TEACHING PRACTICES OF FOREIGN TEACHERS IN AN INCLUSIVE EDUCATION SETTING IN THAILAND: IMPLICATIONS TO SPECIAL NEED EDUCATION

This quantitative study examined the teaching practices of foreign teachers in inclusive education settings in Thailand, with implications for special needs education. The research was motivated by the researcher’s direct experience in handling students with special needs in a mainstream classroom, alongside the growing emphasis on inclusive education across both public and private elementary schools in Thailand. Findings revealed that the majority of respondents were female and predominantly held bachelor’s degrees, followed by those with master’s degrees, doctoral degrees, and master’s degrees with doctoral units. In terms of teaching experience, most foreign teachers had less than five years of experience in inclusive classrooms, while others had between five to ten years, and a smaller group had more than ten years of experience. Results further indicated that adequate facilities, instructional materials, equipment, and supportive learning environments are essential components in effectively addressing the needs of learners with special needs in inclusive settings. Statistical analysis showed that sex and years of teaching experience in inclusive education were significantly associated with self-evaluated teaching practices, whereas the highest educational attainment was not. Based on these findings, the study recommends strengthening special needs education services and resources to enhance student well-being and academic success. It also highlights the need to expand student support systems, improve school capacity to address critical incidents, promote mental health initiatives, and enhance teacher competencies through continuous professional development. Furthermore, the integration of information and communication technology (ICT), the development of school clusters, the improvement of learner transitions, and the strengthening of language proficiency are emphasized to better prepare students for higher education, work, and societal participation in a rapidly evolving educational landscape.