Page 266 - RUICHSS 2023 Proceeding

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

1. Introduction and Research Problem

Inclusive Education is the capacity of education system to respond to

diverse needs and abilities of children, without considering their disabilities.
It is a child – focused approach in the field of education. It has been found

that the attitudinal barriers among teachers and parents of the students

without SEN became a challenge to the enrolment of students with SEN
within the regular classroom in the mainstream context. (Bhatnagar & Das,

2014).

Teaching students with SEN within the regular classroom has been

identified as challengeable. Implementing the curriculum, managing the

classroom activities and instructional materials would be rather difficult.
Additionally, the lack of appropriate resources, specialised training and

support systems could further impact the effectiveness of inclusive
practices. When mainstreaming students with SEN, there is a necessity for

modified strategies that the teachers could implement in their regular
classrooms. Those strategies include differentiated instruction,

individualised support plans, collaboration with special education

professionals, peer tutoring, assistive technologies, and fostering a positive
and inclusive classroom culture. Many researchers suggested that inclusive

practices can lead to improve academic performance, enhanced social and

emotional development, increased self-esteem, and greater participation in
classroom activities. The benefits of inclusive education extend beyond

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