Effective Management of Inclusive School: A Case Study of Small Sized Schools Under Chaiyaphun Educational Service Area Office 1
This study aimed to investigate the phenomenon of effective management as well as the problems and difficulties of small sized inclusive schools under Chaiyaphum Educational Service Office 1 and 2. The case studies were selected from small schools according to the set criteria as such the schools were administrated by using the management of inclusive education at least three years including successful development of the Ordinary National Educational Test (O-NET) added with the schools must be certified 3rd round of the education standards (2011-2015) by the Office for National Education Standards and Quality Assessment. As a result, there were only three cases that fulfilled the set criteria being selected to participate in this study. The major contributors were the former and current directors of the main school, and nine teachers from these three schools.Researchers employed three types of research instruments namely semi-structured interview protocol, field note form, and observation checklist. In addition, the data validation was examined by means of triangulation and presented the findings in descriptive essay, table, and summary by using mind mapping. The results of the study can be presented into four key points as follow. First, cooperative personnel management of the three inclusive schools tended to increase the number of manpower in school administration consolidated in academic administration. The management was in charged by three sections in each school which composed of the financial management, the personnel management, and the general administration. Second, academic management was shared mutual practices based on the main school. Third, financial, inventory, land, buildings and other assets were separated for management of each school regulations. In terms of financial, inventory, and collaborative activities such as luncheon, learner development activities, and others; the cost was figured by the number of students and put the statement altogether to the main school for further administration. The school equipment was shared among the schools. Fourth, in transportation management, the main school was supported a pickup vehicle including budget for management. The offset of transportation was not compensated for the parents because there was free round-trip transportation service all year, included the accident insurance for all students. The inclusive class helped to decrease the problem in scarcity of resources which were limited in small sized schools and provided better learning development with effectiveness that tended to be developed in a good way.
Index Termsó Effective management, inclusive school, small-sized school.