Page 275 - RUICHSS 2023 Proceeding

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

A case study done by Yilmaz, R.K in 2021 in India has revealed that most

teachers do not create diversity in terms of assessment and evaluation to
address individual differences and needs of students with SEN within

regular classrooms. Accordingly, the students with SEN also received the

same papers, materials and exams as other students.

The role of the teacher is a critical determinant in the implementation of

inclusive education and its success, and the teachers need a positive attitude,
motivation, and fundamental support in enhancing the outcomes of teaching

(Forlin & Chambers, 2011). There were many factors which affected the
perception of teachers on inclusive education. In general, evidence reports

that some teachers especially older teachers had negative attitudes towards

inclusive education as they might had limited or no trainings on inclusive
education (Monsen, Ewing & Kwoka, 2013).

It is challengeable to handle students with SEN in regular classrooms as the
regular class teachers have to face various barriers (Eleweke & Rodda,

2002, Furuta, 2009. Gronlund, Lim, & Larsson, 2010).

6. Results and Findings

The study investigated the perceptions of 35 teachers in the Baddegama

Education Division from three schools. The Baddegama Education division
belongs to Galle district and Galle Education Zone.

Data were collected based on the voluntary participation of the teachers,

through a semi- structured interview. The interview was done in Sinhala to

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