Page 284 - RUICHSS 2023 Proceeding

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

• Teachers should be provided with proper trainings and

workshops related to inclusive education.

7. Conclusions

This study revealed that most participants identified the presence of the

students with SEN within their regular classrooms. Most of the teachers had
an awareness of inclusive education but they found it difficult to define the

term ‘inclusive education’ correctly. They did not have proper programmes,
workshops, and trainings regarding the methodologies and strategies on

inclusive education. The teachers found that the students with SEN have
different types of disabilities. And within the regular classroom, the teachers

had to cope with these different types of needs. Some teachers had students

with multiple needs. In that case, most of the teachers faced a number of
difficulties when teaching and managing the classroom with such students.

As the mainstream classroom consists of students with and without SEN,
teachers were under pressure when organizing classroom activities.

Handling a student with SEN within a class comprising a large number of
students was a major problem faced by the teachers. It was also challenging

for the teachers as they had to focus on covering syllabuses rather than

developing much needed skills and attitudes of the students in adhering to
the teaching learning process in Sri Lanka. Although the paradigm shifted

to a student-centred approach, the teachers encountered many doubts in

implementing classroom activities for the students with SEN. All the

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