Status and Needs of Resource Room Services for Elementary Students with Learning Disabilities in Chiang Mai Inclusive Schools

Abstract

This research aimed to examine the status and reported needs of providing resource room services to elementary level students with learning disabilities (LD). The target schools were 27 inclusive model schools under the Office of the Primary Educational Service Area 1-6, Chiang Mai. The target groups were 1) school administrators and 2) Thai language teachers, mathematics teachers, special education teachers, and care providers for children with disabilities (CPCD). The instruments used were two separate questionnaires for administrators and teachers in all 27 inclusive schools, an inventory checklist for resource rooms and teaching observation and conversation with teachers of the 14 selected inclusive schools. The data were analyzed using frequency, percentages, and content analysis. The results showed that 1) 11 of the 14 selected schools had existing resource room services that were provided on a half-day or whole-day basis during each day’s instructional services administered to students with LD in a one-on-one format, a small group of 3-5 students, or a full-class of 12-15 students. Also, most of the 11 target schools had CPCD available to teach students with LD in their respective resource rooms; and 2) the needs of both administrators and teachers in providing resource room services to students with LD included (2.1) an appropriate and sufficient teaching media and materials, (2.2) an appropriate number of special education teachers and CPCD or regular teachers responsible for providing learning instructions in resource rooms, and (2.3) enabling regular teachers through professional development to gain vital knowledge, skills, and personal understanding necessary when teaching students with LD.