อุปสรรคของการปฏิบัติงานของครูในห้องเรียนคู่ขนานออทิสติก จังหวัดเชียงใหม่

Abstract

The purpose of this independent study were to study obstacles and recommendations for improving the performance whose the teachers in Autistic Self–contained Classrooms, Chiang mai province base on SEAT framework. The samples were 6 school administrators, 6 Autistic self–contained classrooms teachers and 12 special teachers from 6 leader schools that join in Autistic Self–contained Classrooms at Chiang mai province. These schools were Wat Chang Kien School, Baan rim tai school, Baan lao pao school, Baan Bo Hin school, San sai luang school, and Wat saohin school. Tools used in this study were interviewing form and questionnaire. The data was analyzed, presented percentage and descriptive explanation. The results were : Obstruction of the Autistic Self–contained Classrooms teacher ‘s performance arranged in order from most to least prevalent as follows; T: Tools, E: Environment, A: Activities, and S: Students. The recommendation following SEAT framework should be, S: Students, the regular students were prepared and explained about Autistic students. E: Environment, the Autistic Self–contained Classrooms was improved appropriately and involved people to understanding autistic students. A: Activities, improving teachers by training and joining in seminar about special attendance and efficient activities. T: Tools, providing budget for instruction media, materials of media production, and learning activities in classrooms. For school should be follow up by Special Education Center continuously. Finally, promoting teachers have opportunities in sharing and learning from institute or people who special in autistic students such as occupational therapists, doctors and parents.