A STUDY ON THE UNDERSTANDING OF SYMBOLS IN DAILY LIFE OF GRADE 3 STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES BY USING DIRECT INSTRUCTION WITH BIG BOOK

Abstract

The purpose of this research was 1) to study the understanding of symbols in daily life of grade 3 students with moderate intellectual disabilities after using the method of direct instruction with Big Book. 2)To compare the understanding of symbols in daily life of grade 3 students with moderate intellectual disabilities using the method of direct instruction with Big Book before the experiment and after the experiment. The target group used in the research is was 4 students Grade 3 with moderate intellectual disability in semester 2, academic year 2022, Suphanburi Panyanukul School. Intelligence level 35-49. They answered less than 5 questions correctly. They were students who did not understand symbols in everyday life, for example male and female toilet symbols, fire escape symbol, rally point symbol, first aid room symbol, crosswalk symbol, sign traffic light symbol. This research design was experimental research (The One – Group Pretest – Posttest Design). The tools used in this research consisted of 1) learning management plan using the direct instruction method with big book 6 plans. 2) 6 big books. 3) A set of pre-post comprehension test on symbols in daily life. A lesson plan is used for 5 days a week, 50 minutes a day. Six lessons were used for six weeks. Statistics used in data analysis were mean, percentage and progression percentage of mean scores. The results showed that 1) grade 3 students with moderate intellectual disabilities understand symbolic images in everyday life after the use of direct instruction methods in conjunction with the big book at a very good level. 2) Grade 3 students with moderate intellectual disabilities scores understand in a symbol in everyday life were higher than before using the direct teaching method with the big book. An average of 65 percent increase in progress scores.