แนวทางการนิเทศงานวิชาการของศูนย์การศึกษาพิเศษประจําจังหวัดลําปาง

Abstract

The purposes of this independent study are 1) to study the problems associated with the supervision of academic work and the need for such supervision 2) to create guidelines for the supervision of academic work and 3) to examine supervision guidelines for academic work at the Lampang Special Education Centre. The study is conducted in two steps. The first step involved the study of the problems associated with the supervision of academic work and the need for such supervision at the Lampang Special Education Centre. The population in the study are 35 executives and teachers Lampang Special Education Centre. The data obtained was then analyzed via frequency analysis and explained via orderly narration. The second step involved the creation of the guidelines for the supervision of academic work and the examination of the supervision guidelines for academic work at the Lampang Special Education Centre. The focus group in this study consisted of 10 people, with the discussions on the examination of the supervision guidelines in the focus group being qualitatively analyzed. The data was then analyzed using the Multi Attribute Consensus Reaching (MACR) via two qualitative criteria, namely appropriateness and practicality. It was found in the study that the four problems associated with academic work, namely curriculum development, teaching organizing, instructional media, and evaluation are all at a high level. The commonly found problems are the personnels lack understanding on curriculum creation, while the teacher lacks modern academic knowledge necessary for applying the curriculum. Moreover, there is a dearth of diversity in the design of chile-centred learning, with the instructional media also lacking in creativity and diversity. Last but not least, the evaluation was not used to improve curriculum planning nor increase the efficiency of learning activities. As for the supervision guidelines for academic work at the Lampang Special Education Centre, the decree establishing the Supervision Committee should be enacted, with the role of each committee clearly delineated. The workshop on curriculum development, Individualized Education Program (IEP), and Individual Implementation Plan (IIP) that aligns with disability type should be conducted. The teachers should also be educated on a variety of teaching techniques, friendly supervision, and the production of instructive media that also correlates with the teaching plan. As for evaluation, there should be a meeting on criteria and evaluation. Also, the evaluation criteria should be clearly documented so as to ensure consistency in future evaluation. The teachers should also be informed of the supervision results so that they can be utilized in future evaluation of teaching organizing. The examination of the appropriateness and practicality of supervision guidelines for academic work at the Lampang Special Education Centre revealed that the guidelines received consensus from the focus group in all the following aspects: curriculum development, teaching organizing, instructional media, and evaluation.