The Administration of Inclusive Education for Special Education Students Serving Internal Quality Assurance of Ban Pangkhon School

Abstract

The aims of this study were: 1) to examine the circumstance of the administration of inclusive education for special education students serving internal quality assurance of Ban Pangkhon School; 2) to investigate key factors affecting the administration of inclusive education for special educations serving internal quality assurance of Ban Pangkhon School; 3) to develop the guidelines for administration of inclusive education for special education students serving internal quality assurance of Ban Pangkhon School. The population and samples were 4 3 participants that included 1 school administrator, 9 teachers teaching inclusive education for special education students, 9 committee members of curriculum and academic administration, 7 students, 7 parents, 10 community members. The first research instrument was questionnaire developed on GoogleForm and data analysis was performed by percentage, mean. Then focus group discussion was employed and content analysis was performed to develop the guidelines for inclusive administration for special education students of Ban Pangkhon School. The findings showed that: 1. The circumstance of inclusive education administration for special education students serving internal quality assurance of Ban Pangkhon, in overall, was reported. 1) The instructional administration for curriculum implementation at school, classroom, and lesson levels was found at the very good level. 2 ) The participation of the stakeholders in inclusive education administration for special education students was found at the very good level. 2. Key factors affecting the quality of instructional administration comprised 2 aspects: 1) Promoting factors were the school implemented the plan for personnel development covering school administrators, teachers, and personnel involved in curriculum implementation; systematic monitoring according to the annual calendar action plan. 2) Depromoting factors were participation of students, parents, and community in instructional administration planning and support on academic works presentation and publication. 3. The desired scenario of the instructional administration consisted of 2 aspects. 1) The desired scenario on instructional administration process and curriculum modification at 3 levels covering school, classroom, and lesson. 2) The desired scenario in participation of stakeholders in instructional administration and curriculum implementation that included school administrators, teachers, students, parents, community, school board of committee, and curriculum and academic committee. 4. The guidelines for inclusive education administration for special education students were proposed. 1) Setup curriculum implementation planning in consistent with students’ needs. 2) Develop instructional materials that clearly serve learning objectives of the curriculum. 3) Provide budget and resources support sufficiently for developing teachers and personnel, and allocate efficient materials and equipment promoting students’ learning. 4) Monitor instructional activities by promoting students to use critical thinking based on authentic learning experience and application for use in daily life. 5) Administer curriculum evaluation to investigate problems of curriculum implementation for future improvement.