GUIDELINES OF SCIENCE LEARNING MANAGEMENT FOR CAREER PURPOSES OF DISABLED STUDENTS AT RAMKHAMHAENG UNIVERSITY

Abstract

This research adopted a mixed–methods. The objective was to study science learning management approaches and to compare the needs of science learning management for the careers of students in Ramkhamhaeng University. Classification by age and ease of attendance for occupational training. We collected data with stratified sampling. There were 141 subjects and 17 students with disabilities who consented to be interviewed. Research tools were surveys and interviews. The query consistency index was between 0.67–1. It had a confidence value of 0.96. The results showed that 1. Students with disabilities wanted to have a large level of overall approach to science learning for careers, and when considering each stage, it was found that the teaching stage was the most desirable.2. Students with disabilities of different ages. There was a statistically significant difference in the overall and leading approach to science learning for occupation at a level of 0.05 3. Students with disabilities who had the convenience of attending training for different occupations. There was a need for a science learning management approach for a career as a whole and each step in teaching. It was no different. Results from qualitative data analysis can be summarized as follows 1. Most students with disabilities wanted Ramkhamhaeng University to enhance their career abilities with science knowledge by providing them with more training and access to careers so that they could find what they were good at and could do as much as possible for their career.2. In the process of organizing leading science activities, most students with disabilities needed a person to explain and guide each step in detail. At the teaching stage, most students with disabilities wanted to be given the opportunity to present their work in a variety of ways.3. The proposed suggestion was that they needed space to distribute their own work.