INCLUSIVE EDUCATION IN THE BATTICALOA DISTRICT: ANALYZING PRACTICES, STRENGTHS, AND CHALLENGES

Abstract

This study explored the strengths and challenges of implementing inclusive education (IE) in government schools in the Batticaloa district of Sri Lanka. A qualitative approach involved multiple case studies of five government schools. Participants included five Assistant Directors of Special Education/In-Service Advisors of Special Education (ADs/ISAsSE), five principals, five class teachers, ten subject teachers, and five parents of students with special educational needs (SENs). Data were collected through interviews, focus group discussions, and observations. Positive perceptions were expressed about IE practices, including information provision, student interactions, principal and teacher competencies, connections with health services and parents, teaching methods, curriculum, assessment, and student achievements. Additionally, collaborative efforts with stakeholders, peer and teacher-student interactions, principal and teacher competencies, teaching methods, curriculum adaptation, assessment, and student accomplishments strengthened IE practices. However, challenges were also identified, such as the absence of school-level IE policies, safe and accessible physical infrastructure, implementation of Individualized Educational Plans (IEPs), and resource allocation. These challenges contributed to negative perceptions of IE practices among stakeholders. The study recommends that school-level IE policies be developed to facilitate IE practices, enhance school accessibility for children with SENs, and improve resource allocation for IE practices in government schools in the Batticaloa district.