Page 280 - RUICHSS 2023 Proceeding

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

widely known to teachers, but they had an awareness of students with SEN

in their regular classrooms.

In line with the objectives of the study, teachers were asked how they cope

with students with SEN in their regular classrooms and their teaching

experiences related to inclusive education. Teachers had to play different
roles in the classrooms in order to fulfil various needs of SEN students.

Teachers followed various methods to cope with students with SEN within
the regular classroom.

Figure 2: Methods Followed by Teachers in Teaching Students With
SEN

30

25
20

15
10

5
0
Individaul Peer Assistence different admitting to the extra tutoring
Assistence classroom special unit
arrangements

Number of teachers

To minimise the difficulties faced by the teachers when teaching SEN

students within the regular classroom, most of them used extra tutoring for

such SEN students. Among the investigated schools, only one school had a
special unit. So, admitting to the special unit was not common practice.

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