Administrative management of inclusive education in small schools in Thailand

Information from the abstract

Inclusive education in Thailand aims to ensure equitable access to education for students with special educational needs; however, implementation remains challenging in small schools with limited resources. This research aimed to study the administrative management of inclusive education in small schools and relevant factors. Utilizing educational administration concepts and the SEAT framework, this study employed purposive sampling to select 33 participants, including school administrators, homeroom teachers, inclusive education teachers and parents, across three schools recognized for successful inclusive education management. Data were gathered through in-depth interviews and documentary reviews.The findings reveal four dimensions of effective administrative management. Academic administration involves student screening, evaluation, and developing Individualized Education Programs (IEPs) and Individualized Implementation Plans (IIPs). Personnel management focuses on professional development and shared understanding of inclusive education. Budget management involves collaborative decision-making among all stakeholders to allocate resources for students with special needs. General administration encompasses safety, learning spaces, and collaborative networks with government, private, and community sectors. The core success factor is team-based, proactive collaboration among school administrators, teachers and staff. Small schools should establish inclusive policies, cultivate positive institutional attitudes and strengthen collaborative networks to reduce educational disparities and ensure that no child is left behind.

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Related topics: Collaborative Teaching and Inclusion · Inclusive Education and Diversity · Management and Performance Evaluation