Abstract
Research objectives were to investigate 1) teachers’ knowledge of coaching and mentoring methods and selecting appropriate teaching accommodation of both Thai language and mathematics in inclusive classrooms and 2) teachers’ performance competence, after receiving training, to select and utilize appropriate accommodations and/or modifications for individualized student’s lesson plan. The subjects were 10 Thai language and nine mathematics teachers from six selected schools. The research instruments included 1) a questionnaire, 2) two teacher’s classroom teaching behavior observation forms, and 3) a focus group. The Data were collected and analyzed using frequency, percentage, and the interpretative analysis. The research findings showed that the knowledge of coaching and mentoring methods and selecting appropriate teaching accommodations of both groups of teachers were rated at moderate level (or 66.7% and 65%), respectively. After they had received learning disabilities intensive training on coaching and mentoring, all participating teachers reported being able to identify different learning characteristics of individual students and employed a variety of appropriate teaching accommodations/modifications, i.e., teaching tools; students’ reading materials; assignments; adaptive exercises; and learning activities’ kit to meet the needs of students with learning disabilities.
Author Information
Ratchaneekorn Tongsookdee, Chiang Mai University, Thailand
Pikul Leosiripong, Chiang Mai University, Thailand
Veeraya Khamruangrith, Chiang Mai University, Thailand
Soisuda Vittayakorn, Chiang Mai University, Thailand
Nutjira Busadee, Chiang Mai University, Thailand
Sira Somnam, Chiang Mai University, Thailand
Paper Information
Conference: SEACE2023
Stream: Education & Difference: Gifted Education
This paper is part of the SEACE2023 Conference Proceedings (View)
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To cite this article:
Tongsookdee R., Leosiripong P., Khamruangrith V., Vittayakorn S., Busadee N., & Somnam S. (2023) Coaching and Mentoring Teachers to Accommodate Students With Learning Disabilities in Elementary Inclusive Classrooms ISSN: 2435-5240 The Southeast Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2023.49
To link to this article: https://doi.org/10.22492/issn.2435-5240.2023.49
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