Effective Accommodations for Thai Students with Learning Disabilities in Elementary Inclusive Classrooms

摘要

Students with learning disabilities, in most countries, encounter a variety of academic difficulties and to help overcome them, teachers must provide special educational services with careful consideration to the students' limitations and needs. The academic success of these students requires that each of them be helped to attain individual's achievement through specific, directed, individualized, and intensive remedial instruction using various accommodations and modifications strategies by experienced teachers. Unfortunately, regular teachers are often not trained or supported to teach students with learning disabilities, and as a result, these students remain among the most marginalized group within the student population in terms of educational opportunity and attainment. This research examined factors which affect teaching accommodations and modifications for students with learning disabilities in Thai elementary inclusive classrooms. The participants were 70 Thai language and Mathematics teachers who taught a total of 70 students in 18 leading inclusive schools in Chiang Mai province. The research instruments included (1) a questionnaire on teachers' knowledge and skills of teaching the Thai language and mathematics subject areas, (2) a student's classroom learning observation form, and (3) a teacher's classroom teaching behavior observation form. The data were analyzed using frequency, percentage, mean, and the interpretative analysis. The results and recommendations will be discussed.