Page 285 - RUICHSS 2023 Proceeding

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

participants were positive about the presence of the students with SEN in

their regular classroom and they emphasised the necessity of a proper
strategy to enhance expected outcomes of inclusive education in Sri Lanka.

All the teacher respondents accepted the right to education in an equal

setting and inclusion of the students with SEN into regular classrooms rather
than separating them into a special unit.

8. References

Anderson, J., & Boyle, C. (2015). Inclusive education in Australia:
Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-

22. http://doi.org/10.1111/1467-9604.12074

Avramids, E., & Norwich,B. (2002). Teachers’ attitudes towards
integration/inclusion: A review of literature. European Journal of

Special Education, 17(2), 129-147. doi:
10.1080/08856250210129056

Barnes, M.C., & Gaines,T. (2015). Teachers’ attitudes and perceptions of
inclusion in relation to grade level and years of experience. Electronic

Journal for Inclusive Education, 3(3).

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