Main Article Content
The purposes of this study were 1) to analyze the need assessment in employing people with special needs, 2) to analyze the need assessment in employing people without special needs, 3) to compare the need assessment between employing people with and without special needs, and 4) to propose guidelines for the employment promotion of people with special needs. This study used mixed method research with explanatory sequential design. First, it used quantitative research as the sample of this study consisted of 435 entrepreneurs across Thailand that employed both people with and without special needs. The data were collected by using a questionnaire. The results obtained were analyzed using descriptive statistics and prioritization needs index technique (PNIModified). Then, qualitative research was conducted by using a semi-structure interview form to interview 10 entrepreneurs and 5 government executives. Data were analyzed using content analysis to propose guidelines for the employment promotion of people with special needs. The result of this study showed that the top priority of need assessment in developing employability skills of people with special needs was the entrepreneurship skill while that of people without special needs was financial skill. Nevertheless, the last priority of need assessment of both groups was the life and career skill. Guidelines for promoting the employment of people with special needs consists of 3 important agencies: school, entrepreneur and government agencies.
The manuscript submitted for publication must be the original version, submitted only to this particular journal with no prior acceptance for publication elsewhere in other academic journals. The manuscript must also not violate the copyright issue by means of plagiarism.
Aaker, D. A., Kumar, V., Day, G. S., & Leone, R. P. (2011). Marketing research (10th ed.). United Kingdom: John Wiley and Sons (Asia).
Amonhaemanon, D., & Isaramalai, I. (2019). Thaksa khwām rō̜prū thāng kānngœ̄n khư̄ ʻarai hēt dai čhưng samkhan [Financial literacy: What is it and why does it matter?], NIDA Business Journal, 25, 51-80.
Australian Bureau of Statistics. (2012). Disability and labour force participation, 2012. Retrieved September 7, 2019, from https://www.abs.gov.au/ausstats/abs@.nsf/PrimaryMainFeatures/
Bagheri, A., & Abbariki, M. (2017). Competencies of disabled entrepreneurs in Iran: Implications for learning and development. Disability & Society, 32(1), 69-92.
Bank of Thailand. (2016). Rāingān phonlakā rasamrūat thaksa thāng kānngœ̄n khō̜ng Thai pī sō̜ngphanhārō̜ihāsipkāo [Thai financial literacy survey report B.E. 2559]. Bangkok: Bank of Thailand.
Barba-Sánchez, V., Ortíz-García, P., & Olaz-Capitán, A. (2019). Entrepreneurship and disability: Methodological aspects and measurement instrument. Journal of Entrepreneurship Education, 22(2), 1-6.
Caldwell, K., Harris, S. P., & Renko, M. (2016). Social entrepreneurs with disabilities: Exploring motivational and attitudinal factors. Canadian Journal of Disability Studies, 5(1), 211–244.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand oaks, CA: SAGE.
Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). New York, NY: Harper Collins
Darcy, S., Collins, J., & Stronach, M. (2020). Australia’s disability entrepreneurial ecosystem:
Experiences of people with disability with microenterprises, self-employment, and
entrepreneurship. Australia: UTS Business School, University of Technology Sydney.
Department of Empowerment of Persons with Disabilities (DEP). (2020). Rāingān khō̜mūn
sathānakān dān khonphikān nai prathēt Thai [Report information on the situation of
persons with disabilities in Thailand]. Retrieved March 3, 2021, from https://dep.go.th/images/uploads/files/situation31dec63.pdf
Division of Fund and Equality Promotion for Persons with Disabilities. (2019). Kān songsœ̄m kān
čhāng ngān khonphikān nai sathānprakō̜pkān læ nūaingān khō̜ng rat pračham pī
sō̜ngphanhāraʻayahoksipsō̜ng [Promotion of employment of people with disabilities in
enterprises and government agencies for the year 2019]. Retrieved July 15, 2020, from https://ejob.dep.go.th/hire_stat_oct_62.pdf
European Commission. (2016). Entrepreneurship education at school in Europe. Luxembourg: Publications Office of the European Union.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). New Jersey, NY: Prentice Hall.
Hongngam, K. (2015). Rāingān kānsưksā chabap sombūn kānsưksā khwām sō̜tkhlō̜ng rawāng khwāmtō̜ngkān khō̜ng sathānprakō̜pkān kap thaksa ʻāchīp khō̜ng rǣngngān khonphikān [Study of the relationship between the demands of business establishments and the skills of persons with disabilities]. Bangkok: Empowerment of Persons with Disabilities Department.
Hordacre, A-L. (2016). Understanding everyday money skills for young people with disabilities. Retrieved June 1, 2020, from https://dspace.flinders.edu.au/xmlui/handle/2328/39226
International Labour Office (ILO). (2008). Skills development through community based rehabilitation (CBR). Switzerland: International Labour Office.
Jaya, H., Haryoko, S., & Suhaeb, S. (2018). Life skills education for children with special needs in order to facilitate vocational skills. Journal of Physics: Conference Series, 1028(1), 1-10.
Koolnaphadol, P., I-nang, P., Yu-iam, S., & Suwannaphd, P. (2019). Kānphatthanā thaksa ʻāchīp læ kān damrong chīp samrap kānrīanrū satawat thī yīsipʻet dūai krabūankān chœ̄ng čhittawitthayā sœ̄msāng sakkayaphāp hǣng ton [The development of career and living skill for learning in the 21st century through the psychological self-empowerment process]. Srinakharinwirot Academic Journal of Education, 20(1), 15-27.
McGee, K. (2019). Vocational skills for special education. Retrieved May 9, 2019, from https://www. theclassroom.com/vocational-skills-special-education-8173206.html
Morningstar, M. E., Lombardi, A., Fowler, C. H., & Test, D. W. (2017). A college and career readiness framework for secondary students with disabilities. Career Development and Transition for Exceptional Individuals, 40(2), 79–91.
Office of Career, Technical, and Adult Education (CTE). (2020). Employability skills framework. Retrieved August 12, 2020, from https://cte.ed.gov/initiatives/employability-skills-framework
Office of the Council of State. (2013). Phrarātchabanyat songsœ̄m læ phatthanā khunnaphāp chīwit khonphikān Phō̜.Sō̜. sō̜ngphanhārō̜ihāsip læ thī kǣkhai phœ̄mtœ̄m (chabap thī sō̜ng ) Phō̜.Sō̜. sō̜ngphanhārō̜ihāsiphok [Empowerment of persons with disabilities act B.E. 2550 and the revised second edition B.E. 2556]. Government Gazette, 130(30A), 1–18.
Onkeaw, K. (2019). Khwāmkhātwang panhā læ ʻuppasak khō̜ng nāičhāng tō̜ kān čhā ngō̜ngā nakha naphi kān tāmpha ra rāt banyat songsœ̄m læ phatthanā khunnaphāp chīwit khonphikān Phō̜.Sō̜. sō̜ngphanhārō̜ihāsip læ kǣkhai phœ̄mtœ̄m chabap thī sō̜ng Phō̜.Sō̜. sō̜ngphanhārō̜ihāsiphok [Expectation; problems and obstacles of employers to disabled person’s employment according to the act of promotion and development of quality of life for disabled persons act B.E. 2550 (2007) and the 2nd edit B.E. 2556 (2013)]. Journal of Ratchasuda College, 15(1), 35–49.
Organization for Economic Co-operation and Development (OECD). (2016). OECD/INFE core competencies framework on financial literacy for youth. Retrieved May 2, 2020, from https://www.oecd.org/finance/Core-Competencies-Framework-Youth.pdf
Partnership for 21st Century Learning. (2019). Framework for 21st century learning definitions. Retrieved May 2, 2020, from https://static.battelleforkids.org/documents/p21/P21_ Framework_DefinitionsBFK.pdf
Prosper Canada Centre. (2015). Financial literacy and people living with disabilities. Retrieved April 25, 2020, from https://prospercanada.org/getattachment/9c828bab-8237-4f61-ad71-5ed0978ebf90/Financial-Literacy-and-People-Living-with-Disabili.aspx
Salao, P. (2017). Kānpramœ̄n khwāmtō̜ngkān čhampen nai kān sœ̄msāng thaksa satawat thī yīsipʻet khō̜ng nakrīan radap matthayommasưksā tō̜n plāi [The needs assessment to strengthen 21st century skills of high school students] (Master’s thesis, Silpakorn University).
Tantixalerm, C., Tachaphahapong, S. S., Kitnuntaviwat, V., Bulpakd, B., Amornpaisarnloet, W., & Tinmala, D. (2020). Kānsưksā saphāp læ panhā khō̜ng kānčhatkān sưksā nai sāi ʻāchīp samrap phū rīan thī mī khwāmtō̜ngkān phisēt thāngkān rīanrū [The study of state and problems in education provision for students with learning special needs in vocational trainings for career]. Journal of Ratchasuda College, 16(1), 33-45.
Thammasat University Research and Consultancy Institute. (2019). Khrōngkān čhattham nǣothāng kānphatthanā rabop kān čhāng ngān læ kān songsœ̄m kānmī ngān tham khō̜ng khonphikān nai prathēt Thai [Methods on developing employment system and promoting job opportunities to disable person in Thailand]. Bangkok: Faculty of Social Administration, Thammasat University.
Tittel, A., & Terzidis, O. (2020). Entrepreneurial competences revised: Developing a consolidated and categorized list of entrepreneurial competences. Entrepreneurship Education, 3(1), 1-35.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2016). Assessment of transversal competencies: Policy and practice in the Asia – Pacific region. Retrieved May 2, 2020, from https://unesdoc.unesco.org/ark:/48223/pf0000246590
Wongwanich, S. (2015). Kānwičhai pramœ̄n khwāmtō̜ngkān čhampen (Phim khrang thī sām) [Need assessment research (3rd ed.)]. Bangkok: Chulalongkorn University press.
World Economic Forum (WEF). (2020). The future of jobs report 2020. Retrieved January 3, 2021, from https://www.weforum.org/reports/the-future-of-jobs-report-2020
World Health Organization (WHO). (2010). CBR guidelines khō̜ng ʻOngkān ʻAnāmai Lōk chabap phāsā Thai (community based rehabilitation) [CBR guidelines of the world health organization Thai version (community based rehabilitation) (1st ed.)]. Bangkok: Premium Express.