Perception of stakeholders on Special Education Unit (SEN) and the inclusive education system in schools with SEN in Ampara District, Sri Lanka
Keywords:
Special Education Unit, Special Needs Education, Integrated Education, Inclusive Education, Regular SchoolsAbstract
This study was conducted to investigate the perception of stakeholders about the SEU system and its way forward to support inclusive education in the schools which practice the SEU system. The methodology of the study was mixed design (both qualitative and quantitative) and the survey method was used to conduct the study. 27 principals, seven In-Service Advisors (ISA) of Special Education (SE), and 86 SE teachers were selected purposively. Also, 35 parents of children with Special Educational Needs (SENs) were randomly selected for this study. Questionnaires, interview schedules, and focus group discussion schedules were administrated to collect data. The descriptive analysis method was applied to analyze the data. Also, the SPSS-21 version was used to analyze the data. Tables, bar-charts, and pie charts were utilized to interpret the findings of the study. Findings: the educational qualification and appointment type of the SE teachers and educational qualification of principals support to improve the SEU system and improve the inclusive education practices in their schools. Similarly, the 10 years of experience of the SEU system can support inclusive education. The positive perception of the SE teachers, principals, and ISAs SE supports the improvement of the SEU and inclusive education systems. The practices of the SEU system and support given to the SEU system can improve inclusive education practices of the students with SEN in the government schools of the Ampara District. This study suggests the proper guidance for inclusive education practices of students with SEN needs to develop in the schools in the Ampara District.
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