BEST PRACTICES FOR THE MANAGEMENT OF ATTENDED CHILDREN OF THE BOARD OF EDUCATION SCHOOLS, DUSIT DISTRICT, BANGKOK

Abstract

The objectives of this research paper were 1) to study best practices for inclusive education administration in schools at the current educational level, 2) to study the level of inclusive education administration in schools under office of the Private Education Commission, and 3) to propose best practices for inclusive education administration in schools under Office of the Private Education Commission, Dusit District, Bangkok. Mixed methods research was used and consisted of qualitative research using interviews with 9 key informants. Data were analyzed by content analysis. In quantitative research, a questionnaire was used for collecting 297 administrators and teachers. The data were analyzed by using descriptive statistics consisted of frequency, percentage, mean, and standard deviation. The results of the research were as follows: 1) best practices for inclusive education administration in schools at the current educational level consisted of 4 main common learning management principles which were students, environment, teaching and learning activities, and tools. 2) The level of inclusive education administration in schools under office of the Private Education Commission, Dusit District, Bangkok in overall level was at a high level, and each aspect was at a high level in all aspects, namely tools, activities, environment, and students. 3) Best practices for inclusive education administration in schools under Office of the Private Education Commission in all 4 areas which were (1) students, understanding their special needs of special child and be able to help and treat children with special needs properly, (2) Environment, classroom table arrangements to suit the characteristics of special children and improve the classroom to suit the environment, (3) teaching and learning activities, reporting on the progress of special children according to individual teaching plans and individual education plans, and (4) tools for personnel development in schools in relation to providing adequate and quality education for special children.