Development of Thai Consonant Writing Skills Using Sensory Integration with Color-Coded Flashcards for Grade 3 Students with Intellectual Disabilities

Abstract

The objectives of this research were:  1) To develop consonant Thai writing skills in third-grade students with intellectual disabilities through teaching methods that integrate sensory input with color-coded word cards. 2) To compare the Thai consonant writing skills of third-grade students with intellectual disabilities before and after learning through sensory integration combined with color-coded word cards. The sample group consisted of five Grade 3/1 students from the first semester of the 2024 academic year    at Songkhla Phattha na Panya School, selected using a purposive sampling method.  The research instruments included: 1) Thai language lesson plans, 2) A Thai consonant writing skills assessment test, and  3) Sensory integration combined with color-coded word cards. 

The results of the study revealed that:  The results showed that:

1. Thai consonant writing skills of Grade 3 students with intellectual disabilities, developed through sensory integration and the use of color-coded word cards, were at a good level.

2. The comparison of pre- and post-learning Thai consonant writing skills revealed that post-learning test scores were significantly higher than pre-learning scores at the .05 level.