Reset, Restart, and Refocus on Communication Competence and Exploring the Role of Communication in the Inclusive Setting: A Study Based on Grade 03 Students of Southlands College, Galle

Communication is the cornerstone of human existence and a fundamental right for all. The principles of inclusive education drive the integration of children with special needs into mainstream education, ensuring equal treatment and non-discrimination for all students. Inclusive education greatly benefits children with learning disabilities by offering equal educational opportunities, regardless of their needs, abilities, socioeconomic status, race, nationality, gender, religion, health, or location. This research paper examines the implementation of inclusive education in Grade 3 at Southlands College, Galle. It explores the perceptions of Grade 3 teachers and parents on the role of communication in integrating children with special needs. The study focuses on communication strategies, essential characteristics, and their practical application when working with these children. Grade 3 teachers and parents at Southlands College completed a self-designed questionnaire assessing their awareness of the importance of communication in children's social, emotional, and cognitive development, as well as their understanding of inclusive education for children with special needs. The questionnaire also evaluated the readiness of Grade 3 teachers to communicate effectively with special needs children and their parents in an inclusive educational environment. The data were analyzed quantitatively using Microsoft Excel, followed by qualitative analysis involving coding and indexing. The research findings indicate that Grade 3 teachers lack the necessary communication skills to work effectively with children with special needs, particularly when dealing with parents who have limited communication abilities. As a result, it is recommended to enhance communication competence and re-evaluate the role of communication within the inclusive education framework.