The Current States, Strengths, Weaknesses, Opportunities,
and Threats of Learning and Teaching of Roi – Et School for the Deaf

Srisuda Patjan¹, Praseart Ruannakarn², Songsak Phusee-orn³

¹Patjan607@gmail.com

Abstract

This research aims to 1) study the current states of learning and teaching of Roi-Et school for the deaf and 2) analysis of the strengths, weaknesses, opportunities, and threats of learning and teaching by the qualitative research method. Six teachers were involved as participants in this research as the researcher selected participants with purposive sampling and the data were collected by using focus group discussion and in-depth interviews. Tools are focusing group form and the in-depth interview form, as well as the data were analyzed by the ATLAS. ti program. The research findings are as follows:

1) For the state of teaching and learning, it was found that regular instructional models for teaching and learning on the core curriculum of the Ministry of Education and the Waldorf educational, teachers use to teach by using sign language, holistic approach, pictures, role-play and video. The school contributed financial budgets for producing the instructional media to teachers. 2) For the strengths, the school has planned to construct the classrooms so that teachers could create the school and subject curriculum. The school also provides the training and testing sign language to teachers and they can apply research methodologies for learning and teaching problems. Furthermore, teachers use integrated teaching and also facilitated instructional media. For the weaknesses, it was found that budgets for producing the instructional media were insufficient and most of the teachers were not experts in research methodology and technology use. For the opportunities, it was found that Thailand supported education to students with hearing impairments and the gove rnment organization gave some educational facilities and communities participated in the education administration. For the threats, it was found that the educational policy was difficult to apply in real situations, the core curriculum did not correspond to students learning competencies, and some sign language vocabularies for academics were not even in all subjects.

Keywords: Current States, Strengths, Weaknesses, Opportunities, Threats, School for the Deaf

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