The Development of Inclusive Education Model for Elementary Schools in Thailand: [Sc—SEAT—Re]
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Abstract
This research study aimed at 1) studying current situation of inclusive education for elementary schools in Thailand 2) developing a model for inclusive education for primary schools in Thailand, 3) experimenting in 3 different voluntary primary schools in Thailand. This research and development was divided into 3 phases—the 1st phase: literature reviewing, focus group setting up, in depth interviewing, and a report paper of Project Evaluation for Inclusive Schools’ Networking in Lop Buri Province, the2nd phase: setting up a connoisseurship seminar of 12 experts in the field of Inclusive Education to review the draft model and its manual; experts’ evaluating the appropriateness of data instruments being used in the 3 voluntary schools; and specialists’ assessing the congruence of Likert Rating Scales Questionnaire that displayed 0.95 reliability for evaluating the model and its manual, the 3rd phase: trying out the model in the 3 voluntary schools. The research showed that there were 4 core elements for this model, the 1st element was Screening, the 2nd was SEAT which referred to Students—Environment—Activities—and Tools, while the 3rd was Referral and the final element was Action Research: PAOR. Moreover, there was a manual for the model itself beginning with 1) philosophy, principals, and objectives of inclusive education 2) key components of the model: [Sc—SEAT—Re] 3) mobilizing the process by using PAOR and 4) conditions for success. The research found in the 1st phase that the teachers should receive more of knowledge and awareness of Inclusive Education as well screening skills; while the 2nd phase obtained the model that was consented the appropriateness by the experts; and the 3rd phase showed that the 3 voluntary schools implemented the model into practice in a high level.
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