Teachers’ Perceptions of the Students With Special Educational Needs in an Inclusive Educational Context in the Baddegama Educational Division

Abstract

Inclusive education promotes the integration of students with Special Educational Needs (SEN) into regular classrooms, fostering an environment where all learners can thrive together. This study explored the teachers’ perceptions of teaching students with SEN in government schools in the Baddegama Educational Division. Two national schools and one junior secondary school (1 C) were visited, and 35 teachers were interviewed. The findings of the study revealed that inclusive education offers numerous advantages, such as promoting social integration, enhancing academic achievements, developing empathy and tolerance among students and preparing all learners for an inclusive society. However, the practice of teaching students with SEN within a regular classroom also presents challenges. And it is a complex but rewarding endeavour. The study has suggested that various strategies and modifications should be implemented to address these challenges. Teachers may encounter difficulties in meeting individualised learning needs and handling diverse abilities and behaviours especially due to lack of facilities. The outcomes of the inclusive education for students with SEN were diverse and multifaceted. The participants suggested that having proper training with the support of the school administrators, implementing appropriate modifications and strategies in an inclusive education context and teaching students with SEN within the regular classroom would be more beneficial. By fostering a culture of inclusivity, teachers could create an environment where students with SEN will be able to develop academically, socially, and emotionally while benefiting their peers in the regular classroom setting.