Teaching Students with Special Educational Needs in an Inclusive Educational Setting in Sri Lanka: Regular Class Teacher’s View
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Alwis, K. A. C.
This study examined how regular class teachers view teaching students with special educational needs (SEN) in Sri Lankan government schools. Three types of schools in three education zones were visited and 36 teachers were interviewed. The results revealed that all the participants recognized the presence of a student with SEN in their classes, and majority of them were aware that they had given some sorts of accommodations/modifications to teach them. In addition, it was found teachers felt they were supported especially from the school administrators. Results also indicated that teachers face stress or dilemmas when balancing classes to meet the needs of both students with and without SEN. However, there was a pitfall in coordination between teachers of regular classes and special units. More training and seminar need to be introduced on inclusive education strategies and philosophy that reinforces teachers’ professional ideas of accepting students in need.
This research was conducted as a part of the project on the topic concerning “Educational Policy Research on Equity and Inclusion in the Asia-Pacific Region” carried out by Prof. Kazuo Kuroda, Center for the study of International Cooperation in Education, Waseda University, and funded by the Official Development Assistance of the Japanese National Commission for UNESCO, Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan.
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