ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined teachers’ perceptions of the effectiveness of Individualized Education Plan (IEP) implementation in supporting the holistic development of neurodivergent learners in international schools in Bangkok, Thailand. Guided by four developmental domains physical, intellectual, social, and emotional the research investigated the perceived effectiveness of IEP implementation and the frequency with which teachers reported using inclusive instructional strategies. The study also explored whether teacher demographic characteristics and learners’ disability categories were significantly associated with perceived effectiveness and strategy utilization. A quantitative descriptive–correlational design was employed involving 90 teachers with direct experience supporting learners with IEPs. Data were collected using a researcher-developed questionnaire and analyzed through descriptive statistics (frequency, percentage, and weighted mean) and inferential analyses (Pearson’s r, Point-Biserial correlation, and Kendall’s Tau-B) at a 0.05 level of significance. Findings revealed that the overall perceived effectiveness of IEP implementation was moderate (M = 3.50), with physical development receiving the highest rating (M = 3.59), while intellectual (M = 3.48), social (M = 3.50), and emotional development (M = 3.43) were rated moderate. In contrast, the utilization of inclusive strategies was high across domains (M = 4.16), particularly in social development. Correlational analyses showed limited significant relationships between teacher characteristics and perceived effectiveness, although select associations emerged for teacher sex, civil status, and special education training. The findings highlight an implementation gap between teachers’ active use of inclusive strategies and the moderate effectiveness of IEP outcomes, underscoring the need for strengthened interdisciplinary collaboration, targeted professional development, and enhanced institutional support to improve holistic outcomes for neurodivergent learners. Keywords — Individualized Education Plan, neurodivergent learners, inclusive education, teacher strategies, holistic development, Thailand