Future Movement
In order to develop inclusive education in a whole school, major components should
be implemented:
1) Management. The head teachers or school directors and other stake holders
need to support, cooperate, supervise, monitor and evaluate inclusive education in schools.
Development plans and activities should be established in school planning systems. But in
practice, standard agenda are the dominant policies in educational systems and no school
can accept it.
In addition, people themselves in communities aim at the high performance of
their children, especially, in secondary schools. Now, the point is schools have to consider
what the educational task might be. The standard agenda are quite demanding; from the
National Quality Assurance Office, to the communities and for the “competitive” sake
among schools. The inclusive classroom is part of social justice. It is a scheme to help
children who performed below average to achieve at much higher le vels and to develop
their social skills so that they can function as a good citizens in society.
Ainscow, Booth, and Dyson (2006) reported evidence when school were faced with
the standard agenda on one hand and justice for the lower performers, on the other that
“effort to foster inclusive school development were likely to be effective when they are
part of a wider, systematic strategy” and ìthe effort of those concerned to put inclusive
values into action must not only be directed at the radical critique of educational policies,
such critiques will continue to be. Rather we must also concentrate on trying to expand the
inclusive aspects of current policy and support teachers in taking greater control over their
own development. î( p.192)
2) School administratorsí role . In order to develop inclusive classrooms, school leaders
have to consider all resources that may be found in staff, students, families and communities
and how these could be used effectively in order to fulfill both standard and justice aspects.
In order to develop inclusive classrooms, the administrator will set the plan in the following
matters:
1) Management system:
(1) Set inclusive education in school master plan.
(2) Develop information technology data for whole school.
(3) Do public relations for both school and outside communities.
(4) Organize school environment.
(5) Implement screaming system for studentís identification.
(6) Personnel development
(7) Develop Individualized Educational Plan
2) Instructional development. School has to organize personnel development
such development of instructional for diverse needs students, Individualized Education
Plan, and Individualized Instructional Plan
3) Organize activities which promote learning and development of inclusive
education in schools
4) Public relations cooperating with parents and communities.
At the community level, in Thailand, the academic community seems to be a strong
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driving force. It is believed that research can be used as a means of understanding the
development of inclusive practices. Research can lead to the knowledge which can be
implemented in schools and it may provide evidence to convince teachers, parents and
authorities as the way to cooperate and work along with stakeholders. Research in
inclusive education seems to be a kind of action research seems to provide both research
with training and support for school teachers.
These abovementioned schemes can be organized effectively when they are
implemented strictly both in the local and in the community levels.