Instructional Management Guidelines for Students with Disabilities in the Office of the Vocational Education Commission in Thailand’s Central Region

Abstract

The objectives of this study were to: (1) investigate the factors influencing the continuation of education among students with disabilities under the Central Office of the Vocational Education Commission, and (2) propose guidelines for instructional management of students with disabilities under the Central Office of the Vocational Education Commission. The research population consisted of students with disabilities enrolled in Vocational Certificate, Higher Vocational Certificate, and Bachelor of Technology or Applied Science programs across 13 provinces. The sample included 43 public institutions with 153 students and 5 private institutions with 6 students, totaling 159 participants. Data collection was conducted in two phases. Phase one used a questionnaire with a validity of 0.94 and a reliability of 0.96. Data were analyzed using percentage, mean, standard deviation, t-test, and one-way ANOVA. Phase two involved focus group discussions based on issues identified from the questionnaire analysis. The study found that the overall factors influencing the continuation of education among students with disabilities in vocational institutions under the office of the vocational education commission in Thailand’s central region were at a high level. When considered by category, the factors related to the students themselves, the environment, the family, and society were all rated at a high level, respectively. The proposed instructional management guidelines for students with disabilities in these institutions consist of five key areas: (1) developing the knowledge, skills, and capacity of teachers and staff to provide education for students with disabilities; (2) creating appropriate learning environments and facilities; (3) establishing collaboration with government and private sector agencies to prepare students with disabilities for entry into the labor market; (4) implementing proactive public relations; and (5) adapting instructional methods to suit the needs of students with disabilities.