Guidelines for managing inclusive education according to the four Brahmaviharas principle of schools in sing buri province

Abstract

This research Article aims to: 1) study the current situation of managing inclusive education of schools in Sing Buri Province, and 2) propose a process for managing inclusive education according to the Four Brahmavihāras Principle of Schools in Sing Buri Province. This study employs a mixed-methods research approach. The quantitative data were collected from 196 participants, including school administrators and teachers from schools under the Sing Buri Primary Educational Service Area Office and the Sing Buri-Ang Thong Secondary Educational Service Area Office. The sample size was determined using Krejcie and Morgan’s table. Data collection tools included questionnaires and semi-structured interviews with 10 key informants. The content validity ranged from 0.67 to 1.00, and the questionnaire demonstrated a reliability coefficient of 0.97. Descriptive statistics such as percentage, mean, and standard deviation were used for data analysis. The research found that: 1) The inclusive education management process based on the Four Brahmavihāras Principle of schools in Sing Buri Province, when considered overall and by individual aspects, was found to be as follows; The aspect with the highest mean score was the school environment, which was rated at a high level (x̄ = 4.32, SD = 0.50). This was followed by the student-related aspect, also at a high level (x̄ = 4.25, SD = 0.55), and the teaching and learning activities aspect, likewise at a high level (x̄ = 4.20, SD = 0.55). The aspect with the lowest mean score was tools and materials, which was still rated at a high level (x̄ = 4.18, SD = 0.83) 2) The inclusive education management process based on the Four Brahmavihāras principles of schools in Sing Buri Province consists of the following aspects: 1) Student-related aspect: School administrators should organize meetings to foster a shared understanding of inclusive education management, ensuring alignment in implementation, 2) School environment: School administrators should promote an atmosphere of love, kindness, and mutual support throughout the school, 3) Teaching and learning activities: Administrators should encourage activities that focus on building positive relationships between students with special needs and mainstream students, and 4) Tools and materials: Administrators should place importance on using strategies and resources that support students with special needs, particularly in terms of providing assistive media and learning aids.