Teachers’ Perception about the Inclusive Education (IE) Practices in the Government Schools in the Batticaloa District of Sri Lanka

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Commonwealth of Learning (COL)

This study investigates into the perceptions of government school teachers about Inclusive Education (IE) practices and the scope for future improvement of IE practices in the Batticaloa district in Sri Lanka. The quantitative and qualitative approaches were employed for conducting the research process; survey method was followed to carry out the research. Both classroom teachers and subject teachers from whole inclusive schools of the Batticaloa District were selected as sample for this study. Questionnaires were utilized for collecting data from 1740 samples. However, 462 completed questionnaires were received by the researcher. Quantitative methods were employed for analyzing and for finding the outcome of the research with the support of SPSS16. Specifically, frequencies, mean value and crosstabs analysis were utilized for finding of results. // According to the findings, majority of the teachers are female and younger and also majority of teachers have a degree and postgraduate degree as educational and professional qualification. Moreover, average mean value of the responses is 3.29; it shows that teachers have a positive perceptions about the IE practices. However, when compared with each indicator, teachers have negative perceptions in relation to the financial facilities, support of the parents and Individual Education Plan (IEP) practice in the IE practices. Furthermore, the inclusive classroom teachers are more positive than subject teachers in their perceptions. However, inclusive classroom teachers also have negative perceptions in relation to the practice of IEP. Moreover, the Batticaloa Education zone is generally good in IE practices. However, Batticaloa West zone is low in IE practices. Conclusion; the perception of teachers about IE is positive but nearly average and unequal among regions and professions. And therefore a mechanism should be devised and implemented for creating an awareness among teachers and other stakeholders. // Paper ID 25

Inclusive Education,Teachers