Rights, Equality, Educational Provisions and Facilities for Students with
                        Disabilities in Thailand: Legal and Practical Perspectives over the Past
                        Decade

Cheausuwantavee, Tavee; Cheausuwantavee, Chomanad

doi:10.5463/dcid.v23i1.83

Cited by 7 publications

(5 citation statements)

References 18 publications

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“…Although universities, both locally and internationally, may systematise support in slightly different ways, many universities follow similar trends to accommodate and support students with specific disabilities as per their needs. Cheausuwantavee and Cheausuwantavee (2012) argue that appropriate support systems in teaching and learning are vital in ensuring equal access for students with disabilities. The commitment of the institution to facilitating support and participation depends on its willingness to change admission, curricular and assessment procedures, as well as physical accessibility of the institution.…”

Section: Introductionmentioning

confidence: 99%

Kinds of Support Offered by the Disability Unit to Students with Disabilities at Institutions of Higher Learning in South Africa: A Case Study of the University of Venda

Mbuvha

2019

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More and more tertiary institutions are now focusing on the mainstreaming and inclusion of students with disabilities. Some higher education institutions (HEIs) in South Africa have established so-called Disability Units (DUs) to offer specialised services to students with disabilities, to facilitate access and integration of these students at their institutions. For many students with disabilities, the DU services are the first point of contact. These units work to facilitate access and ensure participation in the university for students with disabilities. This involves making "reasonable adjustments" and providing support for students with disabilities to ensure full participation and equal opportunities. Students with disabilities who will need support and alternative arrangements range from students with hearing impairments, visual impairments, physical impairments, health impairments (such as chronic illness), learning impairments, or psychiatric disabilities. Although universities, both locally and internationally, may systematise support in slightly different ways, many universities follow similar trends to accommodate and support students with specific disabilities as per their needs. Appropriate support systems in teaching and learning are vital in ensuring equal access for students with disabilities. The commitment of the institution to facilitating support and participation depends on its willingness to change admission, curricular and assessment procedures, as well as physical accessibility of the institution. We have seen from the literature that support for students with disabilities varies from country to country (Lane, 2017; Mantsha, 2016). We followed a qualitative research approach and adopted a case study research design to understand the phenomenon of student support better. We used classroom observations, document analysis and focus group interviews to collect data. Ten students with disabilities participated in the study. The study found that the DU of the university played an important role in supporting their studies. However, the students did not receive adequate additional support from their lecturers such as tutorials and differentiation of the curriculum. Shortage of learning materials specifically adapted for students with disabilities was mentioned as a weakness. The study recommends that lecturers should be trained on how to teach and support students with disabilities as this will enhance the quality of teaching and learning for these students. Other recommendations include that the DU should establish an online interactive portal for its registered students to increase communication between students and the university.

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Section: Introductionmentioning

confidence: 99%

Kinds of Support Offered by the Disability Unit to Students with Disabilities at Institutions of Higher Learning in South Africa: A Case Study of the University of Venda

Mbuvha

2019

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“…However, previous studies indicate a wide gap between the policies and the educational services and practices experienced by children with disabilities (Cheausuwantawee and Cheausuwantawee 2012). There is evidence that concepts of policies and laws have not conformed to practice which affect the quality of teaching in inclusive classrooms (Vorapanya 2008;Cheausuwantawee and Cheausuwantawee 2012).…”

Section: Contextmentioning

confidence: 98%

“…There are inadequate numbers of teachers and educational staffs capable of teaching children with disabilities. Many teachers usually use the same content and management of curriculum for children without disabilities and usually control children with disabilities by using their own traditional or general education teaching plan (Cheausuwantawee and Cheausuwantawee 2012). This has resulted in a slow movement towards the realisation of full inclusion.…”

Section: Contextmentioning

confidence: 99%

Assessing Thai early childhood teachers' knowledge of inclusive education

Agbenyega

Klibthong

2014

International Journal of Inclusive Education

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An ever-increasing number of children with and without disabilities are attending early childhood programmes and learning together. Early childhood inclusion considers all children with and without disabilities, and their families as full members of the early childhood community. Although many early childhood teachers accept the educational rights of children with disabilities and the core principle of inclusion -that early childhood learning programmes should provide for the needs of all the children in their centres, regardless of ability and disability, there remain significant barriers in terms of teacher professional knowledge in achieving these goals. In this article, we report a study on Thai preschool teachers' knowledge of inclusive early childhood education. Quantitative data obtained through a questionnaire were supplemented by teacher interviews. Both the quantitative and qualitative data focused on the teachers' assessment of their professional knowledge. Findings from this study can inform effective professional development programmes in preparing early childhood teachers for successful inclusive practices.

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“…Persons with disabilities in Singapore also highlighted the pressing need for greater public awareness (Raghunathan et al, 2015). Moreover, in a study conducted among Thai students, results showed that there seem to be ineffective policies and laws, poor management, and inequality of education resource allocation for people with disabilities (Cheausuwantavee & Cheausuwantavee, 2012).…”

Section: Introductionmentioning

confidence: 99%

Issues and Challenges Faced by Persons with Disabilities in Basco, Batanes

Billote¹,

Ponce

et al. 2022

jpair

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Persons with disabilities (PWDs) are one of the concerns of society. But due to prejudice, they are put in a disadvantageous position. Since then, there have always been issues in employment, social roles, and accessibility to education. These have led to self-doubt and inferiority, resulting in negative attitudes from non-PWDs. The study aimed to explore the issues and challenges faced by persons with disabilities in Basco, Batanes, Philippines. This study used a qualitative research design. The researchers used purposive sampling and gathered data from eight (8) qualified participants. The researchers determined the issues and challenges they faced across the four areas of their lives. First, they face difficulties at work and looking for work because of their condition and the prejudice they receive in the work environment. Second, they faced problems in school due to poverty and discrimination from classmates. Third, they receive discrimination and stereotyping from their community. Lastly, the majority of the participants receive support from their families. However, they also faced financial problems, especially with their medication.

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Rights, Equality, Educational Provisions and Facilities for Students with Disabilities in Thailand: Legal and Practical Perspectives over the Past Decade

Cited by 7 publications

References 18 publications

Kinds of Support Offered by the Disability Unit to Students with Disabilities at Institutions of Higher Learning in South Africa: A Case Study of the University of Venda

Kinds of Support Offered by the Disability Unit to Students with Disabilities at Institutions of Higher Learning in South Africa: A Case Study of the University of Venda

Assessing Thai early childhood teachers' knowledge of inclusive education

Issues and Challenges Faced by Persons with Disabilities in Basco, Batanes

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