Understanding and Addressing Specific Learning Difficulties in Thailand

Thailand has advanced inclusive education Inclusive dducationthrough the National Education Act B.E. 2542 (1999) and the Persons with Disabilities Education Act B.E. 2551 (2008). Yet, students with Specific Learning Difficulties (SLDs)—including dyslexia, dysgraphia, and dyscalculia—still encounter major barriers. Early identificationEarly identification, intervention, and sustained support remain uneven, especially in rural and under-resourced areas where professional expertise is scarce, diagnostic tools are outdated, and Individualized Education Plans (IEPs) are inconsistently implemented. This chapter reviews current recognition and support systems for SLDs, noting that rising awareness has not resolved fragmented screening. Widely used assessments (e.g., WRAT-Thai, TSAT) help but do not fully capture diverse learner needs, particularly where resources are limited. Teacher preparedness is a central concern: Many educators lack preservice and in-service training for SLD identification and classroom intervention. Systemic problems—disjointed screening protocols, uneven IEP application, and weak interagency coordination—further delay services and undermine outcomes. Cultural stigma compounds these challenges. Norms around saving face and high academic expectations can delay diagnosis, increase caregiver stress, and fuel resistance to inclusive practices at home and school. While free education through upper secondary (administered largely by OBEC) provides a policy foundation, disparities in teacher qualifications, materials, and instructional quality—most acute between urban and rural schools—sustain inequities. The chapter highlights emerging assessment and intervention innovations and calls for stronger teacher training, tighter interagency collaboration, and culturally responsive policies. Strategic recommendations aim to build a coherent, equitable system, so learners with SLDs receive accurate diagnosis, appropriate instruction, and continuous support.