The Role of The Secondary Educational Service Area Office for Organizing Inclusive Education in Secondary School

Abstract

This research article aims to 1) examine the components of inclusive education management, 2) study the roles of Secondary Educational Service Area Offices in managing inclusive education in secondary schools, and 3) investigate the validation results of these roles. This study employed a descriptive research methodology. The sample consisted of 56 Secondary Educational Service Area Offices. The total number of participants was 392. The sample was selected using stratified sampling, with each informant serving as a unit of analysis. Research instruments included semi-structured interview forms, opinion questionnaires, and validation questionnaires. The statistical methods used in the study were frequency, percentage, mean, standard deviation, and exploratory factor analysis. The research findings revealed that: 1. the components of inclusive education management by Secondary Educational Service Area Offices consisted of five components: 1) policy formulation and planning for inclusive education management, 2) development of innovations and technologies for inclusive education, 3) building collaborative networks for inclusive education management, 4) improving the quality of inclusive teaching and learning, and 5) establishing a system for supervision, monitoring, and reporting on inclusive education. 2. the roles of the Secondary Educational Service Area Offices included five roles: 1) policy and planning formulation for inclusive education, 2) promoting the use of technology and innovation in inclusive teaching, 3) encouraging collaboration and network building in inclusive education development, 4) developing teachers’ capacity for inclusive instruction, and 5) supervising and monitoring inclusive teaching to improve educational quality in their areas. 3. the validation results of these roles by experts indicated agreement that the roles are accurate, appropriate, feasible, and beneficial, and are consistent with the theoretical framework of the research.