GUIDELINES FOR DEVELOPMENT OF TEACHERS TEACHING SECONDARY STUDENTS WITH SPECIAL NEEDS IN INCLUSIVE EDUCATIONAL SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE BANGKOK 2

Abstract

The current research endeavor aimed to 1) study the present and desirable states of development of teachers teaching secondary students with special needs in inclusive educational schools under the secondary educational service area office Bangkok 2 and 2) study the guidelines for development of teachers teaching secondary students with special needs in inclusive educational schools under the secondary educational service area office Bangkok 2. the research instruments 3 sets consisting of rating scaled questionnaires, interview form and research feasibility and feasibility assessment form. The rating scaled questionnaires was used with a sample of teachers of 152 students with special needs in secondary education from 52 schools used Stratified sampling. Data were analyzed by frequency distribution, percentage, mean, standard deviation, and Modified Priority Needs Index (PNI_Modified) to prioritize needs. The interview form was used with 10 key informants who were knowledgeable in special education and inclusive education data were analyzed by content analysis and the research feasibility and feasibility assessment form used with experts and 7 stakeholders. Data were analyzed by using Mode. The results were as follows 1) the present states of development of teachers overall were at a moderate level (= 2.96, SD = 0.83 and the desirable states of teachers overall were at a high level (= 4.48, SD = 0.80) and 2) the guidelines for development of teachers teaching secondary students with special needs. All aspects were appropriate, and feasibility was at the highest level (Mode = 5).