The Development Management of Inclusive Education Model for School under the Office of Educational Service Area 25

The purposes of this research were to 1) study the current state and problems of the inclusive education management for the schools under the office of secondary educational service area region 25, 2) develop the inclusive education management models for the schools under the office of secondary educational service area 25. The research was divided into 2 phases as followed: Phase 1: Studying of the current state and problems. The data were collected by a set of questionnaire applied to 32 school directors, 32 deputy directors for academic sections and 96 teachers teaching children with special needs in normal classrooms; and interviewing the administrators of 5 pilot schools for inclusive education and were certified by The Office of National Education Standard and Quality Assessment in the third-round evaluation. Phase 2: Developing of the inclusive education management models and holding a focus-group discussion of which the attendants were 2 educational administrators, 1 supervisor, 2 school directors and 2 teachers who taught in inclusive classrooms and Evaluation of suitability and possibility of the inclusive education models. The evaluators were 10 school directors and 20 teachers who taught in inclusive classrooms. The tools for collecting data were 1) a questionnaire. 2) a semi-structured interviewing form. 3) recording and 4) evaluating forms. The data was analyzed by a computer program and the statistics used in analyzing the data were percentage, mean and standard deviation. The study found that: 1. The current state of the inclusive education for the schools under the office of secondary educational service area region 25 was generally in a moderate level. The highest mean was on the student quality standard. The problems of the inclusive education management of the schools under the office of educational service area region 25 was generally in a moderate level. The highest mean was on the standard for creating of learning society. 2. The inclusive education management models of the schools under the office of secondary educational service area region 25 consisted of 6 main elements with 8 sub-elements and 63 indicators. For the first main element – the principle of inclusive education, there are 4 sub-elements compose of 1) plan, 2) do, 3) check, 4) action and the second one which is the framework of inclusive education by standards of learning, there are 4 sub-elements compose of: 1) quality learning, 2) a teaching, 3) management inclusive education, 4) creating a society of learning. Upon the evaluation of suitability and possibility of the inclusive education models in the schools under the office of educational service area region 25, the suitability was in the highest level and the possibility was in a high level