Development of collaborative inclusion model for students with special needs: A case Study of an inclusive school in Chiang Mai province

Abstract

Background: Many research results confirmed that the students with special needs were able to receive benefit from inclusive study of academic and social aspects. These groups of students who have opportunities to access to the education system still have problems in inclusive study, due to the limitation of resources and knowledge in education management for these groups. Therefore there is interesting to study the problems related to inclusive study.

Objects: To Investigate problems of collaborative inclusion learning model in school for special children and promote various personals and sections both in and outside institution to participate the operation, develop collaborative study strategy suitable for current situation in schools and community as well.

Methods:  Research  design  was  Participatory  Action  Research  (PAR)  applying  Future  Search  Conference technique (F.S.C.). Data collection site was at Wat Gookum School (Mathawisaikanathorn), Sanpatong district, Chiang Mai province. Information was gathered by both qualitative and quantitative methods. Measurement tools in qualitative technique were focus group, in depth interview, participant and no participant observation. Instrument used in quantitative part were questionnaire of students. knowledge involving friends with special needs; Test of teachers. knowledge in teaching students with special needs; Attitude of typical pupils toward friends with special needs, and Attitude of teachers for receiving students with special needs to study in school. There were 4 stages in the study process comprised 1) preparation period 2) designation and planning of problem solving 3) operation duration and 4) assessment of research outcomes.

Results: School had several problems in operation of inclusive study which included teacher lack knowledge in screening  special  children  who  have  learning  disability  and  attention  deficit  and  hyperactive  disorder,  lack knowledge in teaching technique for these students, and did not understand how to stimulate normal development. Moreover, Students in school had negative attitude towards friends with special needs. In additional, students with special needs refused their impairment because they were afraid of being teased by their friends and  distinguished  from  friends  which  leaded  to  unhelpful  from  relevant  personal.  Finally,  parents  of  these students  still  lack  fully  caring  of  these  children.  Participatory  Action  Research  (PAR)  design  in  this  study obtained  specific  model:  APACP  Model  appropriate  for  problem  solving  practical  to  the  real  situation  and circumstances, enabling people learn how to deal with the problems by themselves which lead to sustain the development of collaborative inclusion study for students with special needs in schools in their community.  Bull Chiang Mai Assoc Med Sci 2010; 43: 51-62.