว.วฒนะ บญจบ. (����). แอบแบว'พดไมชดทาภาษาไทยวบต◌. สบคนเม�อ �� พฤศจกายน ����, จาก
http://campus.sanook.com/teen_zone/spice_02451.php.วระ โรจนพจนรตน. (����). แอบแบว'พดไมชดทาภาษาไทยวบต◌. สบคนเม�อ �� พฤศจกายน ����, จาก
http://campus.sanook.com/teen_zone/spice_02451.php.หมอชาวบาน. (����). การพดผดปกต◌. สบคนเม�อ �� ตลาคม ����, จาก http://www.doctor.or.th/article/detail/3871.Speech and Language Disorders. (2012). What is Speech & Language?. Retrieved October 12, 2012, from
http://www.dwp.gov.uk/publications/specialist-guides/medical-conditions/childrens-medical-guides/speech-and-language-dis/what-is-speech-and-lan-dis/index.shtml#TopOfPage.
Speech Problems. (2012). Some Common Speech Disorders. Retrieved October 22, 2012, from http://kidshealth.org/teen/diseases_conditions/sight/speech_disorders.html.
Coupe-O'Kane, Judith., Gold Bbart, Juliet. (1998). Communication Before Speech. David Fulton Publishers Secondedition.
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4) ¼ÙéàÃÕ¹ÁÕ¤ÇÒÁà¢éÒ㨼ÙéÍ× è¹ (Empathy) ÃÙ é¨Ñก
*ÍÒ¨ÒÃÂì»ÃШÓÀÒ¤ÇÔªÒกÒÃÇÔ¨ÑÂáÅШԵÇÔ·ÂÒ»ÃÐÂØกµì ¤³ÐÈÖกÉÒÈÒʵÃì ÁËÒÇÔ·ÂÒÅѺÙþÒ
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àËç¹ÍกàËç¹ã¨¼ÙéÍ×è¹ ÁÕ¤ÇÒÁ»ÃÒö¹Ò´ÕµèͼÙéÍ×è¹5) ·ÑกÉзҧÊѧ¤Á (Social Skills) ¤×Í ÊÒÁÒö
ÊÃéÒ§¤ÇÒÁÊÑÁ¾Ñ¹¸ì·Õè´ÕกѺ¼ÙéÍ×è¹ ÊÒÁÒöÊ×èÍÊÒÃกѺ¼ÙéÍ×è¹ä´éÍÂèÒ§ªÑ ਹ µÃ§ä»µÃ§ÁÒ ÃÙé Ñก¿Ñ§áÅÐâµéµÍºä é Õ»ÃÒȨÒก¤ÇÒÁ¢Ñ´áÂé§áÅÐÁͧâÅกã¹á§è´Õ
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AbstractThe purpose of this research was to study eight
learning activities based on Four Principles. The FourPrinciples are dialogue, deep listening, journaling andself and group thinking feedback. The samples were45 students from three different programs. There were32 students from Teaching of Mathematics program,11 students from Teaching of Chemistries Program, andtwo students from Department of Innovation andEducational Technology. Qualitative research approachwas used and the research methods of this study wereparticipant observation, observation, journaling, and selfassessment report. The content analysis was used forthe data analysis.
The results of this study were as follows :1) Self Awareness : The learners understood
themselves in term of mind, feeling, and competencyas well as know their strength and weakness points.
2) Self Esteem : The learners had goodattitude towards themselves, self confidence, and selfesteem .
3) Self Motivation: The learners could use theself motivation to reach their goals.
4) Empathy: The learners were able tounderstand and had best wishes to other people in thesociety. 5) Social Skills: The learners could build goodrelationship with other people. Moreover, the learnerscould communicate clearly as well as being a goodlistener and dialogue without conflict.
Keywords : Activities for learning, The instructionalactivity management in the Contemplative Education,Contemplative Education, Mental Education, Learninghappily
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2.2 ¼ÅกÒÃàÃÕ¹ÃÙ é¢Í§¼Ù éàÃÕ¹´éÒ¹กÒÃàË繤س¤èÒã¹µ¹àͧ (Self Esteem)
¼ÅกÒèѴกÃкǹกÒÃàÃÕ¹ÃÙ éẺ¨Ôµµ»ÑÒÈÖกÉÒ กóÕÈÖกÉÒÇÔªÒกÒÃÈÖกÉÒ¾ÔàÈɹÕé¼ÙéàÃÕ¹ÁÕ¤ÇÒÁÃÙéÊÖก´éÒ¹กÒÃàË繤س¤èÒã¹µ¹àͧ (Self esteem) ÁÕ¤ÇÒÁÃÙéÊÖก·Õ è´ Õµ è͵¹àͧ ÁÕ¤ÇÒÁàª× èÍÁÑ è¹ã¹µ¹àͧ ÁÕ¤ÇÒÁ¹Ñº¶×͵¹àͧÇèÒµ¹àͧÁդس¤èÒÁÕ¤ÇÒÁÊÒÁÒöà»ç¹·ÕèÂÍÁÃѺ¨Òก¼ÙéÍ×è¹ àªè¹ºÔ´ÒÁÒÃ´Ò ¤ÃÙ ÍÒ¨ÒÃÂì â´Â¼ÙéàÃÕ¹»ÃÐàÁÔ¹¨Òก¢éÍÁÙÅ·ÕèÁÕ áÅкÃÔº·¢Í§ÊÔè§áÇ´ÅéÍÁ ã¹กÒÃÈÖกÉÒÃÒÂÇÔªÒกÒÃÈÖกÉÒ¾ÔàÈÉ«Öè§à»ç¹ÇÔªÒªÕ¾¤Ãٺѧ¤Ñº ¨Óà»ç¹ÍÂèÒ§ÂÔ è§·Õ è¼Ù éàÃÕ¹¨ÐµéͧÁդسÅÑกɳÐàË繤س¤èÒã¹µ¹àͧà¾ÃÒкؤ¤Åã´·Õ è àË ç¹¤Ø³¤èÒã¹µ¹àͧáÅéǨÐà¤ÒþáÅÐàË繤س¤èÒã¹µÑǼÙéÍ×è¹´éÇ«Öè§ÊÍ´¤ÅéͧกѺÃÑÈÁÕ â¾¹àÁ×ͧËÅéÒ.(2543 : 31 ÍéÒ§ÍÔ§¨Òก ·Ñ³±ÔÁÒ ÃÐàºÕº Õ. 2531 :44) ·ÕèÇèÒ¤¹·ÕèàË繤س¤èÒã¹µ¹àͧä´é¹Ñ鹨Ðà»ç¹¤¹·ÕèÃÙéÊÖกµÑÇÇèÒµÑÇàͧÁÕ¤ÇÒÁÊÒÁÒö ÁÕ¤ÇÒÁàª× èÍÁÑ è¹ã¹µ¹àͧâ´Â¤ÇÒÁÃÙ éÊ Öกàªè¹à´ÕÂÇกѹ ¹Õé¨ÐÊè§á¼èä»Âѧ¼ÙéÍ×è¹ ¨Ðà¤Òþã¹ÊÔ·¸ÔàÊÃÕÀÒ¾¢Í§¼Ù éÍ × è¹ àÁ× èÍàÃÒ¤Ô´ÇèÒàÃÒÁդس¤èÒ ÁÕ¤ÇÒÁÊÒÁÒöกç¨Ð¾ÃéÍÁ·Õ è·Õ è¨Ð·ÓÊÔ è§µèÒ§æ ãËéà»ç¹»ÃÐ⪹ìµèͼ٠éÍ × è¹«Ö觤سÊÁºÑµÔàËÅèÒ¹Õé¨Óà»ç¹ÍÂèÒ§ÂÔ觷Õè¼Ù éàÃÕ¹¨Óà»ç¹µéͧÁդسÅÑกɳТͧกÒÃàË繤س¤èÒã¹µ¹àͧ à¾ÃÒжéÒÈÖกÉÒ¨¹¨ºËÅÑกÊ ÙµÃáÅ éǵ éͧä»Ê͹ഠçก· Ñ é§à´ çก»กµÔáÅÐà´çก·ÕèÁÕ¤ÇÒÁµéͧกÒþÔàÈÉ»ÃÐàÀ·µèÒ§æ กç¨Ðà»ç¹»ÃÐ⪹ìÍÂèÒ§ÂÔè§ กÒèѴกÃкǹกÒÃàÃÕ¹ÃÙéµÒÁËÅÑก¨Ôµµ»ÑÒ
ÈÖกÉÒÂѧÊÍ´¤ÅéͧกѺ กÒÃÈÖกÉÒẺͧ¤ìÃÇÁ (HolisticEducation) à»ç¹กÒÃÈÖกÉÒ·ÕèµÑé§ÍÂÙ躹á¹Ç¤Ô´·ÕèáµèÅкؤ¤Å¨Ð¤é¹¾ºÍѵÅÑกÉ³ì ¤ÇÒÁËÁÒ áÅÐà»éÒËÁÒÂ㹪ÕÇÔµâ´Â¼èÒ¹กÒÃàª× èÍÁâ§กѺÊѧ¤Á¸ÃÃÁªÒµÔ áÅФس¤èÒ·Ò§¨ÔµÇÔÒ³ àªè¹ ¤ÇÒÁÃÑก ¤ÇÒÁàÁµµÒ áÅÐÊѹµÔÀÒ¾ãËé¤ÇÒÁÊӤѵèͤس¤èÒ¾×鹰ҹ㹨Եã¨Á¹ØÉÂìáÅоѲ¹ÒกÒâͧºØ¤¤Å àกÕ èÂÇกѺ ÍÒÃÁ³ì Êѧ¤Á ÃèÒ§กÒ áÅШԵÇÔÒ³ â´ÂÁØè§à¹é¹¤ÇÒÁàª×èÍÁâ§ÃÐËÇèÒ§ÊÃþªÕÇÔµáÅФÇÒÁกÅÁกÅ ×¹¼ÊÒ¹ÊÍ´¤Å éͧÃÐËÇ èÒ§ÀÒÂã¹áÅÐÀÒ¹Íก ( Martin & Forbes. 2004 ÍéÒ§¶Ö§ã¹ ªÅŴҷͧ·ÇÕ áÅФ³Ð. 2551) â´ÂกÒÃàกÔ´¨ÔµÊÓ¹ÖกµèÍÊèǹÃÇÁ¼ÙéàÃÕ¹ ä´éàÃÕ¹ÃÙéáÅÐŧÁ×Í»¯ÔºÑµÔกÔ¨กÃÃÁµèÒ§æ ·ÕèàกÕèÂÇกѺÊèǹÃÇÁ ã¹ÃÐËÇèÒ§กÒÃàÃÕ¹ÍÂèÒ§ÊÁèÓàÊÁÍ ¨Ö§·ÓãËé¼ÙéàÃÕ¹ÁÕ กÒÃà»ÅÕè¹á»Å§·Ñȹ¤µÔ ÁØÁÁͧáÅоĵÔกÃÃÁ·ÕèÁÕµèÍâÅก áÅЪÕÇÔµä´éÍÂèÒ§ªÑ´à¨¹ µÃÐ˹Ñก¶Ö§¤¹Ãͺ¢éÒ§Êѧ¤Á áÅÐ ÊÔè§áÇ´ÅéÍÁÁÒก¢Öé¹ à¢éÒ㨻ÃÒก¯กÒÃ³ì ¨ÒกÊÔ è§·Õ èàÅ çกæ ä»ÊÙ è¼ÅกÃзº·Õ èÂ Ô è§ãËè àËç¹áกè»ÃÐ⪹ìÊèǹãËèÁÒกกÇèÒ »ÃÐ⪹ìÊèǹµ¹áÅÐกÒÃà»ÅÕè¹á»Å§àËÅèÒ¹Õéä´é µÑé§ÍÂÙè º¹¾×é¹°Ò¹¢Í§กÒÃà¢éÒ¶Ö§¤ÇÒÁ¨ÃÔ§ÊÙ§ÊØ´
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Hayden, L. Torey. (1981). One Child. Avon Books, pp.336.
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