Page 272 - RUICHSS 2023 Proceeding

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

This study mainly focused on finding the perceptions of the class teachers

who work in the regular classroom setting on inclusive education and
teaching students with SEN within their regular classrooms. The research

objectives were as follows:

1. To find the teachers’ awareness of inclusive education;
2. To find how the class teachers cope with students with SEN in Sri

Lankan context;
3. To find the difficulties and problems of practising inclusive

education with regard to students with SEN;
4. To find the teachers’ perceptions of teaching students with SEN

within regular classrooms.

4. Scope and Significance of the Study

During the last few decades, special education has been shifted from
segregated instruction to integrated education. The government has taken

major actions to include all under the mainstream of a regular school.
However, inclusive education remains much debated. Inclusive education

addresses the learning needs of all children, and its purpose is to move from
segregated teaching and learning contexts to the inclusion of students with

SEN within the general classroom (Florin, 2009).

However, Countries with less resources such as Sri Lanka has many doubts
when implementing this process. This study focused on the teachers’

perceptions of teaching students with SEN within regular classrooms. It was
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