GUIDELINES FOR MANAGEMENT OF NON-FORMAL EDUCATION TO ENHANCE LIFE SKILLS LEARNGING FOR STUDENTS WITH HEARING IMPAIRMENTS

Abstract

            This research aimed to study the problems and needs for life skills learning of students with hearing impairments, and 2) propose guidelines for the management of non-formal education to enhance life skills learning for students with hearing impairments. The qualitative methods, the study groups were administrators and teachers in school for deaf, specialists in educational management for students with hearing impairments, and specialists in non-formal education. Conducted data analysis of 4 life skills: interpersonal relationship, coping with emotion and coping with stress, self-awareness and self-esteem, and decision making and problem solving. All the data were analyzed by categorizing the data and then performed conclusions. The study of life skills problems of students with hearing impairments found that for decision-making and problem-solving skills, there were no opportunities for them to think and make decisions for themselves. As for self-awareness and self-esteem skills, students had no confidence. For the life skills learning needs for students with hearing impairments, it was found that teachers needed the enhancement of the life skills for their students as soon as possible. The priority should be the life skills of decision making and problem solving through repetitive activities. Regarding the management of non-formal education to enhance life skills learning for students with hearing impairments, it was divided into 2 areas as follows: 1) The factors of management studies were found that teachers should design and integrating life skills learning into regular learning courses or activity hours. It also should apply all of 4 skills in a single activity. Students must be able to use sign language for communication. The duration of the activity should not take too long, and 2) Steps in educational management. At the introduction stage, teachers should study the needs of their students and create a learning atmosphere. As for body stage, teachers should encourage students to involve in designing the learning process. In terms of conclusion and evaluation should be done as soon as the learning was completed.