PROBLEMS, NEEDS, AND STRATEGIES FOR ENHANCING SPEAKING SKILLS FOR COMMUNICATION IN STUDENTS WITH SPECIAL NEEDS IN INCLUSIVE EDUCATION SETTINGS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFECE, BANGKOK

Abstract

This study aimed to examine the problems, needs, and strategies for enhancing speaking skills for communication among students with special needs in inclusive schools. A qualitative research approach was employed. Data were collected through interviews with school administrators, special education teachers, and parents of students with special needs from nine inclusive schools, selected through purposive sampling. The research instrument was a semi-structured interview, designed for in-depth discussions. Content analysis was used for data interpretation. The findings revealed that: 1) Problems: Schools currently do not prioritize the development of speaking skills for students with special needs, as the focus remains on academic subjects rather than practical communication skills. Special education teachers are often assigned to teach other subjects to meet required teaching loads. Additionally, students face communication difficulties due to a limited vocabulary. 2) Needs: School administrators should establish policies that support the development of speaking skills, oversee their implementation, and monitor outcomes. Teachers should expand students' essential vocabulary and provide structured training in constructing correct sentences. 3) Strategies for Enhancing Speaking Skills: Schools should incorporate dedicated courses or instructional hours focused on essential communication skills for daily life, such as expressing emotions and refusing requests appropriately. Furthermore, school administrators should encourage teachers to adopt a more inclusive mindset, fostering an environment that acknowledges and respects students diversity.