Research finding

A written summary in Thai of the research findings was sent to Faculty of Education, Khon Kaen University. This was available to all participants to read. The Ministry of Education, Thailand was also sent a summary. The researcher gave seminars to teachers and educators who were interested in the study. In addition, the full report was made available to all interested organizations with regard to providing information concerning support and services for children with autism in Thailand. Moreover, the use of the guideline booklets can

contribute to Thai people’s understanding of autism and how to work with children with autism in

inclusive classes.

3.9 Chapter summary

This chapter described the qualitative research approach used in this study. A constructivist epistemology and case study approach was used in order to understand the perspectives of the stakeholders and interpret the research questions relating to integrating children with autism into regular classes. A case study approach was selected as a suitable design for this study with three levels of students representing three cases studies. A constructionist epistemology and interpretive theoretical research methodology guided the choice of suitable data gathering methods for this study. These methods were discussed in this chapter and included classroom observations, semi-structured interviews and focus groups which enabled triangulation of data. The ethical principles, based on the ethical guidelines used for research in education in New Zealand, were outlined in relation to this research to show how they were met and thus fulfilled the requirements of the Massey University Ethics Committee to conduct this study.

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4.1 Introduction

This chapter describes the methods used in this research. It includes a description of the setting, the participants, and the way in which the guidelines were developed, including the ways that validity was ensured, by using triangulation of data from class observations, semi- structured interviews and focus groups. Data analysis methods are also described.

4.2 Setting

This research took place at the Research and Development Centre of the Autistic Inclusive Education and Khon Kaen University Demonstration School, the Attached School of the Faculty of Education at Khon Kaen University, Amphor Muang District, Khon Kaen Province, Thailand. The school selected for this study was chosen for convenience as the researcher had been working in this school for approximately 20 years; therefore, it was easier to conduct the study there than in another school. The researcher understood the way in which the school worked and knew about the background of the children, the key personnel and also understood the policies of the school. In addition, this is an appropriate and relevant setting for doing this research because it is open to innovative and inclusive approaches and practices in working with children with Autism as well as having a good reputation, focused on research and the first centre for inclusive education in Khon Kaen.

The research proposal was approved though Massey University Human Ethics Committee, HEC: Southern A Application-09/75 (Appendix A). A letter requesting access to the institution was sent to the Faculty of Education, Khon Kaen University (Appendix B). The administration team understood the purpose of this research study. The researcher attended the School Orientation Day at the beginning of semester in June 1, 2011 and explained the purpose of the study to parents and teachers in the school. This explanation was repeated at all of the sites where the research was to take place and people were asked for

52 their collaboration. The chosen school had an advantage in that there was an ongoing study involving the appropriateness of inclusive classrooms for children with autism. In addition, the main duty of this school was to demonstrate innovative educational techniques and methods of instruction.

The Autistic Centre was the first centre for inclusive education in Khon Kaen and in the Northeast of Thailand and has an outstanding reputation. The main purposes of the Centre are to research and develop an effective model to integrate children with autism into regular classes, to be a leader in helping children with autism in Northeast Thailand, and to distribute the knowledge and information concerning Inclusive Education for children with autism to schools and institutes for special education specifically and to those interested in this area generally. It was considered that doing this research study here was very beneficial.

Figure 4.1 below shows a diagram of the structure of the Research Centre at Khon Kaen

University’s Attached School, in the Faculty of Education Management. The Attached School is divided into five sites with schools and one Centre. They are distributed in different places including one Kindergarten, two campuses of Primary Schools, two campuses of Secondary Schools and one Autistic Centre. Children with autism from the Autistic Centre join classes which become inclusive in the three levels. For this research, three children were chosen as case studies at each level.

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Figure 4.1: Structure of Khon Kaen University Attached School, Faculty of Education Khon Kaen University, Thailand Faculty of Education Pro Vice-Chancellor Kindergarten Three students Deputy Director Primary School, Modindeang Three students Deputy Director Primary School, Suksasard Campus Deputy Director Secondary School, Modindeang Three students Deputy Derector Secondary School, Suksasard Campus Deputy Director Demonstration Attached School Director Autistic Centre 15 students Director

Nine High Functioning Children with Autism were specifically chosen to be the research participants

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