GUIDELINES FOR DEVELOPING INCLUSIVE EDUCATION MANAGEMENT IN SCHOOL UNDER THE YALA PRIMARY EDUCATIONAL SERVICE AREA OFFICE

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Abstract

This mixed-method research study aimed to examine, compare, and develop guidelines for inclusive education in schools under the Yala Primary Educational Service Area Office. The research was conducted in two phases, beginning with a quantitative approach followed by focus group discussions based on the initial findings. The sample comprised 116 administrators and teachers involved in inclusive education within the Yala Primary Educational Service Area. The researcher developed instruments for data collection, analysis, and summarization in accordance with the study's objectives. These instruments included a structured questionnaire for administrators and teachers, consisting of a checklist, a five-point Likert scale, and open-ended questions, with a reliability coefficient of 0.941. Additionally, qualitative research methods were employed through focus group interviews to identify developmental strategies for inclusive education.

Results indicated that the overall level of inclusive education implementation and its individual components were high, with the highest mean score observed in the participatory education management component (𝒙̅ = 4.16). Comparative analyses revealed no significant differences in inclusive education development when categorized by work experience, school size, or the number of students with disabilities. The study recommends enhancing knowledge and understanding among teachers and relevant networks to address student challenges collaboratively. This includes adapting curricula and content to align with the needs of students requiring special education, thereby enabling them to learn and integrate into society to their full potential.