การศึกษาการจัดกิจกรรมศิลปะในห้องเรียนคู่ขนานสำหรับ เด็กออทิสติก ระดับประถมศึกษาปีที่ 1-3 / วุฒิภา สว่างสุข = A study of art activity organization in parallel classrooms for autistic children in grades one to three
This research aimed to study the art activities organization in parallel classroom for autistic children in grades 1-3. Participants included 30 teachers who conducted art activities in parallel classrooms for autistic children and 12 specialists who had experiences involved with the development of autism. The instruments were questionnaire, interview and observation forms. The results were as follows ; the art activities focused on the 4 parts consists of physical, intelligent, emotional, social skills, and exercised all five senses (x =4.60). The process was to organize a simple activity then increase a difficulty (x = 4.63). Materials were appealing, childproof, and appropriation (x = 4.56). The evaluation was observed during the activities in the classrooms(x = 4.43).In addition, the results from the interview indicated that the art activities assisted children’s development. Firstly, the physical development was developed during the procedures of various forms of art activities which encouraged children to act following the tasks. They practiced the muscular control of their movements, especially small muscle control, to improve whole body integration. Secondly, by considering emotional development, the art activities helped children with autism controlled and reduced unwanted emotions by letting them had freedom to do their favored tasks. Thirdly, the cooperative group of art activities aided children with autism to learn to increase their social skills and participate with other children. Lastly, the art activities advanced the intelligence development and improved their learning skills by integrating the activities with other subjects, using the appealing and childproof materials conforming 4 parts of children’s development. The concluding evaluation was adapted from additional instruments; individual assessment, pre-tests, mid-tests, post-tests, and observation.
