THE GUIDELINES FOR PROMOTING TRANSDISCIPLINARY TEAM IN EARLY INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS OF REGIONAL SPECIAL EDUCATION CENTER NETWORK GROUP 7 UNDER SPECIAL EDUCATION BUREAU
Article Sidebar
Main Article Content
Abstract
The purposes of this research were to 1) study the transdisciplinary team in early intervention for children with special needs. and 2) study the guidelines for promoting transdisciplinary team in early intervention for children with special needs. The research could be divided into 2 steps: Step 1: study the transdisciplinary team in early intervention for children with special needs. There were total of 341 individuals, stratified random sampling. The data were collected through surveys using a 5-point Likert scale and analyzed using mean values and standard deviation; Step 2: study the guidelines for promoting transdisciplinary team in early intervention for children with special needs. There were five key informants for this phase. The data were collected through interviews and analyzed using content analysis. The research findings indicated as follows 1) The overall results of the transdisciplinary team in early intervention for children with special needs were at a high level. When examining the specific steps of early intervention for children with special needs, it was found that the area with the highest average score was designing of Individualized Education Program (IEP), while the area with the lowest average score was managing learning environment. 2) The study of the guidelines for promoting transdisciplinary team in early intervention for children with special needs revealed school administrators should encourage transdisciplinary teams have knowledge and skills, hold meetings to exchange knowledge. They should assign responsibilities for collaboratively leveraging each individual’s expertise or specialization. Additionally, administrators should establish regularly supervise and monitor operations according to the steps of early intervention to ensure continuous improvement.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Chaowachai, S. (2018). Educational administration research: Course materials for 354517 educational administration research. Naresuan University.
Dangpala, P., Tongsookdee, R., Vittayakorn, S., & Leosiripong, P. (2022). Paraprofessional collaborative team models in early intervention for individuals with multiple disabilities at the Chiang Rai Special Education Center. Journal of Social Science and Buddhistic Anthropology, 7(9), 47–60.
Friend, M., & Cook, L. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20, 9–27.
Hongsai, T., Kraikitraj, A., & Chugwichean, N. (2020). Environmental management conducive to early childhood acquisition. PANYA, 27(1), 102–111.
Intapan, C., Na-Lamphun, R., & Kampe, K. L. (2020). Satisfaction of assistive technology on life quality development for people with disabilities. Journal of Education Naresuan University, 22(4), 37–49.
Juliratchneekon, K. (2001). Providing education for special children at the early childhood level. Chulalongkorn University Press.
Kaewintharachai, M., & Chaemchoy, S. (2021). Approaches for development of support services management for students with disabilities based on the concept of preparation for transition to inclusive schools. Journal of Educational Innovation and Research, 6(1), 117–133.
National Education Act B.E. 2542. (1999). National Education Act B.E. 2542 (1999). Office of the Prime Minister.
National Institute for the Mentally Handicapped. (2008). Organization of early intervention services. National Institute for the Mentally Handicapped.
Nocksakul, N., Vihokto, P., Pasitsuvan, S., & Vihokto, P. (2014). Development of teaching and learning system by SEAT framework for children with special needs in primary schools under the Office of the Basic Education Commission. Rajanukit Institute Research Journal, 1(1), 1–14.
Phuphaarak, P., Meekaew, N., & Wanset, S. (2023). Results of individual counseling programs to enhance early intervention for children with special needs at the Central Special Education Center. Journal of Social Science Panyapat, 5(4), 307–316.
Ponsamak, W., & Mitranun, C. (2024). Early intervention for children with special needs. Journal of MCU Ubon Review, 9(1), 1706–1718.
Rueanphibun, A. (2022). Guidelines for managing learning environments of district service units at Uttaradit Special Education Center. Journal of MCU Nakhondhat, 9(8), 146–161.
Sareekhum, B., & Ruangmontree, K. (2017). Early intervention services for children with disabilities. Veridian E-Journal, Silpakorn University, 10(3), 668–701.
Special Education Bureau. (2008). Early intervention for children with disabilities. Office of the Basic Education Commission.
Thai Health Promotion Foundation. (2013). Establishment of an integrated early intervention program and inclusive early childhood education. Thai Health Promotion Foundation.
Wonginpor, N., & Chaowachai, S. (2022). A study of conditions and guidelines for developing learning environments to support early childhood education under the Office of Sukhothai Primary Educational Service Area. Journal of Roi Kaensarn Academi, 7(8), 306–321.
Worasan, S., & Srisuruk, P. (2021). A study of the condition of administration in early intervention services aligned with the first step model. In Proceedings of the 22nd National Graduate Research Conference (pp. 338–346). Khon Kaen University.
Yodklang, C. (2022). The state and problems of early intervention services in Phayao Special Education Center (Master’s thesis). University of Phayao.
