Stakeholder Attitudinal Shifts towards Implementing Inclusive Education

The aim of this study is to examine the extent to which stakeholders' attitudes have changed regarding the shift of the general school structure towards Inclusive Education (IE) practices. This research was conducted using case study design and a qualitative approach. Five general schools implementing inclusive education practices in the Batticaloa District were selected using convenience sampling method. The participants comprised five Assistant Directors of Education for Special Education, five principals, five classroom teachers, and ten subject teachers. Interview schedules were used to collect data from the Assistant Directors of Education for Special Education, principals, and classroom teachers. A focus group discussion schedule was used to collect data from subject teachers in inclusive classrooms. Descriptive analysis was employed to analyze the data through coding, categorization, and theme generation. The findings indicate that stakeholders in inclusive education demonstrate positive attitudes and practices towards both key areas: provisions for special needs and student interactions within inclusive settings. On the other hand, stakeholders demonstrate negative attitudes and face practical challenges regarding the development of Individualized Education Programmes (IEPs) for students with special educational needs, as well as in relation to inclusive education policies. Furthermore, mixed attitudes are evident towards the implementation of physical structures for inclusive education. In this respect, negative attitudes are observed among higher authorities, while teachers display more positive attitudes. Based on these findings, it is recommended that awareness be strengthened at both school and zonal levels regarding the importance of inclusive education policies and Individualized Education Programmes to enhance inclusive education practices for students with special educational needs in government schools in the Batticaloa District. In addition, awareness should be raised about the need for appropriate physical infrastructure for inclusive education and the responsibilities of relevant stakeholders in ensuring its provision.

Inclusive Education; Stakeholders

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