Participation of Basic Education Boards and in the Inclusive Pilot-Project Schools’ Administration and Schools in Network Special Education in Lop Buri Province
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Abstract
These objectives of this research article were 1) to examine the administrative participation of Basic Education Boards in inclusive pilot-project schools and schools in Special Education Network in Lop Buri Province; and 2) to develop guidelines for the administrative participation of Basic Education Boards in inclusive pilot-project schools and schools in Special Education Network in Lop Buri Province. Is qualitative research. In this research, key informants, selected by snowball sampling, comprised 22 chairs of Basic Education Boards, and committee members of inclusive pilot-project schools and schools in Special Education Network in Lop Buri Province, during the academic year 2020. The research instrument for data collection included questions used for in-depth interviews. Content analysis was used to summarize the essence of the in-depth interviews. The research results were as follows: 1) There were 4 groups of participatory Basic Education Boards namely: a group with certain social status in society, a persuaded group, and a group of parents of students with special needs. All these groups participated less in the following aspects: the students’ aspect, the teaching and learning aspect, and the aspect involving instruments. However, they participated greatly in the environmental aspect. 2) There were 2 guidelines for the administrative participation of Basic Education Boards in inclusive pilot-project schools and schools in Special Education Network as follows: The 1st guideline: the respective affiliating department should reduce administrators and teachers’ workload. The 2nd guideline: the respective affiliating department needs to allocate budget for the development of Basic Education Boards, parents and individuals involved.
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