Guidelines for Developing Teaching Assistants by Using the Continuous Support System of Schools with Disabilities in Group 2 Affiliated with the Office of Special Education Administration
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Abstract
This research is qualitative. It concerns using lessons learned and finding ways to develop mentors through a continuous support system. The main group of informants consisted of school mentors for particular disabilities, mentors with school experience specializing in disabilities, school administrators with disability specialities, and 25 scholars with special education knowledge. They were specifically selected. The data collection tool was a semi-structured interview analyzing the data by using content synthesis. The results showed that guidelines for developing mentors through the continuous support system are divided into three steps as follows: 1) before coaching, set the school’s policy must be done to use it as a guideline for the operation of providing training to mentors, encouraging mentors to change, and building morale by supporting the creation of a mentor network; 2) during coaching, administration by using an effective team collaboration method with good planning and workflow together with the usage of the PDCA cycle in operation, applying reinforcement in the feedback form, and conducting follow-up supervision with fellowship coaching; and 3) after coaching, proceed by reviewing and exchanging knowledge to adjust the coaching style, which consisted of five components: 1) awareness-raising; 2) challenge-building; 3) planning; 4) cognitive coaching; and 5) reflection.
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