Professional Development Needs of Inclusive Education Teachers in Bangkok, Thailand

AUTHOR(S)

PAULETTE VILLANUEVA BAUTISTA JOEL TERRADO CAYABYAB

ABSTRACT

— Inclusive education is intended to enhance the participation and learning of pupils with special educational needs in mainstream classes, developing settings in which diversity is respected and all learners are given an equal chance to thrive. Yet, the success of inclusive practice to a great extent relies on teachers’ professional competences, not just their knowledge and skills but also their attitudes towards inclusion. In Bangkok international schools, whose faculty members mirror a diversity of different nationalities and cultures, difficulties persist in spite of the existence of welcoming legislative measures in Thailand to promote inclusive education. The research was planned to evaluate teachers’ professional competencies in inclusive education and determine the degree to which these competencies relate to their demographic attributes and the challenges they face in practice. With a quantitative-descriptive design, data were gathered from 67 teachers in three schools located in the Prawet District of Bangkok. A structured survey questionnaire was employed to measure competencies in three main areas: knowledge of principles and strategies of inclusive education, practical skills in implementing inclusive practices, and attitude towards students with special learning needs. Descriptive statistics tabulated levels of competency, and correlation analysis probed correlations between competencies and demographic variables, including nationality, years of teaching experience, and participation in inclusive education training. The results revealed that though teachers had high positive attitudes towards inclusive education in general, moderate difficulties were noted in both knowledge and practice of inclusive teaching competencies. There were significant correlations between competencies and some of the demographic variables like nationality of teachers, teaching experience, and previous experience in inclusive education training were all linked to differences in their competency levels. These findings highlight the need for professional development activities that are not just culturally responsive but also applicable to the reality context in international school environments. Particularly, the study calls for closing the gap between inclusive attitudes and classroom practice through specialist training, leadership support, and policy reflecting the multicultural and internationalized environment of such schools. The paper concludes with recommendations for the creation of model training programs, school leadership practice development, and policy development informing to promote inclusive education in Bangkok international schools. Keywords — Inclusive Education, Teacher Competencies, Professional Development, International Schools, Multicultural Education, Bangkok, Thailand, Knowledge-SkillsAttitudes Framework, Educational Policy, Teacher Training