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Guidelines for Inclusive Education Management for Students with Special Needs at Secondary Level in Physical Education |
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| รหัสดีโอไอ | |
| Creator | Nuttapad Sornprasan |
| Title | Guidelines for Inclusive Education Management for Students with Special Needs at Secondary Level in Physical Education |
| Contributor | Piyanan Jooronsiriphong, Suthana Tingsabhat |
| Publisher | Centre for Education Innovation, Print and Online Media |
| Publication Year | 2569 |
| Journal Title | Journal of Education Studies, Chulalongkorn University |
| Journal Vol. | 54 |
| Journal No. | 2 |
| Page no. | 1-17 |
| Keyword | inclusive education, students with special needs at level 2, SEAT Framework |
| URL Website | https://so02.tci-thaijo.org/index.php/EDUCU |
| Website title | Journal of Education Studies, Chulalongkorn University |
| ISSN | 2651-2017 (Online) |
| Abstract | This research aimed to 1) examine the conditions and problems of inclusive physical education management for students with special needs at the secondary school level, and 2) propose appropriate guidelines for inclusive physical education management for students with special needs in secondary schools. Samples were 95 schools, the informants consisted of 3 groups, including heads of the Health and Physical Education Department, physical education teachers, and special education teachers. Multi-stage sampling and stratified sampling based on the four geographical regions of Thailand were used to recruit the samples. The research instrument was a questionnaire concerning inclusive physical education management for students with special needs at the secondary school level, with an Index of Item-Objective Congruence (IOC) ranging from 0.6 to 1.0. Data were analyzed using frequency, percentage, mean, and standard deviation. The findings revealed that: 1) most schools demonstrated an intention to implement inclusive physical education; however, they still lacked specialized personnel and a clearly defined management system. Consequently, schools tended to rely on flexible approaches rather than standardized inclusive models; and 2) the overall implementation of inclusive education based on the SEAT Framework was at a high level (M = 3.98, SD = 0.16). Strengths were identified in student inclusion and instructional activities, which were well supported by physical education teachers. However, weaknesses were found in the area of tools and support (M = 3.57, SD = 0.23), particularly regarding specialized equipment for students with special needs in physical education classes and the limited number of special education teachers, with some schools lacking such personnel entirely. Therefore, the findings of this study provide important guidelines for improving inclusive physical education management for students with special needs. |
