Abstract:
Inclusive education is essential for addressing the diverse learning needs of
students, particularly those with Special Educational Needs (SEN). The
Postgraduate Diploma in Special Needs Education (PGDSNE) programme at the
Open University of Sri Lanka (OUSL) aims to equip teachers with the skills and
knowledge necessary to support students with SEN. Despite its success,
evidence suggests that PGDSNE students face challenges in understanding core
concepts related to Special Needs Education (SNE). This study investigates
PGDSNE students' awareness of SNE concepts, evaluates the strengths and
weaknesses of the programme delivery, and explores the challenges students
encounter while learning and applying SNE concepts. A survey design was used
for the study, utilizing a questionnaire and interviews to gather data from 33
PGDSNE students and three academic staff members. The survey revealed that
while 68.4% of students were familiar with basic concepts such as inclusive
education and special education, significant gaps existed in specialized areas like
Braille literacy, with only 5.3% aware of it, and DSM-V criteria, with no students
familiar with it. The study also highlighted the strengths of the PGDSNE
programme, including professional development, experiential learning
opportunities, and technology integration. However, students expressed
concerns about the lack of practical application and demonstration, as well as
insufficient support at regional centers. To address these issues, studentsrecommended introducing more guest lectures, workshops, videos, and
interactive learning sessions (ILS) to enhance their understanding of SNE
concepts. The findings suggest that PGDSNE students often lack awareness of
key SNE concepts, such as Assistive Technology (AT), Braille, and inclusive
education. To bridge these gaps, it is recommended to implement initiatives
such as guest lectures led by SNE experts, interactive webinars, and workshops
to provide updated knowledge and foster skill development. Field visits to
specialized institutions, library visits, and access to digital resources would
enhance independent learning, while video materials would cater to diverse
learning preferences. Additionally, organizing more ILS would facilitate inperson
interactions. By integrating these initiatives into the PGDSNE
programme, students would be better equipped to bridge knowledge gaps,
deepen their understanding, and effectively support inclusive education.
