Educational Policy and Practices for Educating Students with Moderate Cognitive Disabilities in Segregated and Inclusive Schools in Thailand: A Qualitative Analysis from the Perspectives of Parents, Teachers, and School Administrators

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Autor/in	Manason, Pareyaasiri
Titel	Educational Policy and Practices for Educating Students with Moderate Cognitive Disabilities in Segregated and Inclusive Schools in Thailand: A Qualitative Analysis from the Perspectives of Parents, Teachers, and School Administrators
Quelle	(2009), (229 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-6437-9
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Educational Policy; Educational Practices; Moderate Mental Retardation; Inclusion; Case Studies; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Grounded Theory; Interviews; Special Education; Preservice Teacher Education; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Politics of education; Bildungspolitik; Bildungspraxis; Inklusion; Case study; Fallstudie; Case Study; Elternverhalten; Lehrerverhalten; Interviewing; Interviewtechnik; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehramtsstudiengang; Lehrerausbildung
Abstract	The purpose of this multiple-case study was to explore educational policy and practices for educating students with moderate cognitive disabilities in segregated and inclusive schools in Thailand. This study utilized constructivist research methodology to examine the perspectives of parents, teachers, and school administrators who are involved in educating these children at two schools in Bangkok, Thailand. The schools in this research were selected because they represent two completely different models of a segregated school and a pilot inclusive school for students with moderate cognitive disabilities. Qualitative methods of data collection and a constant comparative method of data analysis were used. The researcher conducted open-ended interviews with teachers administrators, and parents whose children attended each school. The interview questions were designed to provide insight into what the parents, teachers, and administrators perceived about the common practices used in the schools. In addition, field notes and observation notes from interviews and parent-teacher meetings were collected and analyzed regarding similarities and differences in methods of teaching. The researcher targeted a total of eight teachers and six administrators to participate in the interviews. Additionally, ten parents of children with moderate cognitive disabilities who were attending the schools were also interviewed. The data provided the researcher with a reasonably good understanding of the attitudes, feedback, and activities of stakeholders from two different educational perspectives for educating students with moderate cognitive disabilities. The Thai government has established national policy for inclusive education as a mainstream education model for Thailand. It was found that teachers and school administrators however hold very diverse beliefs and practices about methods of educating students with moderate cognitive disabilities. The findings of this study can provide valuable information for policy makers in Thailand and for leaders and researchers in special education. The findings of this research suggest needed adjustments to policies and related practices, suggestions for special education teacher preparation programs, and ideas for the design of an appropriate special education system that leads to better educational opportunities for students with moderate cognitive disabilities in Thailand. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10