การศึกษาการดำเนินการให้ความช่วยเหลือตั้งแต่ระยะแรกเริ่มแก่เด็กปฐมวัย ที่มีพัฒนาการการพูดล่าช้า ในกรุงเทพมหานคร / ภารดี วงศ์บุญเกิด = A study on operations of early intervention for young children with speech delays, Bangkok Metropolis / Paradee Wongboongird
The purpose of this research was 1) to study the state and problems of early intervention for young children with speech delays in Bangkok Metropolis; and 2) to study the operation of early intervention of the case study schools. The sample for studying the state and problems were 21 administrators, 54 teachers, 34 parents, 22 speech therapists from 23 schools, and the sample of the case study were 2 administrators, 6 teachers, 10 parents, 1 speech therapists from 2 schools. The findings of the study were as follows: 1. State and problems 1.1 All schools provided full-time in regular class mainstreamed program, few schools had special education teachers supporting and providing early stimulation in speech and language. There were no speech therapists at school. Most teachers had problems of lacking knowledge and skills in supporting speech and language development, solving behavioral problems and managing a mainstreamed classroom. 1.2 Most children with speech delay also had other disabilities, could speak a few words as a sentence, and had difficulty in every area of listening comprehension and expression. 1.3 Most schools operated nearly every stage of the early intervention, but not in an efficient way due to lack of time as well as knowledge and skills on teacher’s part, lack of awareness, knowledge and co-operation from parents, and very limited number of speech therapists as well as high expense for the services. Most schools did not have any IEP and classroom teachers had the sole responsibility for the program. Learning support in speech and language development was done in a whole class without one-to-one service. 2. Case studies 2.1 Both schools had clear philosophy and policy about children with special needs, although they were different, These policy were translated into practice by the schools administrators who had run the school, using these philosophy and policy for more than 10 years. The teachers were clear with the direction of how to perceive and work with children with special needs, as well as the parents and others involved. 2.2 Both school operated the procedure of early intervention for children with special needs systematically and in accordance with their philosophy and policy. 2.3 Both schools put a lot of effort into educating parents and involving parents in the schools’ activities for children with special needs. On the other hand, parents were aware and co-operated in working with the schools to develop their children.
