AWARENESS ON SPECIAL NEEDS EDUCATION CONCEPTS OF POST GRADUATE DIPLOMA IN SPECIAL NEEDS EDUCATION STUDENT TEACHERS AT THE OPEN UNIVERSITY OF SRI LANKA

Abstract

Inclusive education is essential for addressing the diverse learning needs of students, particularly those with Special Educational Needs (SEN). The Postgraduate Diploma in Special Needs Education (PGDSNE) programme at the Open University of Sri Lanka (OUSL) aims to equip teachers with the skills and knowledge necessary to support students with SEN. Despite its success, evidence suggests that PGDSNE students face challenges in understanding core concepts related to Special Needs Education (SNE). This study investigates PGDSNE students' awareness of SNE concepts, evaluates the strengths and weaknesses of the programme delivery, and explores the challenges students encounter while learning and applying SNE concepts. A survey design was used for the study, utilizing a questionnaire and interviews to gather data from 33 PGDSNE students and three academic staff members. The survey revealed that while 68.4% of students were familiar with basic concepts such as inclusive education and special education, significant gaps existed in specialized areas like Braille literacy, with only 5.3% aware of it, and DSM-V criteria, with no students familiar with it. The study also highlighted the strengths of the PGDSNE programme, including professional development, experiential learning opportunities, and technology integration. However, students expressed concerns about the lack of practical application and demonstration, as well as insufficient support at regional centers. To address these issues, studentsrecommended introducing more guest lectures, workshops, videos, and interactive learning sessions (ILS) to enhance their understanding of SNE concepts. The findings suggest that PGDSNE students often lack awareness of key SNE concepts, such as Assistive Technology (AT), Braille, and inclusive education. To bridge these gaps, it is recommended to implement initiatives such as guest lectures led by SNE experts, interactive webinars, and workshops to provide updated knowledge and foster skill development. Field visits to specialized institutions, library visits, and access to digital resources would enhance independent learning, while video materials would cater to diverse learning preferences. Additionally, organizing more ILS would facilitate inperson interactions. By integrating these initiatives into the PGDSNE programme, students would be better equipped to bridge knowledge gaps, deepen their understanding, and effectively support inclusive education.