EARLY INTERVENTION SERVICES PERFORMANCE OF SARABURI SPECIAL EDUCATION CENTER

Abstract

       This research aims to know: 1) to understand the of the early intervention service provision of Saraburi Special Education Center. 2) to gather feedback on the operation of the early intervention service provision of Saraburi Special Education Center. The population of the study consisted of 90 people, including the school committee, advisory committee, and the personnel of Saraburi Special Education Center. There are two types of research tools used are questionnaire, group discussion recording. Statistics used in research are frequency, percentage, arithmetic mean, standard deviation, and content analysis.

The findings indicated that:

1. The overall performance of early intervention services at Saraburi Special Education Center was evaluated as high based on the mean scores. The services were ranked in descending order of their mean scores as follows: provision of appropriate activities, development of individualized education plans, supervision, monitoring, evaluation, and referral, basic skills assessment, progress assessment, screening for educational disabilities and referral, and data collection.
2. The guidelines for early intervention services at Saraburi Special Education Center consist of 7 areas and 15 guidelines are 1) In terms of data collection, there are 4 approaches: (1) It is necessary to publicize to parents the importance of interviewing and collecting evidence to solve the problem of parents not providing information. (2) Documents should be organized into categories and stored on a computer for quick and easy searching. (3) It is recommended to interview parents and stakeholders in a comprehensive manner in order to develop the best possible service plan. (4) The allocation of additional personnel and budget is necessary to address the problem of inadequate and low-quality service. 2) In terms of screening for educational disabilities and referral, there are 2 approaches: (5) There should be continuous development of personnel in the screening of educational disability types, so that teachers can screen students accurately and appropriately. (6) There should be a standardized screening process for educational disabilities to obtain the most accurate data. 3) In terms of basic skills assessment, there are 2 approaches: (7) There should be an assessment of basic abilities that corresponds to the real situation and compares it to the general development of children. (8) There should be a manual for assessing basic skills that clearly specifies the methods and tools used for assessment, and it should be used consistently nationwide. 4) In terms of development of individualized education plans, there are 3 approaches: (9) IEPs should be provided for all students. (10) teachers should be trained training should be organized to provide them with the skills to develop IEPs and lead to implementation through IIPs. (11) Parents should be present in the meeting instead of having teachers write the plans and ask them to sign. 5) In terms of provision of appropriate activities, there are 2 approaches: (12) Additional budget and personnel should be allocated. (13) Services should be provided according to the established IEP and IIP plans, not according to the teacher's needs. 6) In terms of progress assessment, there is 1 approach: (14) There should be meetings to summarize the progress of each child, as well as progress reports with parents participating in the evaluation and decision-making to adjust activities to be appropriate at least once per academic year. 7) In terms of supervision, monitoring, evaluation, and referral, there is 1 approach: (15) There should be supervision, monitoring, and evaluation before and after the educational transfer. This will affect the progress of each child before they are sent to their destination. It is important to consider the special needs and convenience of the disabled person so that they can fully benefit from education and rehabilitation.