NEEDS ASSESSMENT AND MODEL OF TEACHERS’ COMPETENCY DEVELOPMENT ON AUTHENTIC ASSESSMENT FOR CHILDREN WITH LEARNING DISABILITIES

Abstract

This research aimed (1) to assess needs for teachers’ competency development on authentic assessment for children with learning disabilities; and (2) to study the appropriateness and feasibility for practice of the model of teachers’ competency development for children with learning disabilities. The research sample consisted of 80 teachers teaching children with learning disabilities in inclusive primary schools under Nakhon Si Thammarat Primary Education Service Area Offices 1 - 4, obtained by stratified random sampling, and 14 purposively selected school administrators and teachers teaching children with learning disabilities in inclusive primary schools under Nakhon Si Thammarat Primary Education Service Area Offices 1 – 4 for focus group discussion. The research instruments comprised a questionnaire and recording form for focus group discussion. Data were analyzed using the mean, standard deviation, t-test, modified PNI, and content analysis. Research results showed that (1) the needs had modified PNI between 0.307 and 0.397, and the expected conditions and actual conditions for each and every item were significantly different at the .01 level; and (2) the model of teachers’ competency development for children with learning disabilities should comprise three steps: training; supervision, monitoring and follow-up; and efficiency and progress assessment; and the model as a whole was found to be appropriate and feasible for application at the high level.