Challenges in the Teaching–Learning Process Faced by Teachers in Inclusive Classrooms: Evidence from Sri Lanka

Inclusion has become a priority in education reform efforts today to promote the learning of all students with varying needs. While Sri Lanka has progressive policies for inclusive education, effective practice is largely reliant on teachers' competencies, resources, and institutional support. This study aims to highlight major challenges for teachers in the teaching-learning process, challenges in teaching diverse classrooms, availability of resources and institutional support, perceptions of teachers about inclusive practices and, based on this information, provide recommendations for enhancing inclusive classrooms. This research explores the challenges faced by teachers in inclusive classrooms in Sri Lanka through a mixed method research approach - mainly quantitative (95%) and qualitative (5%). A stratified sample of 200 teachers was surveyed using a structured questionnaire (Cronbach's α = 0.87) and 10-15 teachers were interviewed through semi-structured interviews. The key findings show challenges mainly surrounding classroom management, inadequate teacher training, lack of instructional resources, and lack of institutional support - across all teacher groups and types of schools. The findings suggest that the improvement of teacher competencies, availability of resources and institutional support are vital for sustainable inclusive education and should be promoted in inclusive schools in Sri Lanka.

inclusive education, teachers, challenges, Sri Lanka, differentiated instruction

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