Different paths for inclusion in Thailand: improving special teachers as leaders in the development of inclusive education

Kantavong, Pennee; Kiettikunwong, Narong

doi:10.1111/1471-3802.12467

Cited by 6 publications

(3 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The government has established the National Committee for the Empowerment of Persons with Disabilities and the "Elimination of Unfair Discrimination Against Persons with Disabilities Act," to protect the rights of students with special needs (SEN) and inclusion of people with disabilities (Srisom et al, 2023;UNESCO, 2021). Several studies in Thailand explored the attitudes, experiences, challenges, and inclusion practices, aiming to eliminate barriers for individuals with disabilities and empower leaders in the development of inclusive education (Trory & Sharma, 2019;Narot et al, 2019;Meindl et al, 2020). Despite Thailand's commitment and movement towards inclusive education, many children with disabilities are still placed in specialized facilities rather than mainstream classrooms, limiting their access to inclusive education (UNICEF, 2021; Uttayotha & Scheef, 2021).…”

Section: Introduction *mentioning

confidence: 99%

Establishing Inclusion for SEN in Faith-based Schools in Thailand: A Case Study

Japon,

Abordo

2024

eduline j. educ. learn. innov.

View full text Add to dashboard Cite

In Thailand, research on inclusion program predominantly focused on inclusion programs in government-run schools. The need to understand specific inclusion of students with special needs (SEN) within faith-based settings cannot be neglected. This study addresses this gap by investigating the processes by which diverse faith-based schools in Thailand foster the inclusion of students with special needs. Through in-depth interviews with nine participants and observations from two faith-based schools, a case study was employed, incorporating within-case and cross-case analysis. Findings reveal that faith-based schools established inclusion models aligned to the schools’ mission statements and values. Inclusive practices were open communication, parental involvement, teachers’ collaboration, and specific inclusion strategies such as accommodation and modification, as well as celebrating diversity and inclusion. Barriers to inclusion include lack of knowledge, skills, and training in inclusion. Further research on the long-term influence of faith-based schools’ values on inclusion practices and the quality of life of SEN can enhance global understanding of faith-based approaches to inclusivity.

show abstract

Section: Introduction *mentioning

confidence: 99%

Establishing Inclusion for SEN in Faith-based Schools in Thailand: A Case Study

Japon,

Abordo

2024

eduline j. educ. learn. innov.

View full text Add to dashboard Cite

show abstract

“…Educational inclusion policies and practices in both countries had developed from disability and legislation viewpoints. Kantavong and Kiettikunwong (2020) suggested that governments and politicians can make appropriate practices the national standards to improve inclusion in education. Moreover, teachers and parents must increase acceptance and awareness of the needs of students with disabilities to optimise inclusive-based teaching quality and better classroom management.…”

mentioning

confidence: 99%

Special Education Teachers’ Perceived Stress towards Transformational Teaching

Sujarwanto¹,

Saroinsong²,

Boonroungrut³

et al. 2022

INT J INSTRUCTION

View full text Add to dashboard Cite

The impact of psychological factors on transformational teaching (TFT) performance has been widely considered in inclusive and special education. The main aim of this cross-country study was to investigate the role of bio-psycho symptoms (BPS), mindfulness and subjective well-being as serial mediators of the relationship between perceived stress and TFT among Indonesian and Thai special education teachers. A total of 368 participants--177 teachers from Indonesia and 191 teachers from Thailand--completed self-report measures assessing the mentioned variables. Descriptive and correlational analyses were conducted. Serial mediation analyses found that in addition to the negative direct effect of stress on TFT, subjective well-being was a mediator among Indonesian special education teachers, while BPS, mindfulness and personal well-being were serial mediators among Thai special education teachers. They can be recognised as partial mediations on the proposed model. Findings suggest that the effect of stress on TFT is weakened by mindfulness and subjective well-being. Importantly, special education teachers may benefit from evidence-based stress management interventions and mindful-wellness programmes to achieve better implications for their teaching.

show abstract

“…The absence of school leadership commitment to Inclusion programmes might greatly impede its implementation (Kantavong & Kiettikunwong, 2020). It is highlighted that the majority of school administrators do not possess astute and strategic leadership qualities, and that there is a lack of genuine commitment towards Inclusion among the general leadership (Du Plessis, 2017a).…”

Section: Ineffective School Leadership To Support Inclusionmentioning

confidence: 99%

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Mohammed

View full text Add to dashboard Cite

This study explored teachers’ understanding and enactment of Inclusion in Early Childhood Education (IECE) in Ghana. Inclusion theorises that, every child of school-going age must have access to quality education regardless of their cultural and socioeconomic dissimilarity. The keystone of the policy is to stimulate inclusion and lessen exclusions in the educational system. By utilising an interpretive qualitative multi-case study approach involving semi-structured interviews, observation, and photo-elicitation instruments, data from six study teachers was collected. The inductive thematic analysis method was used to interpret the data. Findings from the study revealed IECE was understood as the accommodation and merging of learners with disability with their mainstream peers in the same learning environment to reduce stigmatisation, segregation, and exclusionary practices. Disability was a major factor influencing Ghana’s IECE practices, more than equity issues, ability, and stage of child’s enrolment. Despite the progressive principles underpinning IECE, the enactment of the programmes is encountering challenges due to various debilitating factors such as the lack of educational resources, funding, inappropriate training programmes, and conservative cultural views towards children with disabilities. The study recommended that for a high level of IECE practice, the policy should be supported by effective and ongoing training, Government support by providing the required resources, clear policy guidelines, and employing teachers with knowledge and understanding IECE. For an IECE school to succeed, a culture mind shift must begin at the top, with a coherent understanding, shared vision throughout the entire staff, commitment, and best practices in teaching and learning throughout the whole school community. Teachers, policymakers, and other role-players in education should view IECE in the context of learners’ rights to education rather than focusing on disability problems associated with exclusion and segregation. The exploration concludes that, even though the enactment of IECE is fraught with impediments, it is a reasonable practice that should be enacted to achieve national objectives since IECE exposes children to information and skills which is vital for economic growth and confidence building. By meaningfully adopting IECE and enacting it successfully, the nation’s current and future human resource development, will be enhanced. building. By meaningfully adopting the IECE policy and enacting it successfully, the nation’s current and future human resource development, will be enhanced.

show abstract

Different paths for inclusion in Thailand: improving special teachers as leaders in the development of inclusive education

Cited by 6 publications

References 37 publications

Establishing Inclusion for SEN in Faith-based Schools in Thailand: A Case Study

Establishing Inclusion for SEN in Faith-based Schools in Thailand: A Case Study

Special Education Teachers’ Perceived Stress towards Transformational Teaching

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

Contact Info

Product

Resources

About