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Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka

Authors
Journal
Teaching and Teacher Education
0742-051X
Publisher
Elsevier
Volume
43
Identifiers
DOI: 10.1016/j.tate.2014.07.003
Keywords
  • Inclusion
  • Disabilities
  • Skills
  • Teacher Training
  • Sri Lanka
Disciplines
  • Education

Abstract

Abstract This study examined the preparedness of regular and special education teachers in Sri Lanka to teach students with disabilities in an inclusive educational setting. It also explored their perceptions of the term ‘inclusion’ and its applicability to the Sri Lankan context. A total of 75 teachers were surveyed using a two-part questionnaire. In addition, semi-structured interviews were conducted with eight teachers. The interview data was analyzed using Framework Analysis and the quantitative survey data was analyzed using descriptive statistics. Special education teachers indicated higher perceived competence in working with students with special needs compared to general education teachers. Implications for teacher preparation via pre-service and in-service training are discussed.

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