Abstract:

Students with learning disabilities are a group of children and young people whose state must provide exceptional care, however past learning arrangements have also been conducted between normal children and children with learning disabilities, thus improving the efficiency of Learning management is not as successful as it should be. Therefore, this research is the study of the process of developing students who have Learning Disabilities using Action learning techniques. The samples were students in special education fields, Rajabhat Maha Sarakham University, which practiced professional experience at Naadun Prachasan School, under the Maha Sarakham Educational Service Area 2. This research is a participatory action research, there was research process for 3 phases were; First: School selection by organizing discussion groups of 3 sample groups as follows 1) Groups of students, teachers and parents, 2) administrators’ group and 3) group of supervisors and representative of the Office of the Education Area. Second: Organize a meeting for school administrators, teachers, parents, supervisors and Representatives from the school district office, including in-depth interviews with the director of the Office of the Education Area. Third: Experiment with implementing a cooperative individual education management plan at Naadun Prachasan School. The research results found that; 1. the co-learning management problems fount that (1) Students with learning disabilities lack basic skills necessary for co-learning such as self-care, daily living. Low academic achievement in all subjects, problems with listening, speaking, thinking and writing, spelling, math, cognition and understanding, and children tend to be separated from their peers that was basis for literacy. (2) The work of the educational service area office and school on the unified education management was found to be uneven and continuous, The supervisor lacks the skills to prepare an individual education plan (IEP) and an individual lesson plan (IIP), excessive number of learners per room impedes classroom activities and control, and supports academic work, Lack of documentation, supporting personnel and supporting innovations, there is a limit to the implementation of the policy which increases the burden too. (3) Teachers lack of knowledge and understanding on individual service, including lack of student screening skills, thus unable to classify and scale students' problems. (4) Parents also lack the knowledge and understanding of how to look after students, resulting in students not being developed properly. 2. Solutions for the development models in co-educational management was the cooperative management model between stakeholders using the PDCA model with details as follows: P) Plan: Cooperate Planning for IEP Preparation by taking the problems as a base for development. D) Doing: Collaboration between agencies and persons involved such as mentoring system between teachers, administrators and supervisors by using mentoring and good relationship building methods and using learning techniques from practice. C) Check: Performance monitoring and auditing. A) Action: Improvement and reflection on joint performance, including the development of cooperation in support of the Office of Education Districts, Mahasarakham Special Education Center and Rajabhat Maha Sarakham University by using a shared mentoring system. 3. Development results of the Learning Disabilities student as overall and all aspect was at highest level; they were developed for 5 aspects namely; learning, computational and connectivity thinking, language, visual and auditory recognition, and expression. These made students better read and write, prefer to read books, diligent in homework or assignments, write stories based on what they see or hear, and Able to carry out daily life in school with self-care themselves.

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