FACTORS RELATED TO SOCIAL SKILLS EARLY INTERVENTION FOR CHILDREN STARTING INCLUSIVE PRIMARY SCHOOLFACTORS RELATED TO SOCIAL SKILLS EARLY INTERVENTION FOR CHILDREN STARTING INCLUSIVE PRIMARY SCHOOL

Abstract

The objectives of this research article were to: 1) study the supporting factors to social skills early intervention for children starting inclusive primary school. 2) study the barrier factors to social skills early intervention for children starting inclusive primary school. 3) study the guidelines for resolving the limitation to social skills early intervention for children starting inclusive primary school. This research is a qualitative research. The key informants were teachers in kindergarten 2 or Kindergarten 3, teachers in elementary school level 1 and special education teachers in inclusive school, total of 15 people. They were selected through purposive sampling according to the specified criteria. The research tools were semi-structured interview forms and semi-structured interview recordings. The data were analyzed by content analysis. The research results were found that 1) The supporting factors to social skills early intervention for children starting inclusive primary school were family, teacher and school, starting training and continuous training and social skills training techniques          2) The barrier factors to social skills early intervention for children starting inclusive primary school were family, school personnel, the school system, social change, and the barriers from the children. and 3) The guidelines for resolving the limitations to social skills early intervention for children starting inclusive primary school were family participation, teaching management and knowledge understanding of school personnel.The objectives of this research article were to: 1) study the supporting factors to social skills early intervention for children starting inclusive primary school. 2) study the barrier factors to social skills early intervention for children starting inclusive primary school. 3) study the guidelines for resolving the limitation to social skills early intervention for children starting inclusive primary school. This research is a qualitative research. The key informants were teachers in kindergarten 2 or Kindergarten 3, teachers in elementary school level 1 and special education teachers in inclusive school, total of 15 people. They were selected through purposive sampling according to the specified criteria. The research tools were semi-structured interview forms and semi-structured interview recordings. The data were analyzed by content analysis. The research results were found that 1) The supporting factors to social skills early intervention for children starting inclusive primary school were family, teacher and school, starting training and continuous training and social skills training techniques          2) The barrier factors to social skills early intervention for children starting inclusive primary school were family, school personnel, the school system, social change, and the barriers from the children. and 3) The guidelines for resolving the limitations to social skills early intervention for children starting inclusive primary school were family participation, teaching management and knowledge understanding of school personnel.