The Study on the Operations of Early Childhood Teachers in Providing Early Intervention (EI) Services for At-Risk Students in Educational institutions

Abstract

This study aimed to study the operations of early childhood teachers in providing Early Intervention (EI) services for at-risk students in educational institutions. This was qualitative research. The data was collected from focus group discussions. The target group for this research consisted of 10 early childhood teachers in educational institutions under the Chiang Mai Primary Educational Service Area Office 2. The data was presented in descriptive analytics.

         According to the result of this study, the interviewees emphasized the importance of special education in promoting inclusive opportunities and social integration for children with special needs. Effective early intervention required adapting curricula, fostering collaboration among teachers, parents, and stakeholders, and addressing challenges like limited knowledge and communication issues. Key strategies included comprehensive teacher training, curriculum adjustments, and enhanced communication with parents. Regular monitoring, expert guidance, and multidisciplinary collaboration were vital for creating a supportive environment, ultimately improving developmental outcomes through coordinated efforts across schools, healthcare providers, and community organizations.