การพัฒนาแนวทางการจัดการศึกษาแบบเรียนรวม สำหรับสถานศึกษา สังกัดสำนักงานเขตพื้นที่การศึกษาในจังหวัดร้อยเอ็ด

บทคัดย่อ

The purposes of this research aimed to: 1) investigate components and indicators of inclusive education management, 2) examine current and desirable conditions of inclusive education management, 3) develop the guidelines of inclusive education management for schools under Educational Service Area Office (ESAO) in Roi-Et province. The study was divided into three phases: Phase I identified components and indicators of inclusive education management. Key informants consisted of seven luminaries. Research tool included a suitability assessment form of components and indicators. Phase II involved a study of current and desirable conditions of inclusive education management. The sample was a total of 377 participants, including administrators and teachers at inclusive schools under ESAO in Roi-Et province in academic year 2017. The research tool for data collection was a set of questionnaires concerning current and desirable conditions of inclusive education management. Phase III involved guideline development for inclusive education management. Key informants included seven experts using focus group and seven experts for guideline assessment, selected through purposive sampling. Research tools were 1) a focus group recording form, and 2) a guideline assessment form. The statistics for data analysis were frequency, percentage, mean, standard deviation and the Priority Needs Index (PNI_modified).

            The findings revealed that:

1. The components and indicators of inclusive education management comprised five components with 20 indicators as follows: 1) Preparation with six indicators, 2) Exploration and Separation of children with six indicators, 3) Preparation of Individual Education Plan (IEP) and Individual Implementation Plan (IIP) with two indicators, 4) Teaching and Learning Management with two indicators, and 5) Operational Evaluation with four indicators.

2. Current conditions of inclusive education in schools under ESAO in Roi-Et province as a whole were at moderate level, whilst desirable conditions as whole were at the highest level.

3. The developed guidelines of inclusive education management included five components with 49 guidelines and 51 activities comprised: 1) Preparation with 17 guidelines and 17 activities, 2) Exploration and Separation of Children with 16 guidelines and 16 activities, 3) Preparation of Individual Education Plan (IEP) and Individual Implementation Plan (IIP) with four guidelines and six activities, 4) Teaching and Learning Management with five guidelines and five activities, and 5) Operational Evaluation with seven guidelines and seve activities. The assessment result of inclusive education management guidelines showed that the overall suitability and possibilities were at the highest levels.