School Management of Inclusive Education in Highland Schools under the Office of Chiang Mai Primary Educational Service Area

Abstract

This research aimed to 1) study the administration conditions of inclusive education schools in highland schools and 2) develop guidelines for inclusive education administration in highland schools under the Office of the Primary Educational Service Area 2, Chiang Mai. The research design was a mixed-methods study. The sample consisted of 146 administrators, teachers, and teachers responsible for inclusive education administration, using simple random sampling with proportionality, and 10 informants from interviews. The research instruments were questionnaires with a reliability of 0.87 and interview forms. Data analysis used statistics, percentages, means, and standard deviations.

The research results found that:

1) The administration of inclusive education schools in highland schools under the Office of the Primary Educational Service Area 2, Chiang Mai, was at the highest level overall.

2) The development guidelines for inclusive education administration in highland schools found that there should be cooperation between administrators, teachers, parents, and communities to develop inclusive education management systems as a team (MOU is an official document). In addition, action research should be conducted to develop and solve problems directly, use a variety of media for management, and encourage all personnel to attend training courses related to inclusive education. To increase knowledge, understanding and skills in solving problems correctly and effectively