Challenges Faced by Teachers in Implementing Inclusive Education in Batticaloa District Schools

Abstract

Inclusive education is considered a lofty goal that every country should strive to achieve. However, implementation of inclusive education and related policies remains difficult in developing countries like Sri Lanka. Therefore, this study is based on knowing the challenges faced by teachers in implementing inclusive education especially in Batticaloa area and to improve the quality of teaching in the future. The study titled “Challenges faced by teachers in implementing inclusive education in Batticaloa regional Schools” was conducted in five educational zones in Batticaloa District including; Education was carried out on the basis of implementing schools. The purpose of this study is to examine the strengths, weaknesses and challenges in the implementation of inclusive education within government schools in Batticaloa district. As a qualitative study, 05 consultants for special education, 05 principals, 120 class teachers, 300 subject teachers, 25 students and 25 parents were selected from five zones and five government schools in Batticaloa district on the basis of purposive sampling and on the basis of random sampling. Questionnaire, interview and documents were used as data collection tools to get information from them. Also, data was collected through group discussion from subject teachers. All the selected schools were observed. The data obtained through these quantitative and qualitative data were absorbed into the process of classification, thematic analysis, interpretation and discussion through appropriate software methods. Reinforcement of appropriate practices, lack of parental support, peer teacher-student interaction, teacher skills, teaching methods, curriculum adaptation, assessment and student achievement, social attitudes towards disabilities, heavy workload, government attitude, proper classroom technique, lack of safe infrastructure, resource allocation, Several challenges were identified related to inconsistency in implementing the Individualized Education Program (IEP), inadequate explanation of SNE to teachers. However, IE policies should be developed at the school level to facilitate IE practices. The study recommended improvement of the physical features of the school for every teacher to reach students at risk, strengthening of funds and resources in IE implementation in Batticaloa schools, development of fully trained teachers. Therefore, recommendations for the government to organize special training programs for teachers and head teachers on effective management of IE classrooms and delivery of inclusive education, as well as suggestions for future research on improving student achievement, improving students' soft and hard skills, and information communication technology (ICT), IE schools and physical resource management were presented by the researcher as central issues.