Assessing issues of inclusive education from the perspectives of Thai early childhood teachers

Abstract

ABSTRACT Despite the presence of inclusive education policies in many countries, its implementation continues to raise concerns for many teachers. In this study, we utilised a 22-item questionnaire to assess 344 early childhood teachers’ concerns about inclusive education in the six regions in Thailand. The findings showed that limited support from school administrators, time to design educational programmes for students with disabilities and inadequate capacity in respect of therapists were perceived as hampering teachers’ ability to meet the needs of all children. One-way ANOVA indicated the impact of teachers’ geographical location, work experience and professional roles on some of the items they highlighted for concern about inclusive education. The application of a t-test also showed teachers’ concerns about some items differed between those working in private schools and those working in government schools. Results suggest that the teachers’ concerns have led to workplace stress. We conclude from the data that policies introduced to promote inclusive practices in early childhood settings in Thailand should factor in support for teachers to increase their competency and the effectiveness of inclusive practice.