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The study examines how Thai preschool teachers’ professional knowledge about inclusive education affects their classroom practice. Qualitative observations and collaborative inquiry with teachers from four Bangkok preschools found insufficient preparation left teachers unable to deliver curriculum responsive to learners with disabilities. The work supports collaborative inquiry as a systematic reflection-and-dialogue approach for developing solutions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-7-transforming-thai-preschool-teachers-knowledge-on-inclusive-practice-a-collaborative-inquiry/593652/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-7-transforming-thai-preschool-teachers-knowledge-on-inclusive-practice-a-collaborative-inquiry/593652.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the research paper?","Question",{"text":112,"@type":113},"The paper investigates how Thai preschool teachers’ professional knowledge in inclusive education influences how they practice in preschool classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"The study used qualitative data from observations and collaborative inquiry with teachers from four preschool sites in Bangkok, Thailand.",{"name":119,"@type":110,"acceptedAnswer":120},"What problem did the researchers identify regarding inclusive practice?",{"text":121,"@type":113},"Inadequate teacher preparation for inclusive practice left teachers helpless and unable to deliver curriculum that meets the learning needs of children with disabilities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593652,1792167579,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 7 | Article 5 |\n| --- | --- |\n| 2015\u003Cbr>Transforming Thai Preschool Teachers' Knowledge on Inclusive Practice: A Collaborative Inquiry\u003Cbr>Joseph SeyramAgbenyega\u003Cbr>Monash University, [joseph.agbenyega@monash.edu](joseph.agbenyega@monash.edu)\u003Cbr>Sunanta Klibthong\u003Cbr>Monash University, [sunantak21@gmail.com](sunantak21@gmail.com) |  |\n\nRecommended Citation  \nAgbenyega, J. S., & Klibthong, S. (2015). Transforming Thai Preschool Teachers' Knowledge on Inclusive Practice: A Collaborative Inquiry. Australian Journal of Teacher Education, 40 (7).  \n[http://dx.doi.org/10.14221/ajte.2015v40n7.5](http://dx.doi.org/10.14221/ajte.2015v40n7.5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss7/5](http://ro.ecu.edu.au/ajte/vol40/iss7/5)  \nAustralian Journal of Teacher Education  \nTransforming Thai Preschool Teachers' Knowledge on Inclusive Practice:  \nA Collaborative Inquiry  \nJoseph Seyram Agbenyega  \nSunanta Klibthong  \nMonash University  \nAbstract: Educating children with disabilities alongside their peers in  \nmainstream preschools has increased intensely over the past few years,  \naffecting all aspects of early childhood education. Many children who  \npreviously would have been educated in segregated special centres are  \nnow being included in inclusive preschools. This research paper discusses  \nhow Thai preschool teachers’ professional knowledge in inclusive  \neducation influence the ways they practice within preschool classrooms.  \nQualitative data obtained through observations and collaborative inquiry  \nwith teachers drawn from four preschool in Bangkok, Thailand showed  \nthat the lack of adequate teacher preparation for inclusive practice  \nrendered the teachers helpless and unable to deliver curriculum that  \ncaters for the learning needs of children with disabilities. This paper  \ncontributes to the growing body of research to inform the usefulness of  \ncollaborative inquiry in helping teachers explore educational issues in  \nsystematic ways and determine solutions through reflection and dialogic  \ninquiry.  \nKeywords  \nCollaborative inquiry, Knowledge, Inclusive education, Thailand  \nIntroduction  \nOver the past three decades the focus on inclusive education has been pervasive and relentless as school systems struggle to meet the needs of students with disability. Today’s preschool classrooms include children with a diverse range of skills and learning needs arising from cultural or linguistic diversity, religious beliefs, gender barriers, sexual orientation, age, socioeconomic status, personal circumstances, family disruption and in particular, children with disabilities and special needs (Ashman, 2015). The principles of inclusive education demands that schools create supportive and engaging learning communities for all children (Agbenyega & Klibthong, 2012) . If teachers are going to be supportive, and promote quality inclusive education that responds to the needs of all children then it is important to adopt a collaborative professional inquiry approach that prepares them for this challenging task (Donohoo, 2013) . Inclusive education in the early years can be effective if teachers possess relevant knowledge to deliver pedagogy that meets the learning and developmental needs of all children in inclusive classrooms (Purdue, Gordon-Burns, Gunn, Madden & Surtees, 2009; Yeo, Neihart, Tang, Chong & Huan, 2011) .  \nVol 40, 7, July 2015 57  \nAustralian Journal of Teacher Education  \nTeachers with appropriate inclusive knowledge can provide high-quality education and respond constructively to the needs of educationally diverse children (Department of Education, Training and Employment, 2014). According to UNESCO (1994)  \nInclusive schools must recognize and respond to the diverse needs of students, accommodating of both different styles and rates of learning and ensuring  \nquality education to all through appropriate curricula,","cbCaifDIkD4UKYxD","https://ap.wps.com/l/cbCaifDIkD4UKYxD","pdf",135732,14,"English","# Abstract\n# Introduction\n## Inclusive education focus over three decades\n## Teacher knowledge and effective pedagogy\n## Thailand’s inclusive education policies and legislation","[{\"question\":\"What is the main focus of the research paper?\",\"answer\":\"The paper investigates how Thai preschool teachers’ professional knowledge in inclusive education influences how they practice in preschool classrooms.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used qualitative data from observations and collaborative inquiry with teachers from four preschool sites in Bangkok, Thailand.\"},{\"question\":\"What problem did the researchers identify regarding inclusive practice?\",\"answer\":\"Inadequate teacher preparation for inclusive practice left teachers helpless and unable to deliver curriculum that meets the learning needs of children with disabilities.\"}]","Australian Journal of Teacher Education - Issue 7 - Transforming Thai Preschool Teachers' Knowledge on Inclusive Practice: A Collaborative Inquiry | PDF",1792077649,35]