Changes in Stakeholders’ Attitudes towards Inclusive Education Practices

This study aims to investigate the extent to which the attitudes of stakeholders are changed about the regular classroom practices that have been transformed as Inclusive Education (IE) practices in the school system. The research design was a case study, and the research approach was qualitative. Five government schools in the Batticaloa district that practice IE were selected using a convenience sampling method. Five Assistant Directors of Special Education, five principals, five class teachers, and ten subject teachers were selected as participants, purposively. The interview schedules were administrated to gather data from Assistant Directors of Special Education, principals, and class teachers. The focus group discussion schedule was utilized to collect data from subject teachers of inclusive classrooms. The observation schedule was utilized to collect data from selected schools. Thematic analysis was used to analyze qualitative data by coding and categorizing. Stakeholders have positive attitudes and practices in both the key practices of information provisions for IE and student interactions in IE. On the other hand, negative attitudes were observed among the stakeholders regarding the development of individual education programmes for students with special educational needs, and a policy for IE. Also, there are mixed attitudes towards the practice of physical features for IE among stakeholders. As a recommendation, awareness should be created about the importance of IE policy and individual education program at school level and zonal level. Additionally, awareness should be created regarding the importance of physical features in IE and the responsibilities of stakeholders.