Teacher's perception of inclusive education for students with special needs in elementary schools at Luang Prabang district, Luang Prabang province, Lao P.D.R.
Issued Date
2024
Copyright Date
2018
Language
eng
File Type
application/pdf
No. of Pages/File Size
ix, 116 leaves : ill.
Access Rights
open access
Rights
ผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้า
Rights Holder(s)
Mahidol University
Bibliographic Citation
Thesis (M.Ed. (Education for Persons with Special Needs))--Mahidol University, 2018
Suggested Citation
Damone, Singngam, 1974- Teacher's perception of inclusive education for students with special needs in elementary schools at Luang Prabang district, Luang Prabang province, Lao P.D.R.. Thesis (M.Ed. (Education for Persons with Special Needs))--Mahidol University, 2018. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/91740
Title
Teacher's perception of inclusive education for students with special needs in elementary schools at Luang Prabang district, Luang Prabang province, Lao P.D.R.
Author(s)
Advisor(s)
Abstract
The purposes of this study were to explore teachers' perceptions of inclusive education for students with special needs in elementary schools and to compare teachers' perceptions of inclusive education based on their personal characteristics. 103 participant teachers who teach in elementary schools in Luang Prabang district, Luang Prabang province, Lao P.D.R involved in this study. Questionnaire was used to measure teachers' characteristics and perceptions in this study. The questionnaire was divided into two parts. The first part is teachers' personal characteristics including gender, age, educational qualification, professional qualification and teaching experience. The second part is to measure the teachers' perceptions of inclusive education for teaching students with special needs including classroom environment, curriculum, instruction, assistive technologies, and partnership. The findings of this study showed that the positive teachers' perception towards inclusive education for teaching students with special needs was slightly high in overall. The result of questionnaire data collection also showed the respectively of highest positive perception to the least positive perceptions by partnership, classroom environment, instruction, assistive technologies and curriculum. For the comparison of teachers' perception based on their personal characteristics, there was a statistically significant difference at .05 levels in age and teaching experience. The in-depth interview result illustrated throughout five aspects of teachers' perceptions of inclusive education for students with special needs that were described by thematic analysis such as "supported classroom environment by peers", "using national curriculum in educating students", "more extra teaching, teachers lack skill of information technologies in teaching" and "school communities were supported as the partnership". The research suggested that professional development for teaching students with special needs and adapting curriculum are needed to improve quality inclusive education in Luang Prabang, Lao P.D.R.
Description
Education for Persons with Special Needs (Mahidol University 2018)
Degree Name
Master of Education
Degree Level
Master's degree
Degree Department
Ratchasuda College
Degree Discipline
Education for Persons with Special Needs
Degree Grantor(s)
Mahidol University