Page 265 - RUICHSS 2023 Proceeding

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

in Language Studies, 8(7), 880. Retrieved from

https://doi.org/10.17507/tpls.0807.21

Teachers’ Perceptions of the Students With Special
Educational Needs in an Inclusive Educational Context in the
Baddegama Educational Division

M. G. S. Poshitha
Faculty of Education, University of Colombo, Sri Lanka
mgsujani2012@gmail.com

Abstract

Inclusive education promotes the integration of students with Special Educational Needs
(SEN) into regular classrooms, fostering an environment where all learners can thrive
together. This study explored the teachers’ perceptions of teaching students with SEN in
government schools in the Baddegama Educational Division. Two national schools and one
junior secondary school (1 C) were visited, and 35 teachers were interviewed. The findings
of the study revealed that inclusive education offers numerous advantages, such as
promoting social integration, enhancing academic achievements, developing empathy and
tolerance among students and preparing all learners for an inclusive society. However, the
practice of teaching students with SEN within a regular classroom also presents challenges.
And it is a complex but rewarding endeavour. The study has suggested that various
strategies and modifications should be implemented to address these challenges. Teachers
may encounter difficulties in meeting individualised learning needs and handling diverse
abilities and behaviours especially due to lack of facilities. The outcomes of the inclusive
education for students with SEN were diverse and multifaceted. The participants suggested
that having proper training with the support of the school administrators, implementing
appropriate modifications and strategies in an inclusive education context and teaching
students with SEN within the regular classroom would be more beneficial. By fostering a
culture of inclusivity, teachers could create an environment where students with SEN will
be able to develop academically, socially, and emotionally while benefiting their peers in
the regular classroom setting.
Keywords: Difficulties, Inclusive Education, Perception, Regular Classroom, Special
Educational Needs

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