Understanding Inclusive Education Practices in Schools under Local Government Jurisdiction: A Study of Khon Kaen Municipality in Thailand

Autor/in	Kantavong, Pennee
Titel	Understanding Inclusive Education Practices in Schools under Local Government Jurisdiction: A Study of Khon Kaen Municipality in Thailand
Quelle	In: International Journal of Inclusive Education, 22 (2018) 7, S.767-786 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1412509
Schlagwörter	Inclusion; Municipalities; Foreign Countries; Educational Practices; Educational Legislation; Special Needs Students; Educational Policy; Teaching Methods; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Surveys; Public Schools; Case Studies; Mixed Methods Research; Interviews; Thailand + Suchen Sie Ihr Suchwort? Inklusion; Magistrat; Ausland; Bildungspraxis; Bildungsrecht; Schulgesetz; Sonderpädagogischer Förderbedarf; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Elternverhalten; Lehrerverhalten; Survey; Umfrage; Befragung; Public school; Öffentliche Schule; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	This article investigates inclusive education practices in schools under the jurisdiction of Thai local government through a study of schools in Khon Kaen Municipality in Northeastern Thailand. Thailand's 1997 Constitution and 1999 National Education Act both legislated that the educational system must become inclusive, and under these laws schools are required to admit all groups of children, including children with special educational needs (SEN). This study sheds light on the situation of inclusive education in schools with regard to administrators' policy implementation, teachers' practices, and parents' perception of inclusive education management. The findings derive from a survey of 11 school administrators, 114 teachers, and 274 parents (of 137 regular and 137 students with SEN), together with six focus groups with administrators and teachers from six schools. The results demonstrate that most school leaders support inclusive classrooms, most teachers are willing to work with SEN students, and parents of regular students accept the concept of inclusion. Actual practices of inclusive education vary, however, depending upon the perception of administrators and the will of the teachers to implement inclusive education. Furthermore, the results demonstrate that the policy of the municipality may have resulted in the development of inclusive practices in schools under its jurisdiction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01