Early Intervention Service Provision through Parent Networks of Special Education Centers under the Bureau of Special Education Administration, Group 6

Abstract

This research aims to 1) study the provision of early intervention services, 2) study the problems in providing early intervention services, and 3) develop guidelines for improving early intervention services, using the parent network of special education centers under the Office of Special Education Administration, Group 6. The research employs a mixed-methods approach. The population and sample consisted of administrators, teachers, and parents of special education centers under the Office of Special Education Administration, Group 6, during the 2025 academic year, totaling 328 people. The research instrument was a questionnaire with a reliability coefficient of 0.95. Data analysis included mean, standard deviation, and purposive interviews with 5 experts. The interview instrument was an interview guide. Data was analyzed using content analysis and presented descriptively.

          The research results revealed that:

          1) The Early Intervention for Children with Special Needs by Use the Parents Network of Special Education Center Under the Special Education Bureau Group 6, was found to be at a high level overall, particularly in the area of ​​screening for educational disabilities, followed by progress assessment, development of individualized education plans, provision of appropriate activities, supervision, monitoring, evaluation, and referral. Regarding the assessment of basic abilities and data collection:

          2) Problems in providing early intervention services using the parent network of special education centers under the Office of Special Education Administration, Group 6, revealed challenges in data collection, screening for educational disabilities, assessing basic abilities, developing Individualized Education Plans (IEPs), providing appropriate activities, assessing progress, and supervision, monitoring, evaluation, and referral. Key recommendations include developing standardized systems and tools, promoting parental involvement, establishing a continuous monitoring and joint meeting system, and applying digital technology to improve operational efficiency.

          3) Guidelines for developing early intervention services using the parent network of special education centers under the Office of Special Education Administration, Group 6, indicated that development should focus on creating standardized participatory assessment criteria and tools, using international screening manuals, developing a data recording system linking homes and schools with information technology, developing participatory IEPs, using a digital platform to track progress, designing flexible activity sets based on disability type, and developing an information system for systematically storing and reporting developmental progress.