Development of Management Guidelines of Inclusive Education in Special Education Center, Petchabun Province
DOI:
https://doi.org/10.57260/csdj.2024.268040Keywords:
Composition and indicators, Current condition, Desirable condition, Inclusive education management guidelines, Special education centers phetchabun provinceAbstract
In order to send children with special needs into inclusive education, the objectives are to 1) examine the components and indicators in inclusive education for educational institutions at the Phetchabun Special Education Center, 2) current conditions and desired conditions in providing inclusive education for educational institutions at the Phetchabun Province Special Education Center, and 3)developing guidelines for organizing inclusive education for educational institutions at the Phetchabun Province Special Education Center. The sample groups used in this study were personnel of the Phetchabun Provincial Special Education Center, including 3 school administrators, and 33 teachers, totaling 36 people in the sample. However, the sample size was determined according to the table of Krejcie & Morgan (1970), and the stratified random sampling technique was used, which used location as the random unit. This research is research and development, a questionnaire on the existing and ideal circumstances of inclusive education for special education centers in Phetchabun Province, as well as a form to evaluate the suitability of the components and indicators of inclusive education, are among the tools used for data collecting. According to the study's findings, the Phetchabun Provincial Special Education Center's guidelines for organizing inclusive education for educational institutions have a significant impact on the development of inclusive education formats. These recommendations cover the elements and indicators, as well as the intended and actual circumstances as well as inclusive education organizations. It has a policy to provide educational services to children with special needs who need education in the form of inclusive learning in order to expand their educational opportunities. The information obtained can then be used as information in planning education for children with special needs, as well as a guideline for organizing education for children with special needs to be carried out efficiently, in accordance with the guidelines for cooperation in providing education for persons with special needs as per the policies of the Ministry of Education.
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