การจัดการเรียนร่วมโดยใช้โครงสร้างซีทของโรงเรียนวชิรวิทย์ จังหวัดเชียงใหม่

• Main Author: ชมพูนุช สมจันทร์
• Other Authors: รองศาสตราจารย์ ดร.รัชนีกร ทองสุขดี
• Format: Independent Study
• Language: Thai
• Published: เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่ 2017
• Subjects: โรงเรียนวชิรวิทย์
• Online Access: http://cmuir.cmu.ac.th/jspui/handle/6653943832/39992
• Institution: Chiang Mai University

The purposes of this independent study were to 1) investigate the result of provision of inclusive education using SEAT framework of Wachirawit School and 2) examine the suggestions and how to manage the inclusive education using SEAT framework by using participatory action research process. The sample included 6 students with special needs and 10 students without special needs, four school administrators, 16 teachers, and six parents with students with special needs. Data were collected during the first and the second semester of the 2012 academic year by both quantitative and qualitative research procedure. The measuring-instruments included the participated and non-participated observing forms and questionnaires for teachers and students. The results were as follows: S : Students: Before the study, the school did not have the students screening and accepted the students with special needs to study full time with students without special needs in which the school had not prepared for the readiness in academic, emotional, social and self-reliance aspects for special need students. Moreover, students with special needs still lacked of knowledge and understandings so they have not yet helped or to contacted appropriately with their friends with special needs. After the study, it was found that there were the readiness preparation in academic, emotional, social and peer assistant system so that most of the students were aware in giving helps and could appropriately adapted themselves to their friends with special needs. There were teaching of skills that appropriate in helping friends with special needs and students with special needs were advised in self-reliance. E : Environment: Before the study, people related to the students’ environment including parents, teachers and other supporting educational personnel in the school lacked of knowledge and could not help students with special needs in a effective way. After the study, having had the planning conferences with people who were related to inclusive education, it was found that the administrators were aware of and became supportives while others had more knowledge and understandings about inclusive education. A : Activities: Before the study, teachers and administrators did not know how to manage the inclusive education for student with special needs. After the study, the result was that the teachers taught with student-centered instruction, used varieties of teaching methods, taught from easy lessons to more difficult lessons, buddy system, teaching homework and reading books for the children and designing timetable for remedial teachings including evening classes and special classes. T : Tools: Before the study, the school had no policies, visions nor missions which designated the working directions about students with special needs in the inclusive education. After the study, it was found that the school designated the working directions using SEAT framework for teachers and educational personnel in the school as in the following semester. There were a committee which composed of the academic assistant to the director and others in testing and choosing students by interviewing the parents and the students before the application in order to do the primary screening. Other than that, the school had given budget to encourage teachers to attend seminars about special education and some occasions the school invited special speakers to give lectures to teachers and parents about how to take care of the students with special needs.