Abstract:
This study explored the strengths and challenges of implementing inclusive education (IE) in government
schools in the Batticaloa district of Sri Lanka. A qualitative approach involved multiple case studies of five
government schools. Participants included five Assistant Directors of Special Education/In-Service Advisors of
Special Education (ADs/ISAsSE), five principals, five class teachers, ten subject teachers, and five parents of
students with special educational needs (SENs). Data were collected through interviews, focus group
discussions, and observations. Positive perceptions were expressed about IE practices, including information
provision, student interactions, principal and teacher competencies, connections with health services and
parents, teaching methods, curriculum, assessment, and student achievements. Additionally, collaborative
efforts with stakeholders, peer and teacher-student interactions, principal and teacher competencies, teaching
methods, curriculum adaptation, assessment, and student accomplishments strengthened IE practices. However,
challenges were also identified, such as the absence of school-level IE policies, safe and accessible physical
infrastructure, implementation of Individualized Educational Plans (IEPs), and resource allocation. These
challenges contributed to negative perceptions of IE practices among stakeholders. The study recommends that
school-level IE policies be developed to facilitate IE practices, enhance school accessibility for children with
SENs, and improve resource allocation for IE practices in government schools in the Batticaloa district.
