EFFECTIVENESS OF PEDAGOGICAL PRACTICES IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN BANGKOK, THAILAND

This study examined the effectiveness of pedagogical practices in implementing inclusive education in selected public and private schools in Bangkok, Thailand. Specifically, it assessed the level of effectiveness of inclusive teaching practices across curriculum and instruction, classroom management, assessment, collaboration, and professional development. It also identified the extent of challenges encountered and analyzed whether significant differences and relationships exist among selected variables. Findings revealed that teachers demonstrated a high level of effectiveness in implementing inclusive pedagogical practices, indicating strong competence in addressing diverse learner needs. Inclusive strategies were consistently applied across instructional domains, contributing to a supportive and adaptive learning environment. The challenges encountered were generally minimal, with teacher-related and administrative factors rated as not serious, while student-related and resource-related concerns were identified as slightly serious. Furthermore, no significant differences were found when grouped according to school type and respondent role, and no significant relationship was observed between demographic variables and pedagogical effectiveness. These findings suggest that inclusive education practices are consistently implemented regardless of personal and institutional differences. The study highlights the importance of continuous professional development, institutional support, and collaborative practices in sustaining effective inclusive education.