IJECE Published Articles

Abstract Inclusive education promotes the inclusion of students with special learning needs into mainstream classrooms, but its effective implementation is very much reliant on teachers' professional competences. In the international schools of Bangkok, whose teaching personnel consist of different national and cultural groups, there are still problems in spite of Thailand's supportive legislation. This research quantified the competencies of teachers' professional development in inclusive education and determined the relationship of these competencies to their demographic profiles and issues. As a quantitative-descriptive research, 67 teachers in three international schools in Prawet District, Bangkok, were surveyed for information. Descriptive statistics and correlation analyses were applied in examining the level of teachers' competencies based on three components: knowledge, skills, and attitudes. Results indicated that although there were high competencies in attitudes overall, moderate difficulties were present in knowledge and application of skills. Statistically significant relationships were also found between competencies and demographic variables of nationality, teaching experience, and attendance at inclusive education training. Results highlight the necessity for culturally responsive and contextually sensitive professional development initiatives that close the gap between inclusive attitudes and classroom practice. Recommendations are made to inform model training, school leadership practice, and policy formation to enhance inclusive education in multicultural school settings. KEYWORDS: Inclusive Education, Teacher Competencies, Professional Development, International Schools, Multicultural Education, Thailand