The Effect of a Special Education Advocacy Training Programme on Problem-Solving Skills and Attitudes Towards Learning Design and Management for Children with Special Educational Needs: A Perspective from Pre-Service Teachers in Thailand

Abstract

Pre-service teachers’ problem-solving skills did not meet educational standards regarding the understanding of learning management and preparation for children with special educational needs (SEN). To overcome this issue, a special education advocacy training program (SEATP) was applied in this study. The purpose of the research was to compare pre-service teachers’ problem-solving skills and attitudes towards learning design and management for children with SEN prior to and after taking part in the SEATP. Research participants consisted of 54 pre-service teachers who enrolled in a Bachelor of Education (B.Ed.) programme in the second semester of 2025 at a Capital City University (pseudonym) in Bangkok, Thailand. Prior to and after the implementation in the quantitative phase, the participants were tested using a Problem-Solving Skills test and an Attitude Questionnaire. In the qualitative phase, ten voluntary participants were invited to share their opinions and experiences regarding the understanding of special education in a focus group discussion. Quantitative and qualitative data were analyzed and corroborated using a triangulation method. The findings showed that although the pre-service teachers’ problem-solving skills and attitudes towards learning design and management for children with SEN were higher than prior to the intervention, the participants needed to gain further discussion opportunities given by academic advisors to overcome individual students’ learning problems in the classroom. The results also suggest that the SEATP benefited pre-service teachers by providing more confidence and knowledge about inclusive teaching and support for children with SEN. In addition, future studies can explore the academic and socio-cultural backgrounds of children with SEN alongside individualized tutorials for pre-service teachers. This study highlights the need for future teacher education programmes in Thailand to incorporate dynamic special education training and long-lasting professional support into initial teacher preparation.