A study of Inclusive Education Management to Perception of Secondary School Teachers under Bangkok Metropolitan

Abstract

In this research investigation, the researcher studies (1) integrated education management as based on the perceptions of selected teachers in schools under the jurisdiction of the Secondary Educational Service Area Office Two, Bangkok Metropolis. The researcher also compares (2) integrated education management as based on the perceptions of these teachers as classified by educational qualifications, work experience, and learning strand. Furthermore, finally, the researcher proposes and (3) Guidelines for the Development of Management to Perception of Secondary School. Findings are as follows: (1) Insofar as concerns integrated education management as based on the perceptions of the teachers belonging to the sample population, it was found that overall and in the aspects perceptions were evinced at a high level. (2) In drawing comparisons in respect to integrated education management as based on the perceptions of the members of the sample population, the researcher found that those who differed in educational qualifications exhibited concomitant differences in perceptions at the statistically significant level of .05 overall            (3) Concerning the comparison of integrated education management as based on the perceptions of the members of the sample population who differed in work experience, the researcher found that corresponding differences were the aspect of students displayed associated differences at the statistically significant level of .05. (4) In the course of comparing integrated education management as based on the perceptions of members of the sample population who differed in learning strands, the researcher determined that differences were revealed between perceptions overall and in the aspects of students, environment, instruction and study activities, and tools, but these differences were not found to hold at the statistically significant level of .05. and (5) Guidelines for the Development of Management to Perception of Secondary School are as follows: Readiness of teachers should be fostered in respect to attitudes, knowledge, understanding, and skills. This would encourage normal students to accept and assist children having special needs. The classroom and school environments should be appropriate to serving as a learning resource for children with special needs. Shared instruction and study activities should be variously organized and ensured to be compatible with the impairments of children with special needs. The use of an individualized education program (IEP) and an individual implementation plan (IIP) should be carefully monitored.