Strategies Used by the Teachers who are in Inclusion Classrooms Regarding the Students with Special Educational Needs

Abstract

Integrating children with special educational needs in ordinary schools has been a central aspect of providing educational rights to every child. Sri Lanka is a country that values education, and the government schools provide free education facilities to every student concerning special educational opportunities for disabled students as well. Children with disabilities in Sri Lanka are educated through inclusion in mainstream or specialized schools. Teachers are the most important persons contributing to achieving the expected outcomes of inclusive education policy. They are the people who take action and implement educational reforms at the school level. A key element in the successful implementation of inclusive education is teachers’ ability to maintain and teach a classroom with an inclusive background. Therefore, the present research inquired about the strategies used by teachers in inclusive classrooms regarding students with special educational needs. The main objectives of the study are to find out the awareness about inclusive education among the teachers who are in inclusive classrooms, to identify the motivational strategies used by the teachers who are in inclusive classrooms, and to find out the teaching methods used by the teachers who are teaching in inclusive classrooms. Qualitative methods were used to collect data with classroom observations and semi structured interviews. A purposive sampling method was used to select the sample, and gathered data were analyzed thematically. Evidently, the teacher’s awareness of inclusive education was insufficient, and they were not provided with proper training regarding teaching in an inclusive classroom. Teachers used motivational strategies like reinforcement methods, assisting the issues of the SEN students, arranging the classroom environment according to the needs, and giving equal opportunities to the students. Most teachers used the lecture method in the classroom. Brainstorming and role-play were also visible. Less use of student-centred methods was visible. Proper awareness and training are needed to uplift the quality of teaching in inclusive classrooms in Sri Lanka.