Page 274 - RUICHSS 2023 Proceeding

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

Inclusive education is the opportunity to learn together and is the most

natural thing in an everchanging society (Ciobanu, 2017).

The rationale behind inclusion is that a child with a disability will best be

able to cope in a typical world by being able to adapt in a regular school

environment. (Eleweke & Rodda, 2002). Inclusive education in a broad
sense is to include the child’s presence, participation, acceptance by others

and achievements in mainstream schools (Booth & Ainscow, 2000).

Perceptions of Teachers on Inclusive Education

Positive teacher attitudes towards inclusion are essential to the successful
implementation of an inclusive classroom (Cologan, 2012; Costello &

Boyle, 2013). Inclusion depends on the willingness of class teachers to

accept and provide instruction to students with disabilities (Priyadarshini &
Thangarajathi, 2016; Underwood, Valeo & Wood,2012). Teachers’ role is

very important for the process of education. According to research done by

the UNESCO in 1980s’, it was discovered that the regular class teachers
were willing to have students with SEN in their classes. Although law and

policy emphasised the inclusive practices in mainstream classrooms
worldwide, the success of inclusive education is still dependant on the class

teachers’ attitudes towards inclusive education and their acceptance of
students with SEN in their regular classrooms. Teachers are the individuals

that adapt the pedagogy of teaching and learning process in order fulfil the

various needs of students (Avramids & Norwich, 2002).

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