Learning Ecosystem Development Model Enhancing Vocational Skills for Visually Impaired Students: A Case of The Northern Region School for the Blind under the Royal Patronage of Her Majesty the Queen, Chiang Mai Province

Abstract

For visually impaired students, the Northern Region School for the Blind under the Royal Patronage of Her Majesty the Queen, Chiang Mai Province employed the BLIND Model for Administrative Management. This model consists of  B: Blind Student Center, which is a learning management to develop vocational skills focusing on students with visual impairment;  L: Active Learning, which emphasizes hands-on practical experience for students;  I: Innovation is teachers applying innovative methods to enhance students' vocational skills;  N: No One Left Behind is that all students are trained in vocational skills thoroughly and D: Developmental Eco System is a place that has developed a learning ecosystem to promote vocational skills for students with visual impairment. All component is interrelated and propelled by the Design Thinking theory, comprising five steps: Step 1, Empathize - Understand the problem; Step 2, Define - Clearly define the issue; Step 3, Ideate - Brainstorm; Step 4, Prototype - Create chosen prototypes; and Stage 5, Test – Examine. Learning management in the form of a vocational learning base consists of 1) Coffee base, 2) Thai massage base, 3) Fish farming base, 4) Broiler chicken base, 5) Poultry base, 6) Swine farming base, 7) Music base, 8) Sports base, including are goalball, swimming, cycling, 9) Chiang Da vegetable processing base, and 10) Magic beads base. The operations are conducted using systems theory, comprised of the analysis of Input, Process, Output, and Outcome. These were core processes that teachers employ in the management of vocational teaching and learning activities, aimed at enabling students to achieve success according to the set objectives which are; 1) to develop vocational skills for visually impaired students using Learning Ecosystem Development Model. 2) To enhance teacher’s skills in learning management to promote vocational skills for students with visual impairments and 3) To develop vocational training resources for the visually impaired students and the community. The data were obtained by the semi-structured interview and observation method. The content analysis method was used in data analysis. According to the findings of the study, the students with visual impairments possess vocational skills that align with their aptitudes and interests and achieve vocational skill development.