NEED ASSESSMENT AND GUIDELINES FOR DEVELOPMENT OF INCLUSIVE LEARNING MANAGEMENT OF SCHOOLS UNDER BANGKOK METROPOLITAN ADMINISTRATION

Abstract

The objectives of this research were to study (1) the current state of inclusive learning management; (2) the expectation toward inclusive learning management; (3) the needs for inclusive learning management; and (4) guidelines for development of inclusive learning management of schools under Bangkok Metropolitan Administration.The research findings showed that (1) the overall current state of inclusive learning management of schools under Bangkok Metropolitan Administration was rated at the moderate level; (2) the overall expectation toward inclusive learning management of schools under Bangkok Metropolitan Administration was rated at the high level; (3) the needs index as a whole was in the range between .21 - .39; the specific needs indices could be ranked from top to bottom as follows: the needs index of instruments, the needs index of environment condition, the needs index of learners, and the needs index of instructional management; and (4) regarding the guidelines for development of inclusive learning management of schools under Bangkok Metropolitan Administration, the main guidelines for development of each specific aspect of inclusive learning management were as follows: (4.1) in the aspect of learners, the school should determine the clear guidelines for readiness preparation of students with special needs as classified by the class level; (4.2) in the aspect of environment, the school should provide the environment conditions such as toilet rooms, fields, and various areas that are appropriate for various types of students with special needs; (4.3) in the aspect of instructional management, the school should develop the teachers to enable them to organize the instruction with the use of teaching techniques appropriate for each type of students with special needs; and (4.4) in the aspect of instrument, the school should have clear guidelines for work performance and service provision systems; it should allocate specific budgets for procurement of instruments appropriate for inclusive learning management; and there should be diversified texts, learning media, materials, equipment, and technology to support the inclusive learning management efficiently.