แนวทางในการบริหารการจัดการเรียนร่วมโดยใช้โครงสร้างซีท (T SEAT Framework) สำหรับเด็กที่มีความต้องการพิเศษในโรงเรียน สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาพิจิตร เขต 1

Abstract

This research aimed to study the current status of inclusive education using the T SEAT Framework project for children with special needs. and to study the guidelines for managing inclusive education for children with special needs in schools under the Office of the Primary Educational Service Area, Phichit Area 1 The research findings were as follows:  1. The analysis results of the current study on inclusive learning management using the T SEAT Framework for children with special needs in schools under Phichit Primary Educational Service Area Office 1 overall, were at a high level. When considering each aspect, the aspect with the highest mean was learning activities and the aspect with the lowest mean was students. 2. Interview results and recommendations on the study of guidelines for inclusive learning management using the T SEAT Framework for children with special needs in schools under Phichit Primary Educational Service Area Office 1 in each aspect are as follows: 2.1 For students, regular students should be prepared to know students with special needs so that fellow students understand their personalities, emotions, and needs for help and behave appropriately towards students with special needs. This should be promoted in scout activities, teamwork activities, and using technology in organizing activities for students, by allowing regular students and students with special needs to do activities together so that they understand and have direct experience in living together. 2.2 For environment, the environment, atmosphere, and facilities in the classroom should be organized to support learning so that disabled children can study together and learn happily, such as providing bathrooms for disabled children, and buildings with quiet corners. Most classrooms should focus on learning together in the same room with no specific separation, and personnel involved in managing inclusive learning appoint a committee to manage inclusive learning to set policies based on inclusive learning, considering the impact of disabilities on the learning of students with different needs. Technology may be employed to collect data and manage the environment in the school. 2.3 For learning activities, a curriculum should be developed using the results of the screening of disabled children to create an Individual Education Plan (IEP) to provide media, facilities, and a format for organizing learning in classes that emphasizes activities in creating an IEP for potential development, including organizing training and providing knowledge to teachers in schools in creating an IEP, and learning activities should focus on the learners according to the curriculum of the educational institution. 2.4 For instruments, policies, visions, missions, and strategies should be specified in determining plans, projects, and activities to be consistent with the policies and management of inclusive learning. School personnel should be developed for inclusive learning management for special children to be sufficient and of quality, using technology to participate in training teachers and personnel in educational institutions to foster knowledge and understanding that matches the abilities of special children, and to develop the learning management of ​​abilities of special children for teachers and personnel in educational institutions.