Preschool Teachers’ Inclusive Classroom Practices in Schools under the Samut Prakan Primary Educational Service Area

Abstract

This survey research aimed to examine the inclusive classroom practices of kindergarten teachers in schools under the Samut Prakan Primary Educational Service Area Office. The population consisted of 82 kindergarten teachers. The research instrument was a structured questionnaire with 42 items comprising general information, inclusive classroom practices, and additional comments. Data were analyzed using descriptive statistics, including frequency and percentage, along with content analysis. The findings revealed that preschool teachers’ inclusive classroom practices consisted of 2 aspects: promoting equitable access to learning, and promoting participation and a sense of belonging in the classroom. Teachers showed high levels of practice in providing opportunities for children to express themselves in diverse ways and using various instructional media (100.00%), as well as arranging materials at children’s eye level (97.06%). These findings indicate that teachers were able to organize environments, materials, and activities that supported children’s access and participation. However, practices related to specialized support were less frequently implemented, particularly allowing children to use assistive communication tools (11.76%). Overall, the findings indicate that teachers’ practices were consistent with inclusive education; additional support is required in individualized instruction and collaboration with specialists.