The impact of inclusive education on students with special educational needs in the government schools of Batticaloa District in Sri Lanka

Abstract

The study aims to explore the strengths and obstacles encountered in implementing Inclusive Education (IE) within government schools in the Batticaloa district. The research utilised a qualitative approach through multiple case studies. Conveniently, five government schools practising IE in the Batticaloa district were selected. Participants were purposefully chosen and included five Assistant Directors of Special Education/In-Service Advisors Special Education (ADs/ISAs SE), five principals, five class teachers, ten subject teachers, and five parents of students with SENs. The interview schedules were used to collect information from ADs/ISAs SE, school principals, class teachers, and parents. At the same time, focus group discussions were conducted with subject teachers of inclusive classrooms. Observations were also made in the selected inclusive schools. Data analysis involved narrative analyses, which included coding, categorising, and theming. The study revealed that information provision, collaborative efforts of stakeholders, peer and teacher-student interactions, principal and teacher competencies, teaching methods, curriculum adaptation, assessment, and student accomplishments were found to strengthen IE practices. However, challenges were identified, such as the absence of school-level IE policies, safe and accessible physical infrastructure, Individualised Educational Plan (IEP) implementation, and resource allocation. Therefore, school-level IE policies should be developed to facilitate IE practices, improve the physical features of schools for easy accessibility for children with SENs, and improve the links for funding and resources in IE practices in government schools of Batticaloa district were recommended based on the findings.