Page 273 - RUICHSS 2023 Proceeding

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

identified that this topic should be discussed and the study should be

expanded furthermore to find out effective strategies pertaining to inclusive
education. This study highlighted the different perceptions of teachers who

were working as class teachers (primary & secondary). The study

investigated only the Baddegama Education Division which belongs to the
Galle Education Zone in Sri Lanka.

5. Review of the Relevant Literature

Inclusive Education

Inclusive education has featured prominently in worldwide educational

discourse and reform efforts over the past 30 years (Berlach & Chambers,
2011, Forlin, 2006). Inclusive education is based on a philosophy that stems

from principles of social justice, and is primarily concerned with mitigating

educational inequalities, exclusion, and discrimination (Anderson & Boyle,
2015, Booth, 2012; Waitoller & Artiles, 2013).

The United Nations Children’s Fund (2009) reported there were 200 million
children with disabilities in the world. Inclusion is the process of educating

children in a way that benefits all students and involves clear participation
(Ciobanu,2017). It is considered to be the education for all.

Inclusive education seeks to address the learning needs of all children,

young people and adults, with particular emphasis on those vulnerable from
the point of view of marginalization and social exclusion (UNESCO,1994).

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