An investigation of inclusive education practices of government schools in Sri Lanka
This study was to investigate principals, teachers, and parents' experiences about the current inclusive education practices presently being implemented to cater to the needs of the students who have different abilities and with special education needs studying in secondary classrooms in government schools in Sri Lanka.
Semi-structured interviews were employed to gather data in this study. Since this study used a qualitative research approach, qualitative data analysis methods were utilized.
Though it is widely accepted that students with Special Education Needs should be included in the mainstream classroom to maximize their academic achievement and personal development, in the Sri Lankan school context there are many barriers. It was clear that when considering views, expressed by parents, a shift in attitudes and concepts is imperative. According to teachers’ pieces of evidence, it appears that teachers who are teaching in mainstream classrooms in government schools in Sri Lanka do not have a clear idea on inclusive education and inclusive education plans, therefore, a favorable atmosphere cannot be seen in the schools in providing the students with special needs, the students who have diverse capacities, talents, proficiencies.
