Perception of stakeholders on Special Education Unit (SEN) and the inclusive education system in schools with SEN in Ampara District, Sri Lanka
Abstract
This study was conducted to investigate the perception of stakeholders about the SEU system and its way forward to support inclusive education in the schools which practice the SEU system. The methodology of the study was mixed design (both qualitative and quantitative) and the survey method was used to conduct the study. 27 principals, seven In-Service Advisors (ISA) of Special Education (SE), and 86 SE teachers were selected purposively. Also, 35 parents of children with Special Educational Needs (SENs) were randomly selected for this study. Questionnaires, interview schedules, and focus group discussion schedules were administrated to collect data. The descriptive analysis method was applied to analyze the data. Also, the SPSS-21 version was used to analyze the data. Tables, bar-charts, and pie charts were utilized to interpret the findings of the study. Findings: the educational qualification and appointment type of the SE teachers and educational qualification of principals support to improve the SEU system and improve the inclusive education practices in their schools. Similarly, the 10 years of experience of the SEU system can support inclusive education. The positive perception of the SE teachers, principals, and ISAs SE supports the improvement of the SEU and inclusive education systems. The practices of the SEU system and support given to the SEU system can improve inclusive education practices of the students with SEN in the government schools of the Ampara District. This study suggests the proper guidance for inclusive education practices of students with SEN needs to develop in the schools in the Ampara District.
Keywords:
Special Education Unit, Special Needs Education, Integrated Education, Inclusive Education, Regular Schools
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References
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Woods, A. D., Morrison, F. J., & Palincsar, A. S. (2018). Perceptions of communication practices among stakeholders in special education. Journal of Emotional and Behavioral Disorders, 26(4), 209-224.
Aron, L., & Loprest, P. (2012). Disability and the education system. The future of Children, 97-122.
Frieden, L. (2004). Improving Educational Outcomes for Students with Disabilities. National Council on Disability.
Lopez, I. (1996). Towards Inclusive Education. Sweden: Swedish Save The Children.
Retrieved from https://resourcecentre.savethechildren.net/publishers/save-children-sweden.
Maria, D. K., & Nikolaos, P. (2017). Strengthening social skills in students with an intellectual disability in secondary education. Sino-US English Teaching, 14(6), 345-359.
Emam, M. M., & Alkharusi, H. (2018). School Leaders’ and Teachers’ Perceptions of Learning Disabilities: Implications for Support in Inclusive Schools in the Sultanate of Oman. International Journal of Disability, Development and Education, 65(5), 475-492.
Gasteiger-Klicpera, B., Klicpera, C., Gebhardt, M., & Schwab, S. (2013). Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities. International Journal of Inclusive Education, 17(7), pp. 663-681.
Faas, D., Smith, A., & Darmody, M. (2018). The role of principals in creating inclusive school environments: insights from community national schools in Ireland. School Leadership & Management, 38(4), 457-473.
Sider, S., Maich, K., & Morvan, J. (2017). School principals and students with special
education needs: Leading inclusive schools. Canadian Journal of Education/Revue canadienne de l'éducation, 40(2), 1-31.
Kesälahti, E. (2014). Aspects of administrative support in implementing inclusive education: a case study of three Finnish comprehensive schools (Master's thesis, fi= Lapin yliopisto| en= University of Lapland|).
Tichá, R., Abery, B., & Kincade, L. (2018). Educational practices and strategies that promote inclusion: Examples from the US. Sociální Pedagogika, 6(2).
Eastern Provincial Council. (2019). Statistical Information-2019 (Education). Retrieved from: https://www.ep.gov.lk/en/statistical-information-2019#6-education
UNESCO. (2003). Guidelines for Inclusion: Ensuring Access to Education for All: the United Nations Educational Scientific and Cultural Organization. de Fontenoy, Paris Perera, A. (2015). Sri Lankans disabled by war, forgotten in peace. IRIN. Retrieved from https://reliefweb.int/report/sri-lanka/sri-lankans-disabled-war-forgotten-peace
UNESCO. (2015). Government expenditure on education, total (% of GDP). Retrieved from http://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS
United Nations. (1989). Convention on the Rights of the Child; General Assembly resolution. Retrieved from: http://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf
United Nations. (2008). Convention on the Rights of Persons with Disabilities; Professional Training Series: No. 15 New York and Geneva. Retrieved from: http://www.ohchr.org/Documents/Publications/AdvocacyTool_en.pdf
UNICEF. (2007). Promoting the Rights of Children with Disabilities: Innocent Research Centre. Retrieved from http://www.un.org/esa/socdev/unyin/documents/children_disability_rights.pdf
UNESCO. (2015). Government expenditure on education, total (% of GDP). Retrieved from http://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS
Piyasena, K. (2003). Sri Lanka towards Inclusive Education. Retrieved from http://archives.dailynews.lk/2005/09/03/fea02.htm
Rajapakse, B.L. (1991). Policy Guidelines for Development of Special Education: National Institute of Education, Maharagama, Sri Lanka: Ministry of Education.
National Council for Special Education. (2014). Children with special educational needs – information booklet for parents, National Council for Special Education, 1-2 Mill Street, Trim, Co Meath. Retrieved from: https://ncse.ie/wpcontent/uploads/2014/10/ChildrenWithSpecialEdNeeds1.pdf
Ministry of Social Welfare. (2003). National policy on disability for Sri Lanka: Retrieved from https://www.unicef.org/srilanka/disability_policy_(1).pdf
Giangreco, M. F. (1997). Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture. International Journal of Disability, 44(3), pp.193-206.
Forlin, C., Chambers, D., Loreman, T., Deppeler, J. & Sharma, U. (2013). Inclusive Education for Students with Disability: A review of the best evidence in relation to theory and practice. Retrieved from https://www.researchgate.net/publication/272831889_Forlin_C_Chambers_D_Loreman_T_Deppeler_J_Sharma_U_2013_Inclusive_Education_for_Students_with_Disability_A_review_of_the_best_evidence_in_relation_to_theory_and_practice_Report_to_the_Australian_Govern
John, R.J.P., Attanayake, S., Daskon, L., Wickremasinghe, A. R. & Ameratunga, S. (2013). Disability studies in Sri Lanka: priorities for action. An International, multidisciplinary journal, dio: 10.3109/09638288.2013.864714.
Samararatne, D., Soldatic, K. & Perera, B. (2018). A Study of War-affected Women with Disabilities in Sri Lanka: [Pre-consultation Report], Penrith, Australia: Western Sydney University, Institute for Culture and Society.
Abeywickrama, S. P., Jayasinghe, I. K. & Sumanasena, S. P. (2013). Excluded in inclusive schools: Experiences of children with disabilities, their families and teachers in Sri Lanka. Disability, CBR & Inclusive Development, 24(1). doi:10.5463/dcid.v24i1.172
Furuta, H. & Alwis, K. A. C. (2017). Teaching Students with Special Educational Needs in an Inclusive Educational Setting in Sri Lanka: Regular Class Teacher’ View; CICE Hiroshima University. Journal of International Cooperation in Education, (19)2. pp.1-18.
Dhanapala, T.D.T.L. (2009). Success of Inclusion in Sri Lanka. Retrieved from http://icevi.org/publications/icevi_wc2006/09_inclusive_educational_practices/Papers/wa_053_tdtl%20dhanapala.pdf
Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage publications.
Theeb, R., Muhaidat, M., & Al-Zboon, E. (2014). Profesional competencies among pre-service teachers in special education from their perspectives. Education, 135(1), 133-143.
Woods, A. D., Morrison, F. J., & Palincsar, A. S. (2018). Perceptions of communication practices among stakeholders in special education. Journal of Emotional and Behavioral Disorders, 26(4), 209-224.
Aron, L., & Loprest, P. (2012). Disability and the education system. The future of Children, 97-122.
Frieden, L. (2004). Improving Educational Outcomes for Students with Disabilities. National Council on Disability.
Lopez, I. (1996). Towards Inclusive Education. Sweden: Swedish Save The Children.
Retrieved from https://resourcecentre.savethechildren.net/publishers/save-children-sweden.
Maria, D. K., & Nikolaos, P. (2017). Strengthening social skills in students with an intellectual disability in secondary education. Sino-US English Teaching, 14(6), 345-359.
Emam, M. M., & Alkharusi, H. (2018). School Leaders’ and Teachers’ Perceptions of Learning Disabilities: Implications for Support in Inclusive Schools in the Sultanate of Oman. International Journal of Disability, Development and Education, 65(5), 475-492.
Gasteiger-Klicpera, B., Klicpera, C., Gebhardt, M., & Schwab, S. (2013). Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities. International Journal of Inclusive Education, 17(7), pp. 663-681.
Faas, D., Smith, A., & Darmody, M. (2018). The role of principals in creating inclusive school environments: insights from community national schools in Ireland. School Leadership & Management, 38(4), 457-473.
Sider, S., Maich, K., & Morvan, J. (2017). School principals and students with special
education needs: Leading inclusive schools. Canadian Journal of Education/Revue canadienne de l'éducation, 40(2), 1-31.
Kesälahti, E. (2014). Aspects of administrative support in implementing inclusive education: a case study of three Finnish comprehensive schools (Master's thesis, fi= Lapin yliopisto| en= University of Lapland|).
Tichá, R., Abery, B., & Kincade, L. (2018). Educational practices and strategies that promote inclusion: Examples from the US. Sociální Pedagogika, 6(2).
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K.Ketheeswaran. (2021). Perception of stakeholders on Special Education Unit (SEN) and the inclusive education system in schools with SEN in Ampara District, Sri Lanka. Muallim Journal of Social Sciences and Humanities, 5(2), 85-101. https://doi.org/10.33306/mjssh/123
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