กระบวนการนิเทศทางการศึกษาพิเศษของโรงเรียนต้นแบบการเรียนรวมในจังหวัดเชียงใหม่

Abstract

This research aimed to examine the state of special education supervising processes, barriers and describe suggestions for supervising processes in Chiang Mai inclusive model schools which was the mixed methods research. There were 87 participants including supervisors, school directors, and special education teachers. Research tools used included (1) a questionnaire and (2) focus group. Data were collected between August-November 2021. Analyzed research data was reported using frequencies, percentages, mean, standard deviation and content analysis. The study results showed that: (1) the state of all five special education supervising processes was complied with at a high rate (x ̅= 1.56 – 1.60). However, the supervisors rated the action taken on two areas of the supervising process at low level, which included (1) operational planning procedures (x ̅=1.24) and (2) implementation of recommendations from evaluation and publicized results (x ̅=1.28). The school directors rated the action taken on the area of implementation of recommendations from evaluation and publicized results at low level (x ̅=1.31). This was in contrast to teachers who rated the actions taken on all five areas of the procedures at high level (x ̅=1.60). Overall, the study findings on the barriers to adherence of prescribed processes in special education supervision were rated at high level (x ̅=2.50). However, both the school directors and special education teachers rated the barriers at moderate level (x ̅=1.82 1.73), respectively. With respect to special education supervising process, the directors indicated that development activities should focused on students through teachers. Supervisors also stated that the development activities should be comprehensive and collaborative in nature. In addition, teachers need to be supervised by external agencies or experts who can ensure that they can apply and adjust knowledge acquired from development activities so that each individual student with special needs accrue the maximum benefit possible.