Page 152 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

Special Needs Education specify, inclusion in the context of education is

based on the idea that all children should learn together, regardless of
differences or disability (UNESCO, 1994). Scholars such as Abeywickrama

et al., (2013), Alwis (2005), Ellepola (2016), and Nunan et al., (2020) have

emphasised that the experience, knowledge, and attitude of teachers and
other professionals are beneficial and crucial for the implementation of

inclusive education.

Dhanapala (2006) has highlighted that there should be strategies and action

plans to encourage and increase diversity and equality for staff and students,
regardless of ethnicity, religion, ability, sexual orientation, or gender.

In 2013, the education first policy reaffirmed the inclusion of children with

disabilities in education, and, to the extent possible, should be taught in
regular classrooms. The Education Sector Development Plan (ESDP) 2018–

2025 promotes inclusive education in parallel with strengthening special
education. It specifically focuses on strengthening special education,

inclusive education, and non-formal education (Abeywickrama et al., 2017).

Sri Lanka has adopted the Disabled Persons (Accessibility) Regulations,

No. 1 of 2006 which clearly indicates, “all existing public buildings, public
places and places where common services are available, shall within a

period of three years from the coming into operation of these regulations,

be made accessible to persons with disabilities incompliance with the

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