IDENTIFICATION OF SPECIAL EDUCATION NEEDS OF SEN Report Nov 29, 2016.pdf · – iii – LIST OF...
Transcript of IDENTIFICATION OF SPECIAL EDUCATION NEEDS OF SEN Report Nov 29, 2016.pdf · – iii – LIST OF...
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IDENTIFICATION OF SPECIAL EDUCATION NEEDS OF PRIMARY SCHOOL CHILDREN IN SRI LANKA
POSTGRADUATE INSTITUTE OF MANAGEMENT
The PIM Research Centre2016
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Disclaimer
The information contained in this report was compiled using information supplied by the
teachers, management and parents of selected schools, within the districts of Colombo
and Gampaha, in the Western Province of Sri Lanka. The information contained in this
report, is current as of January 2016. While all reasonable care has been taken in compiling
the information the Research Centre of the Postgraduate Institute of Management (PIM),
its investigators and agents disclaim all liability, for any error, omission, loss, damage or
injury of whatever nature, suffered by any person or property, as a result of the information
contained in this report.
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LIST OF CONTENTS
List of Contents iii
List of Tables v
List of Figures vi
Message from Director, PIM vii
Message from Head, PIM Research Centre viii
EXECUTIVE SUMMARY ix
CHAPTER 1: INTRODUCTION 1 – 4
Background 1
Project objectives 3
Industry information 3
SENdefinition 3
Survey scope 4
Methodology 4
CHAPTER 2: SURVEY RESULTS 5 – 18 Teachers and school management demographics 6
Parent-demographics 8
Awareness of teachers and management about SEN 9
Attitude of teachers and management about SEN 12
Steps taken to support SENs in schools 15
Attitude of parents towards SEN 17
The desire to show results at competitive examination 18
CHAPTER 3: IMPLICATIONS 21 – 23 Industry implications 21
Social implications 22
Policy implications 22
CHAPTER 4: RECOMMENDATIONS 24 – 31 Awareness of teachers and management about SEN 24
Attitude of teachers and management about SEN 24
Steps taken to support SENs in schools 25
Attitude of parents towards SEN 26
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General Recommendation 26
Industry best practices 27
CAPTER 5: CONCLUSION 32 Limitations 32
Areas for future study 32
REFERENCES 33
Annexe 01: Survey Methodology 35
Annexe 02: Geographic Dispersion of Schools 38
Annexe 03: Parents Questionnaire with Covering Letter 40
Annexe 04: Teachers Questionnaire with Covering Letter 45
Annexe 05: Special Education Needs (SENs) considered in the survey 53
Annexe06:Definitions 60
Annexe 07: Related Regulatory Frameworks 62
Annexe08:ResearcherProfiles 67
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LIST OF TABLES
Table 1: Types of schools represented – Composition of schools in 5
sample
Table 2: Samples collected and rejected 6
Table 3: Type of schools represented – Teachers & School Management 6
Table 4: Age range distribution of teachers and management 7
Table 5: Types of schools represented 8
Table6:Awarenessofteachersandmanagementaboutspecific 10
areas of SEN
Table7:Attitudeofteachersandmanagementaboutspecific 12
areas of SEN
Table 8: Acceptance of students with SEN symptoms by teachers 13
in a regular classroom
Table 9: Attitude of teachers and management about SENs - 13 Comparison against school type
Table 10: Steps taken to support SENs in schools 15
Table 11: Attitude of Parents towards SEN students 17
Table12:Reasonsfordifficultyofenrolmentinschools 18
Table 13: Attitude of Parents towards SEN – 19
Comparisons against school type
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LIST OF FIGURES
Figure 1: Percentage of Male and Female teachers and 7 administrators surveyed
Figure 2: Experience range of teachers and management 8
Figure 3: Age-range distribution of students 9
Figure 4: Sources of SEN experience of the teachers and management 10
Figure 5: Experience with SEN students - Comparison against 11 school type
Figure6:Insufficientpreparationofteachersandeducationleadersfor 16 inclusion - Comparison against school type
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MESSAGE FROM DIRECTOR, PIM
We at the PIM are indeed delighted to present the precious findings of an industrial survey related tostudents with special educational needs (SEN). The PIM being the pioneering premier in many fronts has taken the initiative in conducting a comprehensive study,andcompilingasetofconcretefindings.
Let me commend the efforts taken by the student researchers ably guided by the PIM’s Research Centre. Conducting an industry survey involving a sample of 12,000 is by no means an easy task. The commitment
demonstrated by them with the required clarity and collaboration is a clear sign of an emerging vibrant research culture at the PIM.
Industrial surveys of this nature, consistent and compliant with applied research norms is a classic answer to the critics who often complain that research does not bring out results ofpracticalsignificance.Ihavenodoubtthatthefindingsofthissurveywillbeofutmostimportance to the policy makers as well as practitioners with regard to SEN.
It is heartening to note that by embarking on studies of this calibre, we strengthen the research “pillar” of the PIM’s edifice of excellence.Our vision is to be a centre ofmanagementexcellence in South Asia. As our mission highlights, “we ignite human imagination by producing leaders having global presence with local touch. In this endeavour, we pursue innovative teaching, cutting-edge research, enriching partnerships, inspiring sustainability and exemplary governance”. Values of the PIM, namely, Passion, Integrity and Mindfulness are shared with all, and are shown in synergistic actions.
Being the premier postgraduate management entity in Sri Lanka, the PIM’s role in research has always been results-oriented. We emphasise managerial implications of applied research, in highlighting the needed contribution towards the socio-economic upliftment of our nation. We look forward to publish many meaningful monographs of this nature from time to come.
Prof. Ajantha S. DharmasiriDirector and Chairman of the Board of Management,Postgraduate Institute of Management
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MESSAGE FROM HEAD, PIM RESEARCH CENTRE
The PIM Research Centre is dedicated to train researchers and to research in the spheres of business and public management. While research leading to new knowledge is the top priority of the PIM Research Centre, it takes applied research such as policy studies and impact studies as being of utmost importance. It is thus one of the self-assumed responsibilities of the PIM Research Centre. In this context I am happy to write a message to this monograph that reports the study that explored the special education needs of primary school children in Sri Lanka by a group of MBA students. In fact, it shows the unswerving dedication the PIM
ResearchCentrehastowardsfindingandimpartingusableknowledgetothesociety.
Thestudyembodiedinthismonographissignificantinseveralways,amongwhichtwoofthemIwouldliketomentionhere.Thefirstbeingthatitexploressociologically,economicallyand also politically the important issues revolving around the special education needs of primaryschoolchildren:agroupwhohasnothadsufficientattentionfordecadesintheSriLankan society. The second is that the study demonstrates the desire and dedication of our MBA students for ‘learning’, and their obligations to the contemporary society.
This survey is one of the largest (if not the largest) surveys undertaken by any group of studentsinthecountrythusfar.Whilethestudyfindingsindicate‘notsopositiveattitudes’that our schools hold towards this special category of students, I believe that these ‘not so positive attitudes’ towards this segment could in the least be accounted for by a lack of resources,bothhumanandphysical.Thesefindings, therefore,clearlysignal thedemandfor intervention by those responsible for children’s education. For certain, applied research deals essentially with problems that require intervention.
Further, I believe that it is worth asking those responsible for intervention, if we expect progressintheadoptionandexecutionofthefindingsofsuchappliedresearchfindings.Itwouldotherwisebeinterpretedtosaythatsuchfindingsandrevelationsareofmereacademicvalue. I firmly believe that suchfindings are catalytic.Therefore,while appreciating theefforts of those involved in this exhaustive study, I invite all those who are interested in applied research to get involved in the deliberations as it is a vital issue that needs to be brought forth for the attention of the responsible segments of the society.
Prof. J A S K JayakodyHead, PIM Research CentreAssociateProfessorinManagement&Organization
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EXECUTIVE SUMMARY
Thisreportoutlinesthemainfindingsofasurveyconductedon‘IdentificationofSpecial
Education Needs (SENs) of Primary School Children in Sri Lanka’, by the Postgraduate
Institute of Management (PIM) in 2015.
Childrenhavespecialeducationneedsiftheyhavealearningdifficulty,whichcallsfora
specialeducationalprovisiontobemadeforthem.Alearningdifficultyis,havingagreater
difficultyinlearningthanthemajorityofchildrenofthesameage,whichpreventsorhinders
them from making use of educational facilities generally provided for children in schools.
Theprimaryfocusofthisstudyisonchildrenwithlearningdifficulties,mildtomoderate,
where suchneeds cannotbe identified throughappearance, as theydonot fall under the
‘Disabled’ umbrella.
Educational reforms in Sri Lanka during the last three decades have been concerned with
improving the quality of education, especially, making the curriculum more relevant to the
needs of the country. Sri Lanka has a near universal adult literacy rate and a high primary
school enrolment, primarily due to the free education policy and the Compulsory Education
Ordinance(ProtectionoftheRightsofPersonswithDisabilities,1996).However,despite
the provisions made, out of the 10.6% population of school-aged children with disabilities,
only 4.6% children have access to education (UNICEF, 2003). Therefore, by 2005, there
were 907 Special Education Units (SEUs) catering to SEN children in Sri Lanka (The Asian
Development Bank, 2006).
According to a report published by the European Commission in 2013, children with SENs
commonlyleaveschoolwithafewqualificationsand/orgenerallybecomeunemployedor
economically inactive. Hence, it is very important for a country to have a mechanism to
identify these children and guide them to reach their full potential, so that they will not be a
burden to the society.
Segregated educational environments are arguable, as students are educated in separate
schools. Integrated education involves relocating students into mainstream classes for
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several hours a day, based on their ability to cope with academic activities alongside their
peers in regular classrooms. Therefore, inclusive education is being discussed among school
administrators, teachers and parents as to the effect it may have on general students and
SEN students. However, most developing countries implement integrated education as an
initiative towards inclusion (UNICEF, 2003). Therefore, this investigation focuses indepth
into the process of inclusion to see whether SEN is appropriately identified in primary
schools.
Thisreportistheoutcomeofanindustrysurvey/researchconductedbyateamofresearchers
consisting of six members as a part of their MBA programme. The study population consisted
of teachers, management and parents of primary school children in the schools of Colombo
and Gampaha districts, Western Province, Sri Lanka, with the approval of the authorities. 98
schools representing the Government, Semi-government, International and Private Sectors
were covered with 12,152 questionnaires distributed. 8,284 questionnaires (6,265 parents
and 2,019 teachers) were returned giving a 68.17% response rate.
Thesurveywascarriedoutunderfourmainareasidentifiedinthespecialeducationneeds
identification process. Namely, ‘awareness of teachers and management’, ‘attitude of
teachers and management’, ‘steps taken in schools to support SEN’ and ‘attitude of parents
towards SEN’.
The survey revealed that 48% of the teachers and school managements were exposed to SEN
and 75% of those exposed got their exposure in schools they were teaching. However, 80%
of the teachers were unaware about inclusion and diversity of education. Further, 80% of the
teacherswereunawareaboutlocaland/orinternationalpoliciesoninclusion.
Another significant finding is that 80% of the teachers were not trained or qualified in
SEN. This suggests that although teachers meet children with special education needs in
their classrooms, they are unable to help them since they do not have the knowledge or the
required skills.
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Further, teachers in international schools, private schools and semi-government schools had
a higher SEN exposure level of 72% or above, while the exposure level of government
school teachers was 41%, the lowest compared to other schools.
Looking at the brighter side, 70% of the teachers expressed their willingness to undergo SEN
training. However, there was a noticeable difference between the responses of government
school teachers and the others, as only 65% of the government teachers expressed their
willingness to participate in SEN training, while the response levels of other schools were
at an average of 80%.
76% of the teachers have stated that, having SEN students in classrooms causes stress and
anxiety,and80%oftheteachersstressedthedifficultyinpayingspecialattentiontothemin
an inclusive classroom. Further, 80% of teachers stated that the level of cooperation received
from parents towards inclusive education is also very discouraging. The above concerns
were reiterated by the fact that on average, 70% of the teachers displayed a reluctance in
accepting SEN students in regular classrooms.
The responses received from 72% of the teachers, reveal that the current education system in
Sri Lanka does not have a process to identify special education needs of students. In addition,
82% further stated that they have not received any institutional assistance or training on
identifyingSENstudentsorassistingthemtoovercometheirdifficulties.
83% of the teachers stated a lack of adequate resources in their schools for SEN related
teaching. Further, 85% of the teachers agreed that the current curriculum does not provide
therequiredflexibilityfortheteacherstoguideSENstudentsinregularclassrooms.
The majority (80%) of teachers have observed that preparation of teachers and educational
leaders on inclusive education is insufficient. This view was strongly expressed by the
international school teachers with a response rate of 92 %, while the response rate of other
school teachers was at an average of 70%.
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Thesurveyrevealedthatoutof the18%ofparentswhorecordeddifficultiesinenrolling
their children to schools, 76% of them were due to the issue of SEN symptoms. This raises
the question, whether the main objective of Compulsory Education Regulation, namely;
“education for all” could actually be achieved.
Showing their perception towards SEN students, 64% of the parents said that they do not
wish their children sharing with SEN students, and 60% said that they do not want their
children to work with them either. 83% of the parents stated that the attention for the other
students will be affected when teachers are focused in providing special attention to SEN
students in a regular classroom, while 85% of the parents perceived that resources required
to teach SEN students in schools are inadequate.
52% of the parents were unaware of the existing policies. However, despite their lack of
knowledge on policies and procedures on SEN, 71% of them stated that Sri Lanka needs
policies for inclusion.
Overall,thesurveyfindingspaintedagloomypictureonSENchildreninSriLanka.The
awareness of teachers and parents about SEN was very low, and their attitude too was
negative towards supporting SEN students. Further, the education system of Sri Lanka is
not geared to identify the SEN students and to provide them with the required support they
deserve.
The above findings have several implications on the education industry, policy-making
processes, and ultimately the whole society. It is crucial for the education sector to proceed
forward with the new systems introduced to the education industry. If proper steps are not
taken to correct the deficiencies the education in Sri Lanka have, itwill reflect on poor
literacy rates and a drop in the national standards of education. From the students’ point
of view, the lack of awareness of SEN and the negative attitude towards them would lead
to teachers misunderstanding the students’ weaknesses and requirements. This would lead
to students being punished or treated with improper support. The outcome of this would
be frustration of the students who will in turn leave schools without reaching the expected
standard of education.
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Further, the requirement for better policies and procedures to monitor the implementation
andoperationalizationofthesepoliciesareimportant.Thisismainlybecausethesepolicies
will have implications. This situation may even result in malfunctioning of the policies,
biasedoperationalizationof the policies andpolicy ignorance.Theoutcomewould once
again be a lack of proper support for SEN students and their parents. This will also hinder
the growth and improvement of schools towards inclusion and alignment with international
education trends. Therefore, programmes should be designed to make the teachers aware
of the policies. The programme should not be limited to a circular, but a more rigorous
approach with support for implementation provided.
Thefindingsalsohighlighted the importanceofSEN training that shouldbeprovided to
teachersandmanagementsonidentifyingandsupportingSENstudents.Onceagain,there
would be industrial, social and policy implications that would result in a failure of all areas
mentioned. A lack of acceptance of SEN students will lead to frustration among parents
of SEN students, and SEN students themselves when they are unable to be independent
adults. This will be a societal burden to support, with the net income of the country dropping
and the development getting disturbed. Therefore, it is recommended that a successful and
uniformidentificationprocessisimplementedwithprofessionalsupportwherevernecessary.
However, this process should be monitored regularly to improve the evaluation process.
Providing SEN training as amodule to all teachers in their training programmes and/or
qualificationsisalsoarecommendationtheresearchersmade.Itshouldbemadecompulsory,
especially for teachers at the primary level, to undergo SEN training in identification,
teaching methodology and supporting SEN students. Secondary school teachers also should
be given training especially in supporting SEN student and in teaching methodology.
Recognition schemes for teachers and management, grievance handling procedure for
teachers and parents, recognitions for schools and public awareness campaigns are also
recommendations to be considered for inclusion.
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Thissurveyrevealedthatthefourareastestedfor‘IdentificationofSENinprimaryschools
in Sri Lanka’, namely, ‘awareness of teachers and management’, ‘attitude of teachers and
management’,‘stepstakeninschoolsforSENidentification’and‘attitudeofparentstowards
SEN’, were at a very low level. It is, therefore, evident that there isn’t a formal mechanism to
identify SEN students in Sri Lanka that needs to be addressed at a macro-level in the school
education system.
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INTRODUCTION
Background
Thisreportpresentsthekeyfindingsfromthesurveyon“IdentificationofSpecialEducation
Needs (SENs) of Primary School Children in Sri Lanka”, and the background of the study
and its execution.
SEN is an area with only a few studies being carried out by the Sri Lankan government
agenciesandNGOs.Thosewhichweredonealsohadaverybroadscope.Hence,thissurvey
iscarriedoutasthefinalprojectinfulfillingarequirementoftheMBAprogrammeofthe
Postgraduate Institute of Management (PIM), University of Sri Jayewardenepura, with the
intention of contributing towards improving the lives of children with special education
needs in Sri Lanka.
Childrenwouldrequirespecialeducationneedsiftheyhavealearningdifficulty,asitcalls
foraspecialeducationalprovisiontobemadeforthem.Alearningdifficultyis,havinga
greaterdifficultyinlearningthanthemajorityofchildrenofthesameage.Suchdifficulties
prevent or hinder them from making use of educational facilities generally provided for
childreninschools.Themainfocusofthisstudyisonchildrenwithlearningdifficulties,
mildtomoderate,wheresuchneedscannotbeidentifiedthroughappearanceastheydonot
fall under the ‘Disabled’ umbrella.
Young children, who are affected by biological, environmental and psychological conditions,
resulting in limited intellectual development world over, are approximated to be 800 million.
The latest estimates indicate that there are nearly 15 million children in Europe alone, who
require Special Education Needs (The European Commission, 2013).
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As cited by Chandrarathne (2007), according to the UNICEF, 10% of the young generation
intheSouthAsianregionislikelytohavesomekindofdisability.OneoutofteninIndia,
Nepal, Pakistan, Bangladesh and Sri Lanka are estimated to be disabled. The estimates state
that approximately 20-25 percent of children call for special needs, and these children will
suffer due to the lack of understanding of their needs. Further, these children will not be
included in the money-making process in the national economy. It is not that they cannot
work but because of the attitude towards them being very discriminative. Therefore, these
childrendropoutfromschoolswithlowerqualificationsandabilities.
When considering Sri Lanka, missionaries and charitable groups in the early twentieth
century took initiatives for the welfare of disabled people in the country. The provision of
education for children with SENs through an institutional system can be traced back to 1912.
Despite the initiatives taken to address this particular area, availability of literature on SENs
intheSriLankancontextisinsignificant.
The current legal framework with regard to SEN in Sri Lanka comprises of the Compulsory
EducationOrdinance,theNationalPolicyonDisability2003,theNationalActionPlanfor
Disability Final Draft 2013, and the Salamanca Statement 1994. The Ministry of Education,
whose responsibility is to improve the standards of special needs provision across Sri Lanka
by encouraging collaboration and knowledge exchange, predominantly supports the aims
of Sri Lankan policy makers in this area at an institutional level. Although the concept of
inclusive education has secured a prominent position in the political agenda, advancement
towards this goal remains incomplete. Efforts to support children with SENs at a national
level through the exchange of best practices and mutual learning are undermined by the
nonexistence of data and comparable data on the prevalence of SEN. This is coupled with
a relative lack of formal evaluations of policy initiatives in this area, and of comprehensive
information on the nature of support mechanisms accessible to children with SENs and
their families. In these circumstances, a better overview of the variations in national laws
supporting SENs provision is very much desired.
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Project objectives
Thissurveywascarriedoutwiththeintentionofachievingfourmainobjectives.Thefirst
objectivewastounderstandhoweducationistsconceptualizethetermSENinthecontext
of schooling in Sri Lanka. The second objective was to understand the attitudinal impact
of inclusive education as opposed to segregated and integrated schooling from the point of
view of the respondents. The third objective was to understand the prevalence of a common
framework and themonitoring system in Sri Lanka. The final objectivewas to provide
informationtopolicymakersandauthoritiesonthecurrentstatusofidentificationofSENs
and related factors in Sri Lanka in order to take necessary action.
Industry information
Education in Sri Lanka is predominantly a state-run venture. At present, there are 10,973
schools in Sri Lanka. This is inclusive of 3,559 Primary schools and 103 Private and Special
schools (excluding international schools that are registered under the Companies Act). The
total number of students exceed 4.3 million whilst the total number of teachers are 249,024.
New admissions have been 339,554with the student/teacher ratio at 18 for government
schools, 11 for international schools and 15 for other schools. The primary Net Enrolment
Ratio in 2013 was 98.45% (Central Bank Annual Report, 2014). A segment of private
schools that have come up are designated as International Schools that impart education in
the medium of English.
SEN definition
The term‘specialeducationalneeds’ refer tochildrenwhohave learningdifficulties that
make it harder for them to learn than most children of the same age. Many children will have
special needs of some kind at some time during their education (Department for Education
and Skills, 2001). Help is usually provided in their ordinary school, sometimes with the help
of specialists. If a child has a special educational need, they may need extra help in different
areas. For example: schoolwork, reading, writing, work with numbers, understanding
information, expressing themselves, understanding what others are saying, making friends,
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relationswithadults,behaviourinschool,organizingthemselvesandsensoryorphysical
needs which may affect them in school.
Survey scope
This survey was conducted among the schools in the districts of Colombo and Gampaha,
Western Province, Sri Lanka. The said districts have the highest population density in the
country.Thestudywaslimitedtofourbroadfactors,whichwereidentifiedafterreviewing
thesecondarydata.ItmaynotcoverallthefactorsthatmightaffectidentificationofSENin
the Sri Lankan education system.
Methodology
The study population consisted of teachers, management and parents of students in schools of
the Colombo and Gampaha districts of the Western Province, Sri Lanka. A set of tailor-made
questionnaires were used as the primary tool in obtaining responses from the participants. A
research team consisting of six members conducted the survey. They were further divided
into three teams comprising of two members in each. All three teams distributed a total
of 12,152 questionnaires amongst 98 schools. Appendix 01 of this report provides further
information on the methodology of the survey.
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SURVEY RESULTS
Thedemographics of the respondents and the surveyfindingsderived through analysing
responses received from the questionnaires are presented in this section.
The current education system in Sri Lanka is dominated by government schools, which
provide free education. The other schools namely, international, private and semi-
government schools, are infact, fee-leving schools. Hence, the sample of schools for the
survey was selected proportionately to represent the population. The composition of the
sample of schools is given in Table 1.
Table 1: Types of schools represented – Composition of schools in sample
Parameter Government Private International Semi-Government
Frequency 82 7 6 3
Percentage 83.67 7.14 6.12 3.06
Source: Survey Data
The sample of schools consisted of 82 government schools, 07 private schools, 06 international
schools and 03 semi-government schools (Table 1). A total of 12,152 questionnaires were
distributed among 9,181 parents and 2,971 teachers and managements of schools (Table 2).
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Table 2: Samples collected and rejected
Questionnaire Type
Distributed Collected Rejected Response percentage
Parents 9,181 6,265 1,253 68.24
Teachers 2,971 2,019 309 67.96
Total 12,152 8,284 1,562 68.17
Source: Survey Data
Altogether, 8,284 questionnaires were collected. 6,265 were from parents, 2,019 from
teachersandmanagement leadingtoanoverall responserateof68.17%. Of these1,562
questionnaireswererejectedastheylackedsufficientdataaswellascredibility,asshowen
in Table 2.
Teachers and school management demographics
The demographics of the teachers and school management who participated in the survey
are presented below.
Table 3: Type of schools represented – Teachers & School Management
Parameter Government Private International Semi-Government
Frequency 1,349 207 104 50
Percentage (%) 78.88 12.11 6.09 2.92
Source: Survey Data
Teachers of government schools and school managements represented 78.88% of the
total effective sample. The balance 21.12% was represented by participants of private,
international and semi-government schools (Table 3).
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Figure 1: Percentage of Male and Female teachers and administrators surveyed
The majority (81.40%) of teachers and school managements who participated in the survey
were females as shown in Figure 1. A report published by the UNICEF in 2013, stated that
71.2%of the teachers inSriLankawerewomenconfirmingthemajorityparticipationof
females as shown in Figure 1.
Table 4: Age range distribution of teachers and management
Age Range (Years) 18 to 25 26 to 33 34 to 41 42 to 49 50 to 60
Frequency 116 400 462 368 364
Percentage (%) 6.78 23.39 27.02 21.52 21.29
Source: Survey Data
The age of teachers who participated in the survey ranged from 18 years to 60 years. The
highest participation (27.02%) was from the age range of 34 to 41 years, as shown in Table
4.
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Figure 2: Experience range of teachers and management
Source: Survey Data
20.05% of teachers and school managements who participated in the survey had a maximum
of 4 years of experience and 19.99% of them stated that they had 10 – 14 years of experience.
Only6.78%oftherespondentshadover30yearsofexperienceintheprofessionofteaching,
as shown in Figure 2.
Parent-demographics
The demographics of the parents who participated in the survey are presented below.
Table 5: Types of schools represented
Parameter Government Private International Semi-Government
Frequency 4,057 282 463 211
Percentage (%) 80.93 5.63 9.24 4.20
Source: Survey Data
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A majority (80.93%) of parents who participated in the survey had their children attending
government schools and 19.07% attended other schools, as shown in Table 5.
Figure 3: Age-range distribution of students
Source: Survey Data
The study mainly focused on the parents of primary school children. 65% of the parents who
responded had children in the age range of 6 to 11 years. The balance 35% were parents of
students who were in the age group of 12-19 years, as shown in Figure 3.
Awareness of teachers and management about SEN
Awareness of teachers and management about SEN was considered as a key factor in
identifying special education needs in children. The exposure and the experience of the
teachers regarding SEN, their knowledge about relevant policies and procedures were tested
under this factor.
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Table 6: Awareness of teachers and management about specific areas of SEN
Factor Yes No
Experience with SEN students 48.13% 51.87%
TrainedorqualifiedinSEN 21.11% 78.89%
Awareness of Sri Lankan policies 20.12% 79.88%
Awareness of inclusion and diversity 19.94% 80.06%
Source: Survey Data
The survey revealed that 79.88% of teachers who participated in the survey were unaware
of the policies related to SEN, and 80.06% of the teachers were unaware of diversity and
inclusionintheeducationsystem(Table6).Thisisacriticalfinding,sinceitsuggeststhat
relevant policies are not executed as intended due to a lack of awareness among teachers
who are directly responsible in executing policies and procedures.
Figure 4: Sources of SEN experience of the teachers and management
Source: Survey Data
The survey also revealed that 48.13% of the teachers who participated in the survey
were experienced and/or exposed to SEN (Table 6). 75.11% of these respondents had
their experience in school (Figure 4). Surprisingly, 78.89% of teachers were untrained or
unqualifiedinSEN(Table6),althoughtheyareexpectedtoteachthesestudentsdaily.
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However, it should be noted that the exposure mentioned above is mainly from the students
who were identified by the teachers through their existing knowledge and experience.
Therefore, there may be other students who have special education needs that have not been
identifiedbyschools.
Figure 5: Experience with SEN students - Comparison against school type
Source: Survey Data
Compared to government schools, international, private and semi-government schools show
a high level of awareness regarding SENs (Figure 5). The teachers of government schools
only had a 41.36% exposure level towards SEN as opposed to 75.96% in international
schools, 72.46% in private schools and 72.00% in semi-government schools. Some teachers
and school management who participated in the survey have provided qualitative feedback
suggestingthatgovernmentschoolsarebackwardinenrollingSENstudents.Itreflectsthat
a higher number of SEN students are admitted to non-government schools, increasing their
exposure towards SEN.
The survey results revealed that the awareness of the teachers and management about SEN
was very low. The teachers did not possess the basic understanding about SEN and the
applicablepoliciesandproceduresthatarevitalforidentificationofSENsinchildrenand
required skills to guide them.
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Attitude of teachers and management about SEN
Attitude of teachers and management about SEN is equally important as their awareness of
SEN, when identifying special education needs in children. This section presents the main
findings regarding the attitude of teachers and schoolmanagement gathered through the
questionnaire. Their desire to undergo SEN training, willingness to accept students with
SENsymptomsintheclassroomandtheself-confidencetheypossessedinhandlingSEN
students were tested.
Table 7: Attitude of teachers and management about specific areas of SEN
Description Yes (%) No (%)
Willingness for SEN training 65.91 34.09
Will cause stress and anxiety to the teacher 76.08 23.92
Can give special attention to SEN students 18.48 81.52
Parents are cooperative towards SEN 21.81 78.19
Source: Survey Data
It was encouraging to see that 65.91% of the respondents who participated in the survey
werewillingtoundergoSENtraining(Table7).Thisbecomesaverycrucialfindingbecause
theprevioussection,thatdiscussedtheawarenessofSENamongteachers,emphasizedthat
mostoftheteacherswerenottrainedorqualifiedinSEN.
However, most of the participants (76.08%) have said that having SEN students in
classroomscausesstressandanxietytotheteacher.81.52%statedthatitisdifficulttogive
special attention to SEN students in a regular classroom in an inclusive education system.
Furthermore, 78.19% of the teachers and school management expressed that the support
from parents towards inclusion is unfavourable (Table 7).
– 13 –
Table 8: Acceptance of students with SEN symptoms by teachers in a regular class-room
Symptom Accepted (%) Unaccepted (%)
Physically aggressive towards peers 32.16 67.84
Difficultyinsustainingattentioninclassroom 23.74 76.26
Difficultyinspeech 25.96 74.04
Difficultyinfollowingschoolrules 44.74 55.26
Difficultyinexpressingtheirthoughts 45.20 54.80
Average 34.36 65.64
Source: Survey Data
The survey also questioned the willingness of teachers and school management to accept
students with SENs, in order to understand their attitudes towards inclusion and SEN
students.Physicalaggressivenesstowardspeers,difficultyinmaintainingattention,difficulty
inexpressingtheirthoughtsanddifficultyinfollowingschoolrulesaresomeofthecommon
symptoms among SEN students. With the responses received, on average 65.64% of the
respondents were not willing to accept students with these symptoms in regular classrooms
(Table 8).
Table 9: Attitude of teachers and management about SENs - Comparison against school type
Item Government International Private Semi-Gov.
Y% N% Y% N% Y% N% Y% N%
Willingness for SEN training
62.5 37.5 81.7 18.3 76.3 23.7 82.0 18.0
Able to cope with SEN students
32.2 67.8 20.2 79.8 18.4 81.6 38.0 62.0
Cooperation of parents forSENisinsufficient
76.2 23.8 91.3 8.7 85.0 15.0 76.0 24.0
Source: Survey Data
Note: Y – Yes; N – No
– 14 –
The responses of the teachers and school management based on the type of school were
compared against each other in order to understand the differences in their attitudes.
According to the comparison, it was evident that the government teachers (62.5%) were more
reluctant towards SEN training compared to the teachers of non-government schools (semi-
government: 82%, international: 81.7%, private: 76.3%) (Table 9). Based on the survey
information, a possible reason for the above could be their lack of exposure to SEN students
incomparisontonon-governmentalteachers(Figure5).Therefore,thisfindingemphasizes
the possible build-up of the attitude of the government teachers and administrators to be of a
lower level of positivity towards SEN.
Further,totheabovefinding,thereisasignificantdifferencebetweentheperceptionsabout
coping with SEN children between ‘government and semi-government’ and ‘international
and private’ school teachers and administrators. The government and semi-government
teachers perceive that they will be able to cope with SEN students, while international and
private school teachers and administrators perceive that it would be hard to cope (Table 9).
This is mainly because the international and private school teachers have more practical
exposureworkingwithSENstudents,evenwithoutSENqualificationsandtraining.
With the responses of the teachers, there is a higher level of cooperation from the parents of
international and private schools compared to the government and semi-government schools.
91.3% of the parents of the international schools and 85.0% of the private schools are
supportive towards inclusive education compared to the parents of government (76.2%) and
semi-government (76%) schools (Table 9). The parents are reluctant to share the classroom
with SEN students, as they believe that the teachers will not be able to provide the attention
requiredfor theirhighperformingchildren.Thissignifiesthecurrent trendinthesociety
where parents are intensively focused on the performance of their children at national level
examination at the expense of moral obligations.
The findings suggest the attitudes that teachers and management possessed is negative
towards inclusion and SEN students. Therefore, it is clear that negativity was mainly due
to the lackofparental-supportand the lackofself-confidence inhandlingSENstudents.
However, the findings did point at the willingness towards formal SEN training of the
– 15 –
teachers as a positive attitude. Hence, a streak of positivity entangled with a high negativity
is a clear observation.
Steps taken to support SENs in schools
The Ministry of Education (MoE) is the governing body who sets standards and procedures
fortheeducationsysteminSriLanka.Thestandardsandregulationsareoperationalizedby
theprovincial,divisional,andzonaloffices throughschools.Therefore, thequestionnaire
focused on obtaining feedback on effective resource availability, curriculum flexibility,
preparationofresponsibleofficer,training/assistanceprovidedwithregardtoidentification
of SENs.
Table 10: Steps taken to support SENs in schools
Description Disagree Agree
Inadequate resources on teaching SEN students has an effect 17.3% 82.7%
Curriculumisinflexibleforinclusion 16.0% 84.0%
Preparation of teachers and education leaders for inclusion is insufficient
21.0% 79.0%
SENidentificationprocessisavailableinschool 72.0% 28.0%
Institutionalassistance/trainingonSENisprovided 81.3% 18.7%
Source: Survey Data
AsignificantfindingofthissurveywasthatthecurrenteducationsysteminSriLankadoes
not have a process to identify special education needs of students. This fact was stated
by 72% of the respondents (Table 10). 81.3% went on further to say that they have not
received any institutional assistance or training on teaching or supporting SEN students. The
respondents who responded positively for training and assistance received from institutions
stated that they obtained it personally or as special training that was only provided under
special provisions or for selected candidates.
The survey revealed that 82.7% has stated that they do not possess adequate resources
required to support SEN students that would make their teaching methods effective. Further,
– 16 –
84%agreedthatthecurriculumdidnotprovidetheflexibilityfortheteacherstoteachSEN
students in a regular classroom. This suggests that the teachers do not feel that the curriculum
can support the existing regulations. This result is not surprising as the teachers are expected
tofinish the syllabuswithin a given period, to support regular students to be able to sit
theNational/International examinations.Therefore, the tendency is that the teachers and
management would focus on the student who will be sitting this National/International
examinations and pay more attention to their requirements. Furthermore, the curriculum
cannot be changed or relaxed to suit the needs of the SEN students who may not be in a
position to reach the national level standards.
Figure 6: Insufficient preparation of teachers and education leaders for inclusion - Comparison against school type
Source: Survey Data
The general majority (79%) of teachers have agreed that the preparation on inclusive
educationofteachersandeducationleadersisinsufficient(Table10).However,thereisa
significantdifferencebetweentheopinionoftheinternationalschoolsandothersschools,
with 91.4% of the international school teachers stating that teachers and education leaders
need more preparation on inclusive education, while the others were at an average of 70%
(Figure6).GiventheirexposuretoSEN,theanswerconfirmstheviewexpressedbyother
school teachers. Therefore, it is due to the level of exposure and experience with SEN that
the international schools possess in comparison to the other schools. Hence, they see the
– 17 –
requirement of better preparation for an effective teaching system. However, this survey did
nottesttheactualdefinitionofpreparationthatmayreflectwiththeoperationalizationofthe
schools in different sectors.
The above findings highlight the insufficiency of infrastructure required for successful
implementationofinclusion.Thelackofaformalidentificationprocess,theinflexibilityof
thecurriculum,inadequatepreparationofindustryleadershipandtheinsufficientinstitutional
assistance are the main contributing factors that need to be addressed with immediate effect
tofacilitatetheSENidentificationprocess.
Attitude of parents towards SEN
Theattitudeofparentshasamajorinfluenceonthespecialneedsidentificationprocessas
thefirstfewyearsofachildisspentundertheircare.Further,theattitudeoftheparentscan
be a representation of the attitude of the whole society.
Table 11: Attitude of Parents towards SEN students
Question Yes (%) No (%)
Experienceddifficultyofenrollingstudentsinschool 17.7 82.3
Awareness of Sri Lankan SENs policies 47.9 52.1
Sri Lanka needs policies on SEN 70.5 29.5
Likes to share the classroom with SEN students 35.7 64.3
Wants children to work with SEN students 42.1 57.9
DifficulttoprovidespecialattentiontoSENstudents 82.6 17.4
Adequate resources are available for SEN students in schools 15.0 85.0
Source: Survey Data
17.7%oftheparentshashadsomedifficultywhenenrollingtheirchildrentoschools(Table
11)and76.05%ofthemhaddifficultyduetoSENsymptom/sdisplayedbytheirchild(Table
12).
– 18 –
Table 12: Reasons for difficulty of enrolment in schools
Reasons for difficulty in enrolling Frequency % From total responses
Development delay 109 2.17
Emotional 69 1.38
Learning 372 7.42
Physical 46 0.92
Speech 77 1.54
Total 673 13.43
Difficultyinenrollingthechild 885 76.05
Source: Survey Data
This raises a concern regarding the enrolment process in the Sri Lankan schools because the
compulsory education regulations cited below state that every child has a right to education.
“...the complete eradication of illiteracy and the assurance to all persons of the
right to universal and equal access to education at all levels” (The Constitution
of Sri Lanka, Article 27)
The desire to show results at competitive examination
A possible reason for reluctance of some schools to accept SEN students seems to be
their belief that having SEN students in their school might affect their pass rates. Highly
competitive schools are focused towards selecting the high performing students and
educating them.Hence, theirselectionprocessesaredesigned tofilterstudentswithhigh
skilllevels.Studentswhohavelearningdifficultieswillnotbeabletoenteraschoolthrough
such a selection process.
The survey further reveals that 52.1% for the parents were unaware about the existing
policies for inclusion in Sri Lanka. However, 70.5% of them agreed that Sri Lanka needs
policies for inclusion (Table 11).
– 19 –
Alarmingly, most (64.3%) of the parents did not prefer to share the classroom with SEN
students, while 57.9% stated they that did not want their children to work with SEN children
(Table 11). This attitude of parents towards SEN rings a bell of concern with the growing
expectations of the world and national policies to encourage inclusion. However, this may be
duetothenextfindingwithmostrespondingparents(82.6%)statingthatprovidingattention
toallstudentswouldbedifficultwhenteachersarefocusedonprovidingspecialattention
to SEN students in a regular classroom. This is because they perceive that the resources are
inadequate (85.0%) to teach SEN students in schools (Table 11).
Table 13: Attitude of Parents towards SEN – Comparisons against school type
Item Government International Private Semi-Gov.
Y% N% Y% N% Y% N% Y% N%
Cooperation of parents forSENisinsufficient
65.7 34.3 78.8 21.2 78.4 21.6 90.5 9.5
Accept students lacking daily living skills in regular schools
25.0 75.0 36.5 63.5 35.5 64.5 47.9 52.1
SEN students should be in general schools
37.9 62.1 51.6 48.4 53.9 46.1 61.6 38.4
Source: Survey Data
Note: Y – Yes; N–No
Most parents agreed that the cooperation of parents’ towards a class with SEN students
wasinsufficient.Thiswasverystronglysupportedbyparentsofsemi-governmentschools
with 90.5% (Table 13) in agreement, whilst a lesser level of agreement was seen among
parents of both international and private schools (78.8% and 78.4% respectively). Parents of
governmentschoolswerethemost(34.3%)whodisagreedwiththeinsufficiencyofparents’
involvement towards a class with SEN students. Therefore, the perceived support towards
inclusion among parents of government schools is far more than that of the other schools.
However, the teachers (Table 6) see this differently.
– 20 –
The parents expressed their negative attitude towards having SEN students, and in their
perception of managing them in regular schools. Parents of government schools were seen
least agreeing (25%), whilst parents of both international and private schools agreed at
36.5% and 35.5% respectively (Table 13) towards students who lacked daily living skills.
However, agreeability of parents’ (47.9%) of semi-government schools was highest amongst
school types towards students lacking daily living skills.
A majority of parents (62.1%) in government schools rejected the concept of inclusion,
indicating that SEN students should be in separate schools as opposed to 61.6% of parents
in semi-government schools, perceiving that these students should be educated in general
schools (Table 13). Nearly half of the parents in international schools and private schools
(48.4% and 46.1% respectively) expressed that SEN students should be educated in special
schools.
Thefindingsofparents’attitudesuggestthattheylackawarenessofthepolicies,procedures,
exposure and experience. However, there were mixed expressions due to the curriculum
requirements and the expectations they had for their children. The survey of the parents
clearly points at the attitude that the society has on SEN students, which is not positive.
Therefore,itisobviousthattheidentificationprocessismoderatedbythesocietalattitude.
– 21 –
IMPLICATIONS
The survey findings point out implications in a few aspects. The implications for the
education industry, to the society and the policy makers are discussed in this section.
Industry implications
The purpose of education is to develop a person from where he is to an enhanced state
wherehecanliveafulfillinglife,contributingtothedevelopmentofthesociety.Inclusive
education as defined by Booth (2000) is ‘the process of increasing participation and
decreasing exclusion from the culture, curriculum and community of mainstream schools’.
However,accordingtothefindingsofthesurveytheseexpectationsofeducationarenotmet
duetomanydifferentreasonsasobserved.Alackofexposureandqualifiedstaffespecially
for SEN education means that the children with SEN will not be getting the required support
from the current education system. Therefore, they will be left behind in reaching the
required levels of education, and the expectations of the society.
The industry standards would also drop to a level where the outcome would be that the
students passing out would not have the required standards or expectations to take the
country forward or to carry out responsibilities and duties cast on them. Further, this means
that the National Education Standards would not move forward with the world education
trends. Therefore, it is understood that to move forward in education, it is necessary for the
education industry to look at the possibilities of improvement and change.
– 22 –
Social implications
Children in a classroom expect positive motivation and encouragement from the teacher to
move forward, and to be successful in their work. This is the same for any child whether he
is a SEN student or not. Therefore, the same thoughts of being successful in the classroom
encouragesstudentswithdifficultiestomoveforwardtowardsbeingsuccessfulpeoplewith
good life skills. The lack of proper education for these students would mean that the burden,
resulting from a lack of guidance as expected by the teachers, would fall heavily on the
shoulders of the family and the society as a whole. This would results in more unemployed
citizensinthecountry.
Lack of acceptance of SENs will also continue to build a negative attitude in the society on
SEN students that would make them backward socially. Extreme poverty, low literacy rates
andlackofsocialmobilityarealsosocialimplicationsthatlackofproperSENidentification
wouldcause.Therefore,itisimportanttounderstandtheimplicationsthatidentificationhas
on the society as a whole to develop as a nation.
Policy implications
The lack of awareness of the policies nationally and internationally is a concern. This
meanstheoperationalizationoftheeducationsystemwillnotbeeffectiveduetoalackof
awareness. The policy expectations and requirements, therefore, will not be met. Hence, the
policies will only be in existence for the mere sake of policies and legislations – inactive.
Resultantly,thebenefitsthepoliciesaremeanttoprovidewillnotreachthoseinneedorthe
society.
An overwhelming majority of parents not having the knowledge of proper rehabilitation
procedures is a clear indication of the general lack of public awareness about learning
difficulties.Italsohighlightsthefactthatalackofrelevantsupportprofessionalstoassists
parents in their rehabilitation efforts, will also not be effective due to their lack of awareness.
Policiesareinitiatedtoprovidethebenefitstothosewhoneedthem,andtoseethatthere
are proper procedures in place. Education policies therefore, are implemented mainly to
– 23 –
provide compulsory education for children between 5 to 14 years of age. However, if the
educationists and the public do not know these policies, it means that they are not being
adhered to. The result would be that most children may not have the privilege to received
the desired education. Finally, it would result in implications to society and the industry as a
whole, as they are linked to each other.
– 24 –
RECOMMENDATIONS
The following section provides recommendations to address the concerns raised through
thesurveyfindingsfortheconsiderationoftheindustryleaders,policymakersandrelated
authorities. The recommendations are provided for each of the four areas focused in the
surveythatwouldultimatelyhelpallchildrenwithspecialeducationneedstobeidentified
within the education system in Sri Lanka.
Awareness of teachers and management about SEN
a) Introduce a policy enforcement mechanism
The authorities should make necessary arrangements to introduce a policy enforcement
mechanism. The first step towards this requirement would be making the teachers and
school administrators aware of the existing local and international policies, legislations and
procedures related to special education needs through specially designed programmes and
workshops. The policy should not be limited to a circular, but a more rigorous approach
should be used where information is disseminated through seminars and workshops. This
wouldhelptheteachersandschoolmanagementobtainclarificationsonimplementingthe
policies and procedures. Awareness workshops should be conducted regularly in order
to keep them updated on the industry trends. This will support in operationalizing the
legislations. Proper procedures should also be implemented to monitor that these legislations
are followed as intended.
Attitude of teachers and management about SEN
b) Provide SEN training to all teachers and school management
Provide SEN training to all teachers and school management as a module in their training
programmes and/or qualifications. It should be made compulsory for primary teachers
– 25 –
to undergo a SEN training on identification, teachingmethodology and supporting SEN
students. Secondary school teachers should be given training especially on supporting SEN
students and teaching methodology. Further, these training programmes should be carried
out continuously. Trained professionals such as Education Psychologists should conduct
training programmes, so that the real psychological and social status of SEN students can
be explained in an effective and informative manner to teachers and the management.
The management should also be given training on identification and understanding the
SEN student without being judgmental towards them. Therefore, a programme should
be developed to address the attitudes of teachers and school management regarding SEN
students.
Steps taken to support SENs in schools
c) Introduce a standard SEN identification process
IntroduceastandardSENidentificationprocesswhenadministeringstudentsinallschools.
Aprocessofidentificationshouldbeputinplacesothattheschoolswillhaveauniform
methodofidentification.Thisprocessshouldbemadetransparenttoallowtheparentsto
feel comfortable. The parents should be made aware that their children are not ‘disabled’,
but have areas that need specific support to normalize their deviation and to correct it.
Relevantofficersshouldbetrainedonthemethodologyandrequiredcompetencies/skills.
Qualificationstooshouldbedefinedforsuchjobroles.Inaddition,thisprocessshoulddirect
parents to proper professionals. Therefore, an index of qualified professionals should be
made available to all schools. Having an Educational Psychologist at the annual medical
camps held at schools will also support teachers and school management to identify late
symptomsofthestudentswhoarenotidentifiedinitiallyintheadmissionprocess.
d) Implement a monitoring system
Introduce proper procedures to monitor the improvement of identified SEN students.
Improvement plans and evaluation procedures for SEN students should be documented.
These should be shared with the parents as a special report at the end of each academic term,
along with the school progress report card. This process should be a collaborative effort of
teachers, management and parents where concerns of all parties are gathered through a 360°
– 26 –
feedbackprocess.ThiswillminimizethetendencyofteachersaimlesslykeepingtheSEN
studentsoccupiedwithoutprogress.Further,considerprovidingaprizeattheannualprize
giving for the ‘most persevering student’ and the ‘most committed teacher’ to encourage the
students, their parents and the teachers.
e) Implement a recognition scheme
The authorities should take necessary steps to motivate school management and teachers
for successful implementation of the SEN identification process throughout the country.
A recognition scheme should be introduced at national/provincial level to encourage
administrators in enrolling SEN students, and a monetary incentive scheme should be
implemented at school level to encourage teachers to support SEN students. Further, a
certificateofrecognitioncouldalsobeawardedtoteachersandmanagementfortheirefforts
of improving SEN students annually.
Attitude of parents towards SEN
f) Campaigns to increase public awareness
Itwasevidentthroughthefindingsthatteachers,schoolmanagementandparentsasawhole
werenotawareaboutSEN.Alackofknowledgeistherootcauseformanydeficienciesin
any system. Hence, it is very important to educate the society on this subject to obtain their
cooperation to support SEN students. Public awareness campaigns should be carried out
with the support of the Ministry of Social Services and the Ministry of Women and Child
Affairs to make the public aware of SEN, how to identify and on ways of getting proper
support.AwarenesscampaignsshouldalsoemphasizetheSENfacilitiesavailable,andthe
rights they possess legally. This should also highlight the fact that these children are not
‘DISABLED’.
General Recommendation
g) Implementing a grievance handling procedure
Grievance handling procedures should be introduced to address operational issues that may
arise.TheZonalEducationofficesshouldbeempoweredtohandleanydeviationsfromthe
regulations and procedures set.
– 27 –
Industry best practices
Compared to Sri Lanka, other countries have more developed and established systems with
regard to managing Special Education Needs. Benchmarking our processes and procedures
againstthoseprovenpracticeswillhelpusminimizethelearningcurve.Examplesofsome
of these practices are given below:
Special education needs in Australia
Special needs education in Australia has an inclusive approach, where a child attends a
general school, whenever possible (“Special Needs Education in Australia”, n.d.). Education
providers are required by law to make reasonable adjustments to allow a student with
disabilities to be educated on the same basis as other students.
Special education is delivered in several ways:
• Inregularclassroomswithamodifiedcurriculumoradditionalteachingsupport
• Specialsmallclasseswithinaregularschool
• Placementinaspecialschool
Further support to make learning easier is also available. This can include help with transport,
buildingmodificationsandextra technology.Theneedsofeachchildaswellas thoseof
other children who may be affected are taken into consideration.
Enrolment of a child with special needs in an Australian school is done through a process of
consultation.Parentsofachildwithspeciallearningneedsshouldfirstcontacttheprincipal
of the school they would like their child to attend. Schools must consult with the student to
understand their needs and to assess what, if any, adjustments need to be made. Consultations
should include:
• Identification of the needs of the student. The studentmust providemedical and
therapist reports that outline their disability and any adjustments needed
• Adiscussionofwaysthat theschoolcouldovercomeanybarriers tothestudent’s
education
• Adiscussionofwhethertheseadjustmentsarereasonable
– 28 –
Theschoolshouldprovidewrittenconfirmationofeverythingdiscussedintheconsultation.
A date should be given as to when the school will notify the student of what adjustments will
or will not be made.
Any disability will be assessed against a set of Disability Criteria. Each state or territory has
itsownlist.Onceastudentstartsattendingtheschooltheirprogressshouldbemonitored
through regular meetings. Records of these should be maintained.
Special education needs in Germany
In Germany (“Germany - Teacher training - basic and specialist teacher training”, n.d.),
teachers of special education receive their training via:
• Abasiccourseofstudy:itispossibletostudyspecialneedseducationattheuniversity
as part of initial training by passing the First and Second State Examination. This
is basically divided into two stages: a course of higher education and practical
pedagogical training; or
• Anadditionalfollow-upcourseofstudysubsequenttootherteachertrainingcourses.
The two forms of training exist side-by-side or as alternatives. The standard period of study
forafirstcourseofstudyisninesemesters.Thecourseincludesthestudyofeducational
science and subject-related studies in at least one or two subject areas and in special
education. About half of the course is devoted to the study of special education, while the
other half is devoted to educational science and subject-related studies at an approximate
ratio of 2:3. Didactic studies and teaching practices are an integral part of the course. In some
programmes it is compulsory to do a course in the teaching area of inclusion.
Student teachers select two of the following subject areas relating to special education, the
weightage of which can vary in the course of study and examinations:
• educationfortheblind
• educationforthedeaf
• educationforthosewithintellectualdisabilities
– 29 –
• educationforthosewithphysicaldisabilities
• educationforthosewithlearningdifficulties
• educationforthosewithhearingimpairment
• educationforthosewithvisualimpairment
• educationforthosewithspeechdefects
• educationforthosewithbehaviouralproblems
In Bavaria a long-standing tradition of taking a family-centred approach to early childhood
intervention is in existence. Parents get actively involved in all decisions related to their
child, and may also receive parental training and counselling, and take part in child-focused
sessions as an addition (EADSNE, 2010).
Special education needs in the USA
In the USA it is the obligation of public schools to offer students with special needs the help
they need, and the parents have a right to get involved, and advocate for their children (“How
does the special education system work in the United States?”, n.d.).
Hence, within the education system of the U.S., all parents, regardless of the language they
speak, immigration status, or origin, has the right to actively participate in the educational
process of their children. In addition:
• Schoolsmustinformparentsoftheirrightsasparentsinawaythatiseasyforthem
to understand.
• Ifparentsdon’tspeakEnglishoronlyunderstandalittlebit,theschoolshouldmake
every reasonable effort so that an interpreter is present at school meetings.
• Theparentshavetherighttorequestthatthechild’sfileremainsconfidential.
• Schoolsmustobtainwrittenconsentofparentstoperformevaluationsoftheirchild
to determine whether he has a disability or not.
• Theparentshavetherighttoparticipateasmembersofateamthatwilldeterminethe
child’s special needs, the location of the child’s instruction, and the special education
services that the school will provide.
– 30 –
The parents have the right to disagree with decisions made by the school, or actions taken by
the school related to eligibility, environment or the classroom of their child, and to initiate a
variety of steps to resolve the discrepancy.
Special education needs in the UK
Under the UK law it is up to mainstream schools to try to meet special education needs
(“Training”, n.d.). If it is not possible for a mainstream school to provide the help needed by
a child in their schooling, it is up to the local authority to assess the child’s needs and provide
solutions. An assessment can be requested by the parent or by the child’s school, although
theschoolshouldtalktotheparentfirstbeforerequestinganassessment.Assessmentsof
SEN are carried out by local authorities.
The assessment procedure involves the local authorities who will ask for input from the
child’s school, the child’s parent(s), a doctor, an educational psychologist, social services and
anyone else who may be in a position to provide help or advice. Following the assessment,
SENofficerswoulddecidewhethertowriteastatementofSEN.Parentsareinformedwithin
12 weeks of the assessment if this is the case. A statement of SEN outlines the needs of the
child and the help they should receive.
There are entities such as the British Dyslexia Association(UK) which runs a variety of
training courses and accredited level programmes for education staff working with all ages
and levels of learners, with the aim of helping them to better support students who have
dyslexiaandspecificlearningdifficulties.
These courses are delivered in a number of ways, including:
• OpenTrainingcourses
• OnsiteTraining
• eLearning
• SASCAccreditedTraining
• SpringandSummerSchools
– 31 –
A national implementation programme (‘Early Support’) encourages the development of
Early Childhood Intervention services. The programme actively promotes partnership by
having a consistent team around the child (TAC), meetings with families which enables
parents to be at the centre of decision making at all times. National programmes such as
the National Service Framework for Children, Young People and Maternity Services and
Aiming High for Disabled Children promote working with parents in a partnership manner
via a system of regular meetings, joint writing of Family Service Plans, shared information,
shared training and, where appropriate, regular support from a lead professional or key
worker. ‘Sure Start’ programmes liaise closely with families to make sure that services
reflect family involvement and participation. Participation of parents in themanagement
committees and mechanisms are included to ensure regular evaluation of Sure Start services
(EADSNE, 2010).
Special education needs in Singapore
In2004,theMinistryofEducation(MOE)announcedthefollowinginitiativestosupport
students with mild special educational needs in mainstream schools:
• DeploymentofAlliedEducators(LearningandBehaviouralSupport)[AEDs(LBS)],
to support students with mild special education needs such as dyslexia, Autism
SpectrumDisorder(ASD)andAttentionDeficitHyperactivityDisorder(ADHD)in
mainstream schools.
• Providingtrainingtoacoregroupofteachersinallmainstreamprimaryandsecondary
schoolswithacertificateleveltraininginspecialneeds.Theseteacherstakeonthe
role as Teachers Trained in Special Needs (TSNs) in schools.
– 32 –
CONCLUSION
The survey results revealed that most parents, teachers and management were not aware
ofSENsorthepoliciesrelatedtothem.Thisreflectedontheattitudetheypossessedabout
SEN, lackofawarenessofSENsandthepolicies thatcontributed to the identificationof
SEN. This awareness too caused the attitude formation of SEN in the minds of the teachers
andmanagementbecausetheywerenotconfidentinsupportingthesestudents.Furthermore,
alackofproperidentificationproceduresofSENandthesupportforSENeducationalso
contributedtothefactthatSENswerenotproperlyidentified.Parentswerealsounawareof
SENs as stated above which contributed to their attitude towards SEN students. The attitude
of the parents provides an interpretation of the societal attitude too. These parents’ attitude
moderatestheidentificationofSENinPrimaryschoolchildreninSriLanka.
Limitations
The geographical coverage of the survey was limited to the Gampaha and Colombo districts.
Further, interpretation of the term “SEN” may not be consistent from person to person.When
consideringchildrenwithspecialeducationneeds,theycouldbeeithergifted/exceptionalor
havelearningandbehaviouralissues.Thesurveyfocusedontheidentificationofchildren
with special education needs due to learning and behavioural issues. Students who are gifted
or exceptional have not been considered within the scope of the survey.
Areas for future study
The attitudes of teachers could be tested against their experience and exposure in the industry
of education. The societal attitude is to be understood by other means than merely depending
on parents’ attitude. The SEN areas of exact support received and the areas which need the
most support by the policy makers are to be discovered by focusing more on the policies that
are in place.
– 33 –
REFERENCES
Asian Development Bank, (2006). Annual Report, Philippines.
Booth, T. (2000). Controlling the agenda: policies on inclusion and exclusion in England. In Armstrong, D., Armstrong, F., & Barton, L. (Eds.), Policy, Contexts and Comparative Perspectives, London: Fulton.
Central Bank of Sri Lanka, (2014). Annual Report, Colombo, 76-78.
Department for Education and Skills (2001). Special Educational Needs - Code of Practice. London: Department for Education and Skills.
European Commission (2013). Employment, Social Affairs & Inclusion Support for children with special educational needs. European Commission, Brussels.
European Agency for Special Needs and Inclusive Education. (n.d.). Germany - Teacher training - basic and specialist teacher training. Retrieved from https://www.european-agency.org/country-information/germany/national-overview/teacher-training-basic-and-specialist-teacher-training
How does the special education system work in the United States? (n.d.). Colorín Colorado. Retrievedfromhttp://www.colorincolorado.org/article/how-does-special-education-system-work-united-states
Ministry of Education (2004). The Development of Education – National Report. Battaramulla: Ministry of Education.
Ministry of Education (2008). School Census – 2008: Preliminary Report. Battaramulla: Ministry of Education.
Ministry of Education and Higher Education (1979). Educational Reforms in Sri Lanka. Battaramulla: Ministry of Education.
Ministry of Reconstruction, Rehabilitation and Social Welfare (1990). Children’s Charter (The Charter on the Rights of Children), Sri Lanka: Department of Probation & Child Care Services, Ministry of Reconstruction, Rehabilitation and Social Welfare.
National Institute of Education (1991). Special Education Policy of Sri Lanka. Department of Special Education, National Institute of Education,Sri Lanka .
Resources to Support for Children with Special Needs ( 2015). Retrieved from Singapore Ministry of Education website: https://www.moe.gov.sg/education/programmes/support-for-children-special-needs
– 34 –
Special Needs Education in Australia (n.d.). Retrieved from Angloinfo Limited Website: Retrieved from https://www.angloinfo.com/australia/how-to/page/australia-family-schooling-education-special-needs
Training(n.d.).RetrievedfromBritishDyslexiaAssociationwebsite:.Retrievedfromhttp://www.bdadyslexia.org.uk/educator/bda-services-educators
UNESCO(1994).TheSalamancastatementandFrameworkforActiononSpecialNeedsEducation. World Conference on Special Needs Education: Access and Quality, 5-43. Spain:UNESCO.
UNICEF (2003). Examples of Inclusive Education: Sri Lanka. South Asia: United Nations International Children’s Emergency Fund.
United Nations Convention on the Rights of Persons with Disability (2006). Retrieved from UnitedNationswebsite:http://www.un.org/disabilities/convention/conventionfull.shtml
Whatarespecialeducationneeds?(n.d.).Retrievedfromhttp://www.nidirect.gov.uk/what-are-special-educational-needs.
– 35 –
ANNEXE 01: SURVEY METHODOLOGY
Survey design
The study population consisted of teachers, management and parents of primary school
children in the schools of Colombo and Gampaha districts of the Western Province, Sri
Lanka. The approvals from the Ministry of Education and TISSL (The International Schools
of Sri Lanka) were obtained for distribution of the questionnaires in government and other
registeredschools.Participantswereidentifiedthroughprofessionallinkswithpersonnelat
various schools.
A random sample of parents, teachers and schools were selected from Government, Semi-
government, International and Private school categories. An attempt was made to include
a representative sample of teachers and parents of students in schools across the selected
geographical areas. 98 schools consisting of 82 Government schools, 07 Private schools,
06 International schools, and 03 Semi-government schools were surveyed in the study. As
a whole 9,181 parents’ questionnaires and 2,971 teachers’ questionnaires were distributed
among the schools.
Implementation
Questionnaires were selected as the main instrument for this study. There were no standard
questionnaires that had been developed, which matched with the objectives of this survey.
For this purpose, a broad study framework was developed based on the previous studies.
Based on the study framework two sets of questionnaires were developed, one for school
teachers and management (Annexe 04) and the other for parents (Annexe 03). An attempt
was made to keep all questions as simple as possible, since the survey team was not present
whenquestionnaireswerefilledbyrespondents,andtheopportunitytoprovideexplanations
for any questions the respondents had was only through the contact number given. There
was also no possibility of contacting the respondents or having meetings with them for any
clarificationsregardingtheirresponses.Allquestionswereclose-ended.Likertscalebased
questions were used to measure their attitudes.
– 36 –
The initial questionnaires developed, were presented to three groups of selected stakeholders,
which included the sponsoring institute (Alethea Group of Schools), teachers and parents,
for a critical evaluation. A pilot study was also carried out. The feedback received, such
as unclear questions and suggestions for improvement, were taken into consideration in
finalizingbothquestionnaires.Therewereconsiderablevalueadditionstothequestionnaire
development through focus group discussion and pilot study. Through pretesting the
instrument, the researchers were able to verify whether the participants were actually clear
about the meaning of each question.
ThefinalizedquestionnaireswerethentranslatedintoSinhalaforthebenefitoftheSinhala
participants. This decision was taken by the team mainly to secure the validity and reliability
of the instrument developed. It should be noted that these questionnaires were not translated
into Tamil, which is a limitation of the study.
The survey was conducted during the period 12thOctober2015to22nd November 2015 and
was carried out by all the 06 members of the survey team. The group was divided into three
teamscomprisingoftwomembersineachforeaseoforganizingandparalleldistributionof
questionnaires. Questionnaires were distributed via a responsible personality in each school
(i.e. most of the time the Principal or a delegate), which were thereafter redistributed among
the teachers and the students. The students were instructed to handover the questionnaires to
their parents. The covering letter attached to each questionnaire provided instructions asking
therespondentstohandoverthesealedenvelopesprovided,totheclassteacher/Principal.
Completed parents’ and teachers’ questionnaires were collected by the team members after
communicating with the contact person on an agreed date.
Ofthesampleselected,thesurveycollectedresponsesfrom6,265parentsand2,019teachers.
The response rate was 68.17%. There were 1,562 questionnaires rejected due to a lack of
sufficientdataandcredibility.
Each questionnaire was assigned a reference number after collection. Data were recorded
andupdatedsimultaneously.Anexcelsheetpreparedwithrestrictedandcontrolledfields
wasusedtominimizedataentryerrors.
– 37 –
Ethical considerations
The Ethics approval paper was submitted prior to the commencement of the survey. In
addition, there were several precautions taken to protect the ethical dimension of the survey.
The covering letter at the beginning of each questionnaire was used to inform the participants
about the purpose of the study, the process of data collection, and that there were no potential
risks or costs involved. It also conveyed that they had the right to voluntarily agree or decline
to participate. The questionnaire did not contain any questions which requested information
on identificationof theparticipants.Thequestionnaireswere labelledandclassifiedonly
after the data was collected. Hence, anonymity was maintained as subjects cannot be linked
with their individual responses. The gathered data was recorded truthfully, and there was no
manipulationwhenanalyzingthedata.CollectedquestionnaireswerestoredattheResearch
Centre of the Postgraduate Institute of Management, Sri Jayewardenepura, for a period of 5
years in sealed boxes for future reference, if the need arises.
Data Analysis
Statistical Package for the Social Sciences (SPSS) version 20.0 was used for the statistical
analysis. The questions and responses were coded and entered in the computer using
Microsoft Excel.Mainly descriptive statisticswere used to analyze data. Further, factor
loading, chi-square analysis and t-test for comparison were performed using SPSS. The
frequency tables were applied to Microsoft Excel in order to draw pie-charts and bar-charts.
Only questions which had a factor loading of 0.6 and above were considered for the
discussion.T-testswith a significance level of 0.05wereperformedwherenecessary, to
verifythepresenceofanactualsignificantdifferencebetweenresponsesbasedonschool
type.
– 40 –
ANNEXE 03: PARENTS QUESTIONNAIRE WITH COVERING LETTER
Dear Parents,
Weinviteyoutoparticipateinaresearchstudyentitled:IdentificationofSpecialEducation
Needs (SENs) of Primary School Children in Sri Lanka. We are currently enrolled in the
MBA at the Postgraduate Institute of Management, University of Sri Jayewardenepura,
and in the process of doing a Survey on the above subject. The purpose of the research
istodetermine:WhethertheSENsisidentifiedinSriLankanPrimaryschoolsandifnot
to understand why it is not so. The enclosed questionnaire has been designed to collect
information on the above requirement.
Yourresponseswillremainconfidentialandanonymous.Nooneotherthantheresearchers
will know your individual answers to this questionnaire. Your responses may result in a
bettereducationsystemforallthechildrenandSENs,asthesurveyfindingswillbeusedfor
futurepolicydevelopmentsandSENsidentification.Thiswillalsobeusedtoupgradethe
standards of education in Public, Private and International Schools by providing necessary
insights to education.
It should take approximately 15 minutes to complete the questionnaire. Please return
the questionnaire as soon as possible to your child’s Class teacher sealed in the enclosed
envelope.
If you have any questions about this research, please feel free to contact the below signed.
Thank you for your assistance in this important endeavor.
Sincerely yours,
OnalieDissanayake(0772940771)
Principal Investigator
– 41 –
ys;j;A fouõmshks,
› chj¾Okmqr úYAj úoHd,hg wkqnoAê; mYApd;A Wmdê l<uKdlrK wdh;kfhys
mYApd;A jHdmdr l<uKdlrK Wmdêh yodrk wm, › ,xldfõ mdi,Aj, m%d:ñl wOHdmkh
;=, úfYAI wOHdmksl wjYH;d iys; isiqkA y÷kd.ekSfï ÿ¾j,;djhlA ;sfío hk j.
iy tfiA ùug n,mdk idOl y÷kd.ekSu i|yd .fõYKd;Aul m¾fhAIKhl kshe<S isà’
fï iuÕ uqøKh lr we;s m%YAkdj,sh Tn úiskA iïmQ¾K lr kej; Ndr§u fuu ld¾Hh
id¾:l lr.ekSu i|yd jeo.;A rel=,lA jkq we;.
Tn úiskA imhk ,o f;dr;=re iEu úgu fm!oA.,sl;Ajh wdrCId jk whqßkA fhdod .ekSug
wm j. n,d .kAfkuq. fuu f;dr;=re úfYAI wOHdmksl wjYH;d iys; isiqkA we;=¨ ish¨
mdi,A <uqkAf.A wNsjDoAêh fukAu wOHdmk fCI;%fhA .=Kd;Aul Ndjh kxjd,Sug buy;A
rel=,lA jk nj wm ;rfhA úYAjdi lruq.
fuu m%YAkdj,sh iïmQ¾K lsÍu i|yd ñks;A;= 15l muK ld,hlA .;jk w;r” iïmQ¾K
lrk ,o m%YAkdj,sh imhd we;s ,shqï ljrfhA nyd, w,jd mkA;s Ndr .=reNj;d fj;
,ndfok fukA b;d ldreKslj b,A,d isáuq.
fï iïnkaOj jeä úiA;r wjYH kï tA i|yd my; i|ykA ud wu;k fukA ldreKslj
b,A,d isáñ.
óg úYAjdi.
Tk,s Èidkdhl ^0772 940771&
– 42 –
SURVEY QUESTIONNAIRE FOR PARENTS
1. How old is your child?(tick all appropriate)
Tnf.A orejdf.A$orejkAf.A jhi lSho@ ^wod, ish¨ fldgq ,l=Kq lrkak&
06-11years/wjqreÿ 12-14years/wjqreÿ
15-19years/wjqreÿ
2. What type school is your child studying in?
Tnf.A orejd bf.kqu ,nkAfkA lskï j¾.fhA mdi,lo@
Government/rcfhA Private/fm!oA.,sl
International/cd;Hka;r Other/fjk;A
3. How satisfied are youwith the support your child received during the primary (grade 1 to 5)education from school? Please tick your choice as your satisfaction level (1 is the minimum satisfaction level and 6 is the maximum satisfaction level)
orejd mdif,kA ,;A m%d:ñl wOHdmkfhAoS^1jk fY%AKsfha isg 5jk fY%AKsh olajd& ,o iyfhdA.h ms<sn|j Tn fl;rï ;Dma;su;a jkAfkAo@ ^Tnf.a ;Dma;su;A njg iß,k mßÈ ,l=Kq lrkAk. 1 wju ;Dma;s uÜgu f,io, 6 Wmßu ;Dma;s uÜgu f,io i,lkak&
1 2 3 4 5 6
4. Have you had any problems enrolling your child into Montessori or Primary school?
Tnf.A orejd fmr mdi,lg fydA m%d:ñl mdi,lg we;=<;a lsÍfïoS Tn .eg¿j,g uqyqK mEfõo@
Yes/Tõ No$ke;
5. If the answer to the above is ‘Yes’, was it due to any of the below reasons? (tick all appropriate)
m%YaK wxl 4g zTõZ hehs i|yka lf,A kï” th my; i|yka lskï ÿIAlr;djlA ksido@ ^wod, ish¨ fldgq ,l=Kq lrkak&
Development Delayj¾Okh m%udoùu
Emotional/behavioralissuesyeÕSï$yeisÍï .eg¿
Learning(reading/writing)bf.kSu iïnkAOj^lshùu$,sùu&
Physical/Medicalldhsl$ffjoH .eg¿
Speech/Languagel:kh$NdIdj
Other(pleasespecify)_______fjk;A^i|ykA lrkAk&
– 43 –
Pleasetickthemostsuitableboxforeachquestionthatfitsyouthemost(1=‘notatall’&6=‘toagreat extent’). jvd;Au iß,k ms<s;=r ,l=Kq lrkAk ^1-ztlÕ fkdfõZ jk w;r 6-zb;d tlÕfõZ&
1 2 3 4 5 6
6. To what extent did your child receive any extra support in the primary school?
Tnf.A orejdg m%d:ñl mdif,A§ úfYAI iyhlA ,enqfkAo@
7. To what extent do you agree to share the classroom environment with students having special needs?
Tn fldf;lA ÿrg Tnf.A orejdf.A mkA;sh úfYAI wOHdmksl wjYH;d fydA ÿ¾j,;d iys; isiqkA iuÕ N=lA;s ú£ug leu;so@
8. Students who are physically aggressive towards others in school should not be in regular school. Would you agree?
wfklA isiqkA flfrys ldhsl fydA jdÑl l<yldÍ yeisÍï rgdjlA fmkAkqï lrk isiqkA idudkH mkA;shl isàu kqiqÿiqh’
9. Students who lack daily living skills and need training in managing themselves should be in regular school.
;u ffoksl l%shd lr.ekSug wmyiq” mqyqKqjlA wjYH isiqkA idudkH mkA;shl isàu iqÿiqh’
10. Itwillbedifficulttogiveequalattentiontoallstudentsinaclassroomwithdifficultstudents.
úfYAI wOHdmksl wjYH;d isiqkA iys; idudkH mkA;shl b.ekAùfïoS ish¨ isiqkA yg tl yd iudk wjOdkhlA ,nd§u ÿIAlr fõ’
11. Cooperation of parents towards a class with special students is insufficient.
úfYAI wOHdmksl wjYH;d isiqkA iys; idudkH mkA;shl tu mkA;sfhA fjk;A fouõmshkAf.kA ,efnk iyfhdA.h m%udKj;A fkdfõ’
12. Iwould likemychild to be able toworkwithdifficult children inclass.
udf.A orejdg úfYAI wOHdmksl wjYH;d iys; isiqkA iu. tlAù jev lsÍug wjiA:djlA ,efnkAfkA kï leu;s fjñ.
13. Lackofadequateresourcesandspecialmaterialswillmakeitdifficultfor teachers and students to have special students in class.
m%udKj;A iïm;A fkdue;sùu, úfYAI wOHdmksl wjYH;d iys; isiqkA idudkH mkA;shl isàfï§ .=rejrekAg fukAu wfkl=;A isiqkAgo fkdfhl=;A wyiq;djhkA f.kfoA.
– 44 –
14. Do you have any experience with Special Education Needs (SEN) children in or out of school?
Tng úfYAI wOHdmksl wjYH;d iys; isiqkA iu. mdif,A§ fydA bkA msg;§ w;AoelSï ;sfío@
Yes/Tõ No$ke;
15. If the answer to the above is ‘Yes’, which of the following is it? (tick all appropriate)
m%YaK wxl 14g zTõZ hehs i|yka lf,A kï” th my; i|yka lskï wjiA:djkAys o@ ^wod, ish¨ fldgq ,l=Kq lrkak&
Immediate familymjqf,A idudcslfhlA
At workld¾hd,fhA§
RelativekEoEfhlA
At schoolmdif,AoS
Neighborwi,AjeisfhlA
Other(pleasespecify)_______fjk;A^i|ykA lrkAk&
Friendhy¿fjlA
16. Do you think that the special children have proper facilities available in schools than outside the schools?
úfYAI wOHdmksl wjYH;d iys; isiqkAyg msg;g jvd mdi, ;=, myiqlï ;sfí hehs Tng isf;Ao@
Yes/Tõ No$ke;
17. Do you think there are policies to include special children in general schools in Sri Lanka (at national level)?
wOHdmksl wjYH;d iys; isiqkAidudkH mdie,A j,g we;=,;A lr.ekSu i|yd › ,xldfõ m%;sm;A;s iy m%ldYk mj;S hehs Tn is;kAfkAo@
Yes/Tõ No$ke;
18. Do you think Sri Lanka needs policies to include special children in general schools?
úfYAI wOHdmksl wjYH;d iys; isiqkAidudkH mdie,A j,g we;=,;A lr.ekSu i|yd › ,xldfõ m%;sm;A;s iy m%ldYk ;sîu wjYH hehs Tn is;kAfkAo@
Yes/Tõ No$ke;
19. Do you think that special children should be in separate schools or general schools?
úfYAI wOHdmksl wjYH;d iys; isiqkAidudkH mdie,A j, fydA fjkAjQúfYAImdie,A j, isáh hq;= nj Tn is;kAfkAo@
General schoolsidudkH mdie,A
Separate SchoolsfjkAjQúfYAImdie,A
Thank you for sharing your time to improve the quality of education in Sri Lanka.
› ,xldfõ wOHdmk fCIA;%h ;=, .=Kd;aul Ndjh j¾Okh lsÍu i|yd Tn oelAjQ iyfhdA.hg
iA;+;shs.
– 45 –
ANNEXE 04: TEACHERS QUESTIONNAIRE WITH COVERING LETTER
Dear Teachers,
Weinviteyoutoparticipateinaresearchstudyentitled:IdentificationofSpecialEducation
Needs (SENs) of Primary School Children in Sri Lanka. We are currently enrolled in the
MBA at the Postgraduate Institute of Management, University of Sri Jayewardenepura,
and in the process of doing a Survey on the above subject. The purpose of the research
istodetermine:WhethertheSENsisidentifiedinSriLankanPrimaryschoolsandifnot
to understand why it is not so. The enclosed questionnaire has been designed to collect
information on the above requirement.
Yourresponseswillremainconfidentialandanonymous.Nooneotherthantheresearchers
will know your individual answers to this questionnaire. Your responses may result in a
bettereducationsystemforallthechildrenandSENsasthesurveyfindingswillbeusedfor
futurepolicydevelopmentsandSENsidentification.Thiswillalsobeusedtoupgradethe
standards of education in Public, Private and International Schools by providing necessary
insights to education.
It should take approximately 15 minutes to complete the questionnaire. Please return the
questionnaire as soon as possible to the Principal sealed in the enclosed envelope.
If you have any questions about this research, please feel free to contact the below signed.
Thank you for your assistance in this important endeavor.
Sincerely yours,
OnalieDissanayake(0772940771)Principal Investigator
– 46 –
ys;j;A .=re Nj;=ks,
› chj¾Okmqr úYAj úoHd,hg wkqnoAê; mYApd;A Wmdê l<uKdlrK wdh;kfhys
mYApd;A jHdmdr l<uKdlrK Wmdêh yodrk wm, › ,xldfõ mdi,Aj, m%d:ñl wOHdmkh
;=, úfYAI wOHdmksl wjYH;d iys; isiqkA y÷kd.ekSfï ÿ¾j,;djhlA ;sfío hk j.
iy tfiA ùug n,mdk idOl y÷kd.ekSu i|yd .fõYKd;Aul m¾fhAIKhl kshe<S isà’
fï iuÕ uqøKh lr we;s m%YAkdj,sh Tn úiskA iïmQ¾K lr kej; Ndr§u fuu ld¾Hh
id¾:l lr.ekSu i|yd jeo.;A rel=,lA jkq we;’
Tn úiskA imhk ,o f;dr;=re iEu úgu fm!oA.,sl;Ajh wdrCId jk whqßkA fhdod .ekSug
wm j. n,d .kAfkuq’ fuu f;dr;=re úfYAI wOHdmksl wjYH;d iys; isiqkA we;=¨ ish¨
mdi,A <uqkAf.A wNsjDoAêh fukAu wOHdmk fCI;%fhA .=Kd;Aul Ndjh kxjd,Sug buy;A
rel=,lA jk nj wm ;rfhA úYAjdi lruq.
fuu m%YAkdj,sh iïmQ¾K lsÍu i|yd ñks;A;= 15l muK ld,hlA .;jk w;r, iïmQ¾K
lrk ,o m%YAkdj,sh imhd we;s ,shqï ljrfhA nyd, w,jd úÿ,Am;s;=ud fj; ,ndfok
fukA b;d ldreKslj b,A,d isáuqq.
fï iïnkaOj jeä úiA;r wjYH kï tA i|yd my; i|ykA ud wu;k fukA ldreKslj
b,A,d isáñ.
óg úYAjdiS,
Tk,s Èidkdhl ^0772 940771&
– 47 –
SURVEY QUESTIONNAIRE FOR TEACHERS AND SCHOOL ADMINISTRATION
1. What is your gender?
Tnf.A iA;’%$mqreI Ndjhl=ulAo@
Male/mqreI Female/iA;’%
2. What age range do you belong to?
Tn wh;A jk jhiA ldKAvh l=ulAo@
18-25 years/wjqreÿ 26-33 years/wjqreÿ
34-41 years/wjqreÿ 42-49 years/wjqreÿ
49 yearsorolder/wjqreÿ fyda Bg jeä
3. What is the highest level of education you have completed?
Tn ,nd we;s WiiAu wOHdmksl iqÿiqlu l=ulAo@
G.C.E.A/L/w¡fmd¡i¡ WiiA fm< PostgraduateDiploma/mYApd;A ämAf,dAud
Diploma/ämAf,dAud Masters/mYApd;A WmdêOdÍ
TrainedTeacher/mqyqKq .=re Doctorate/wpd¾h WmdêOdÍ
Degree/WmdêOdÍ
4. Whatwasthemainfieldofstudyofyourhighestlevelofeducation?
Tn ,nd we;s WiiAu wOHdmksl iqÿiqlu yodrk ,oAfoA l=uk úIh OdrdjlskAo@
Education/wOHdmk Management/mßmd,k
Psychology/udkisl úoHd Other(pleasespecify)_________________fjk;A^i|ykA lrkAk&
5. How many years of teaching experience do you have in your career?
Tn .=re jD;A;sfhA kshe,S isá fiAjd ld,h fldmuKo@
Male/mqreI
6. What type of schools have you been working in?(tick all applicable)
Tnf.A iAjd ld,h ;=,§ fiAjh lrk ,oAfoA l=uk j¾.fhA mdie,A j,o@ ^wod, ish¨fldgq ,l=Kq lrkak&
Government/rcfhA International/cd;Hka;r
Private/fm!oA.,sl Other(pleasespecify)_________________fjk;A^i|ykA lrkAk&
– 48 –
7. Special Education Needs (SEN) is a practice of educating students who need support. Have you had any experience with such students?
úfYAI wOHdmksl wOHdmkh hkq úúO wOHdmksl wjYH;d iys; isiqkA yg ;u ksmqk;djhkA lrd <Õdùug iyfhdA.h ,nd§uhs. fujeks orejkA iuÕ jev lsÍug Tng wjiA:dj ,eî we;Ao@
Yes/Tõ No/ke;
If you answered ‘yes’ to question 7, please answer question 8.
Tn m%Yak wxl 7g zTõZ hehs i|ykA lf¾ kï muKlA, m%Yak wxl 8g ms<s;=re imhkAk.
8. Please specify the type of experience (tick all applicable)
Tnf.A w;AoelSu lskï tllAo@
Atschool/mdif,A§ Personal-knowntome/fm!oA.,sl-ys;j;A wh
Tuition/wu;r mkA;s j,§ Other(please specify)_________________fjk;A^i|ykA lrkAk&
9. AreyoutrainedorqualifiedinSEN?
Tn úfYAI wOHdmksl wOHdmkh iïnkAOj mqyqKqjlA ,nd fydA oekqj;Aù we;Ao@
Yes/Tõ No/ke;
10. Would you be willing to undergo SEN training?
Tn úfYAI wOHdmksl wOHdmkh iïnkAOj mqyqKqùug fydA oekqj;Aùug leu;so@
Yes/Tõ No/ke;
11. To what extent do you agree to share the educative environment with students having disabilities or special needs?(tick the most appropriate)
;u b.ekAùï lghq;=j, kshe,Sfï§, Tn tu mßirh úfYAI wOHdmksl wjYH;d iys; isiqkA iuÕ fydA ÿ¾j,;d iys; isiqkA iuÕ jev lsÍug leu;so@
Notatall/wlue;shs Toamoderateextent/iEfyk ÿrg
Toaverysmallextent/b;d w,Am jYfhkA Toagreatextent/leue;shs
Tosomeextent/hï ;dlA ÿrg
– 49 –
Pleasetickthemostsuitableboxforeachquestionthatfitsyouthemost(1=‘notagreeing’&6=‘agreeing to a great extent’).jvd;Au iß,k ms<s;=r ,l=Kq lrkAk ^1-ztlÕ fkdfõZ jk w;r 6-zb;d tlÕfõZ&
1 2 3 4 5 6
12. Studentswhoarephysicallyand/orverballyaggressivetowardstheirpeers in school should not be in regular school
ldhslj iy$fydA jdÑlj wfklA isiqkA iuÕ l,yldÍ f,i yeisfrk isiqkA idudkH mkA;shl isàu kqiqÿiqh
13. Studentswhohavedifficultyinsustainingattentioninclassshouldbein regular schools
mkA;s ldurfhA§ wjOdkh mj;Ajd .; fkdyels isiqkA idudkH mkA;shl isàu iqÿiqh
14. Studentswhosespeechisdifficulttounderstandshouldbeinregularschool
mkA;s ldurfhA§ wjOdkh mj;Ajd .; fkdyels isiqkA idudkH mkA;shl isàu iqÿiqh
15. Having SEN childrenin a general classroom will lead to stress and anxiety of the teacher or management
úfYAI wOHdmksl wjYH;d iys; isiqkA idudkH mkA;shl isàu, .=rejrhd iy mdi,A mßmd,kh u; udkisl wd;;shlA yd mSvkhlA we;slrhs
16 Lack of adequate resources and special materials will make inclusion difficult
m%udKj;A$iß,k iïm;A fkdue;sj úfYAI wOHdmksl wjYH;d iys; isiqkA yg idudkH mkA;shl b.ekAùu ÿIAlr ld¾hhlA fõ
17. I will not be able to cope with disabled students
ug úfYAI wOHdmksl wjYH;d iys; isiqkA yg b.ekAùu ÿIAlr ld¾hhlA fõ
18. Itwillbedifficulttogiveequalattentiontoallstudentsininclusiveclassrooms
úfYAI wOHdmksl wjYH;d iys; isiqkA yg idudkH mkA;shl b.ekAùfï§, ish¨ isiqkA yg tl Nd iudk wjOdkhlA ,nd§u ÿIAlr fõ
– 50 –
Please tick the most suitable box for each question that fits you the most (1 = ‘not agreeing’& 6 = ‘agreeing to a great extent’). jvd;Au iß,k ms<s;=r ,l=Kq lrkAk ^1-ztlÕ fkdfõZ jk w;r 6-zb;d tlÕfõZ&.
Not
at a
ll tl
Õ k
e;
To a
ver
y sm
all e
xten
t b;
d w,Am j
Yfhk
A tl
Õ f
õ
To so
me
exte
nt h
ï ;
dlA ÿ
rg t
lÕ
fõ
To a
mod
erat
e ex
tent
iEfy
k ÿr
g tlÕ
fõ
To a
gre
at e
xten
t tlÕ
fõ
19. Curriculumisinflexibleforaninclusiveeducationsystem
úIh ks¾foAYh wkA;¾.; wOHdmkh i|yd kuHYs,S ke;
20. Preparation on inclusive education of teachers and education
leadersisinsufficient
wkA;¾.; wOHdmkh i|yd .=rejrekAf.A yd m%OdkSkAf.A iQodkï
ùu m%udKj;A fkdfõ
21. Cooperationofparentsoninclusiveeducationisinsufficient
wkA;¾.; wOHdmkh i|yd fouõmshkAf.A iydh m%udKj;A fkdfõ
22. To what extent are you aware of the policies for inclusive education in Sri Lanka (at national level)?
Tnfl;rï ÿrg › ,xldfõ mj;sk wkA;¾.; wOHdmk m%;sm;A;s iy m%ldYk .ek oekqj;Ao@
23. To what extent are you aware of the International policies towards inclusive education?
Tnfl;rï ÿrg cd;Hka;rj mj;sk wkA;¾.; wOHdmk m%;sm;A;s iy m%ldYk .ek oekqj;Ao@
– 51 –
Tick ‘Yes’ or ‘No’ to the following questions. my; i|ykA m%Yak j,g iqÿiq f,i zTõZ fydA zke;Z ,l=Kq lrkAk.
Yes/Tõ No/ke;
24 Do you have any personal or professional experience outside your working hours at the school of been giving assistance, providing service, special aid or lessons to any person with special needs or disabilities?
Tng hïlsis wdldrhlskA úfYAI wOHdmksl wjYH;d iys; isiqkA yg Tnf.A fiAjh, fm!oA.,sl fydA jD;A;Suh jYfhkA ,nd§fï w;AoelSulA mdif,kA ndysrj we;Ao@
25 Studentswithdifficultyfollowingschool rulesshouldbe inregularschools
mdif,A úkh ud,dj wkq.ukh l< fkdyels isiqkA idudkH mdi,l isàu iqÿiqh
26. Students who persistently experience difficulty in expressing theirthoughts should be in regular schools
ks;r ks;r ;u woyiA m%ldY lsÍfï wmiq;d we;s isiqkA idudkH mdi,l isàu iqÿiqh
27. I do not have knowledge and skills to teach students with SEN
ud yg úfYAI wOHdmksl wjYH;d iys; isiqkAg b.ekAùug wjYH ksmqk;djhkA fydA oekqu ke;
– 52 –
Rate the extent of relevance of the following barriers for an effective Inclusive education implementation at your school.
wkA;¾.; wOHdmkh Tfí mdif,A l%shd;Aul lsÍu flfrys n,mdk wjysr;d fl;rïoehs Tfí oekqug wkqj ;lAfiAre lrkAk.
Not
at a
ll tl
Õ k
e;
To a
ver
y sm
all e
xten
t b;
d w,Am j
Yfhk
A tl
Õ f
õ
To so
me
exte
nt h
ï ;
dlA ÿ
rg t
lÕ
fõ
To a
mod
erat
e ex
tent
iEfy
k ÿr
g tlÕ
fõ
To a
gre
at e
xten
t tlÕ
fõ
28. How knowledgeable are you about diversity and inclusion in education
úúO;Ajh yd wkA;¾.; wOHdmkh .ek Tn fl;rï oekqj;Ao@
29. Does your school have special needs identification processes andadequate assessment procedures
Tfí mdif,A úfYAI wOHdmksl wjYH;d yªkd.ekSfï l%shdj,shlA iy m%udkj;A we.hSï l%shdj,shlA ;sfío@
30. To what extent did the lack or presence of special needs resources affectedyourteachingperformance?ficient
úfYAI wOHdmksl wjYH;d i|yd iïm;A ;sîu fydA fkd;sîu Tnf.A b.ekAùfï l%shdj,shg n,mEfõo@
31. Did you receive any training or institutional assistance from the school in order to better cope with the special necessities of the students?
Tng mdif,kA úfYAI wOHdmksl wjYH;d iys; isiqkAg b.ekAùfï lghq;= lsÍu i|yd hïlsis mqyqKqjlA fydA iyhlA ,nd§ we;Ao@
Thank you for sharing your time to improve the quality of education in Sri Lanka.
› ,xldfõ wOHdmk fCIA;%h ;=, .=Kd;aul Ndjh j¾Okh lsÍu i|yd Tn oelAjQ iyfhdA.hg iA;+;shs.
– 53 –
ANNEXE 05: SPECIAL EDUCATION NEEDS (SENS) CONSIDERED IN THE SURVEY
What ‘special educational needs’ means
Theterm‘specialeducationalneeds’hasalegaldefinition,referringtochildrenwhohave
learningdifficultiesordisabilitiesthatmakeitharderforthemtolearnthanmostchildren
of the same age. Many children will have special needs of some kind at some time during
their education.
SENs that are in the range of mild to moderate were taken into considerationduring this
survey whilst moderate to severe conditions were not considered.
SENs
1. Autism Spectrum Disorder (ASD)
TheAutismSpectrumDisorderreferstoadevelopmentaldisabilitythatsignificantlyaffects
communication (both verbal and nonverbal) and social interaction. These symptoms are
typically evident before the age of three and they adversely affect a child’s educational
performance. Other identifying characteristics of those with ASD are engagement in
repetitiveactivities/stereotypedmovements,resistancetochangeinenvironmentanddaily
routine and unusual responses to sensory stimuli.
It is also referred to as the Pervasive Developmental Disorder (PDD). It is a behavioural
syndrome,whichmeansthatitsdefinitionisbasedonthepatternofbehavioursthatachild
exhibits.ItshouldbenotedthattherearefivedisorderslistedunderASDorPDDintheDSM-
IV manual by the American Psychiatric Association (1994). These disorders include the
AutisticDisorder,Asperger’sDisorder,PervasiveDevelopmentalDisorder,NotOtherwise
Specified,Rett’sDisorder,andtheChildhoodDisintegrativeDisorder.Alldisordersinthis
categoryexhibitabnormalitiesinsocializationskills,useoflanguageforcommunication,
andbehaviour.However,eachgroupdiffersintheseverityofthedeficits.
– 54 –
1.1 Asperger Syndrome (AS)
ASrefers to themildestandhighest functioningon thespectrumand ischaracterizedby
higher cognitive abilities ranging from average to superior intelligence. There are many
similar characteristics that can be seen between the Asperger syndrome and autism, but the
characteristics differ in the degree of severity and overall ability of the child. Nielsen (2009)
explains that children with Asperger syndrome have a higher verbal IQ than performance IQ,
which is opposite for children with autism who have a higher performance IQ than verbal IQ.
Children with Asperger syndrome can also be found to have more normal language ability
than children with autism, and the onset of Asperger is generally later than the onset of
autism.Asperger,similartoautism,ischaracterizedbydeficitsinsocialandcommunication
skills;however,thedeficitsaretoalesserseveritywithAspergersyndrome,andthelong-
term outlook for these children is more positive.
1.2 Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS)
PDD-NOShasbeenreferredtoasa“milder”formofautismwheresomebutnotallfeatures
ofautismareidentified.Therearenosetpatternsorsymptomsandsignsinchildrenwith
PDD-NOS,and there isaverywide rangeofdiversity seen inchildrenwithPDD-NOS.
ThediagnosisofPDD-NOSshouldbeusedwhenachildexhibitsasevereandpervasive
impairment in the development of social interaction or verbal and nonverbal communication
skills,butwhennotallcriteriaaremetforaspecificPDD.
1.3 Rett Syndrome
Rett syndrome is an extremely rare medical condition that has only been reported in females.
It has been added to the ASD category because in addition to the medical symptoms, children
withRettsyndrometendtodisplaysocial,communication,andplaydifficultiesassociated
with ASD.
1.4 Childhood Disintegrative Disorder (CDD)
CDD is a condition in which young children develop normally until age three or four, but
then demonstrate a severe loss of social, communication, and other skills. Doctors sometimes
– 55 –
confuse this rare disorder with late-onset of autism because both conditions involve normal
development followed by significant loss of language, social, play, and motor skills.
However, autism typically occurs at an earlier age. There’s also a more dramatic loss of
skills in children with CDD, and a greater likelihood of mental retardation. Further, CDD is
far less common than autism.
2. Traumatic Brain Injury (TBI)
Traumatic brain injury refers to an acquired injury to the brain caused by external physical
forces.This injury isone that results inapartialorcomplete functionaldisabilityand/or
psychosocial impairment, and must adversely affect the child’s educational performance.
TBI does not include congenital or degenerative conditions or those caused by birth-related
trauma. However, only partial functional disability is considered for the survey.
TBI applies to injuries that result in impairments in one or more of the following areas:
� Cognition � Language � Memory
� Reasoning � Abstract thinking � Judgment
� Psychosocial behaviour � Physical functions � Information processing
� Attention � Problem-solving � Speech
3. Speech/language impairment
Speech or language impairments refer to communications disorders such as stuttering,
stammering, impaired articulation or language/voice impairments that have an adverse
effect on a child’s educational performance.
4. Intellectual Disability (also referred to as “Mental Retardation”)
Intellectual disability is defined as a significantly below average functioning of overall
intelligencethatexistsalongsidedeficitsinadaptivebehaviourandismanifestedduringthe
child’s developmental period causing adverse effects on the child’s educational performance.
However, only mild to moderate levels are considered for the survey.
– 56 –
5. Visual Impairment
Visual impairment, generally includes blindness. However, for the purpose of the survey
it refers to impairment in one’s vision that, even after correction, adversely affects a
child’s educational performance, i.e. squint, and other visual disorders. The term “visual
impairment” is inclusive of those with partial sight.
6. Hearing Impairment
Hearingimpairmentreferstoanimpairment(fluctuatingorpermanent)thatadverselyaffects
achild’seducationalperformance.Thisisaformofdifficultythatthechildmayhavebut
could be corrected with external support (i.e. hearing aid) or medical support.
7. Developmental Delay
Developmentaldelayisatermdesignatedforchildrenfrombirthtoagenine,andisdefinedas
a delay in one or more of the following areas: cognitive development, physical development,
socio-emotional development, behavioural development or communication. This affects a
child’s education as he tends to develop certain areas far later than others in the same age.
This can also be corrected by providing the relevant support.
8. Emotional Disturbance
Emotional disturbance refers to a condition that exhibits one or more of the following
characteristics both over an extended period of time; and to an exceptional degree that
adversely affects a child’s educational performance:
� An inability to learn that cannot be explained by intellectual, sensory or health factors.
� An inability to build and/ormaintain satisfactory interpersonal relationshipswith
peers and teachers.
� Inappropriate types of behaviour or feelings under normal circumstances.
� Ageneralpervasivemoodofunhappiness/depression.
� A tendency to develop physical symptoms or fears associated with personal or school
problems.
– 57 –
Emotional disturbance does not apply to children who are socially maladjusted unless they
are determined to have an emotional disturbance. These can be caused by different ways and
means, and family background also can play a considerable role.
9. Perceptual Disabilities
These are disabilities of the messages from the 5 senses that are received to the brain and
understood differently. They can be visual and auditory. These cause confusions in the
childwithwhatisthereandwhatisperceived.Wherewritingisconcerned,thechildfinds
itdifficulttocoordinatealltheskillsrelatedtowriting(i.e.spelling,creativity,grammar,
pencilgrip,etc.)and,therefore,prefersnottowrite.Memoryrelateddifficultiesarewhen
theyfinditdifficulttoremembersomeofthethingswhileothersarecapableofmemorizing
easily. They may not be able to recall certain memories at all. Motor skills are when the child
tends to be clumsy to a third person. However, the child does not have control over it, and
thisisrelatedtomusclecontrol.Itmaycausedifficultyinchildrentotakepartinsportsor
physical activities.
10. Dyslexia
Dyslexia,alsoknownasreadingdisorder,ischaracterizedbytroublewithreadingunrelatedto
problems with overall intelligence. Different people are affected to varying degrees. Problems
mayincludedifficultiesinspellingwords,readingquickly,writingwords,“soundingout”
words in the head, pronouncing words when reading aloud and understanding what one
reads.Oftenthesedifficultiesarefirstnoticedatschool.Thedifficultiesareinvoluntaryand
people with this disorder have an unaffected desire to learn.
The cause of dyslexia is believed to involve both genetic and environmental factors.
Somecases run in families. It oftenoccurs in peoplewith attentiondeficit hyperactivity
disorder(ADHD),andisassociatedwithsimilardifficultieswithnumbers.Theunderlying
mechanisms are problems within the brain’s language processing. Dyslexia is diagnosed
through a series of tests of memory, spelling, vision, and reading skills.
– 58 –
11. Dyscalculia
Dyscalculia is difficulty in learning or comprehending arithmetic, such as difficulty
in understanding numbers, learning how to manipulate numbers, and learning facts in
mathematics. It isgenerallyseenasa specificdevelopmentaldisorder.Thiscanoccur in
peoplefromacross thewholeIQrange,often,butnotalways, involvingdifficultieswith
time, measurement, and spatial reasoning. Dyscalculia has been associated with female
children who have Turner syndrome.
12. Dysgraphia
Dysgraphia is a deficiency in the ability towrite, (primarily handwriting), aswell as in
coherence. Dysgraphia is a transcription disability, meaning that it is a writing disorder
associated with impaired handwriting, orthographic coding (orthography, the storing process
of written words and processing the letters in those words), and finger sequencing (the
movement of muscles required to write). It often overlaps with other learning disabilities such
as speech impairment, attentiondeficit disorder, or developmental coordinationdisorder.
Dysgraphia is characterizedasa learningdisability in thecategoryofwrittenexpression
when one’s writing skills are below those expected, given a person’s age measured through
intelligence and age-appropriate education.
Peoplewithdysgraphiacanoftenwritetosomeextent,andmayexperiencedifficultywith
otherfinemotorskills,suchastyingshoes.However,dysgraphiadoesnotaffectallmotor
skills.Peoplewithdysgraphiaoftenhaveunusualdifficultywithhandwritingandspelling
which in turn can cause writing fatigue. They may lack basic grammar and spelling skills
(forexample,havingdifficultieswiththelettersp,q,b,andd),andoftenwillwritethewrong
word when trying to formulate their thoughts on paper. The disorder generally emerges
whenthechildisfirstintroducedtowriting.
13. Aphasia
Aphasia is a condition that affects the ability to communicate. It is frequently caused by
brain damage, and causes problems with speaking, reading, listening, and writing. Symptoms
– 59 –
of aphasia consist ofdifficulties inusingwords and sentences andunderstandingothers.
Sufferersmay have difficulties in findingwords to express an idea, and theymay omit
smaller words or speak in short phrases. The condition may be mild or severe. It impacts
a person’s life by affecting the ability to express and understand both verbal and written
language. Aphasia treatment normally consists of speech therapy, practising language skills,
usingalternativecommunicationmethods,andusingspecializedcomputerprogrammes.
14. Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder
(ADHD)
ADD/ADHD is a condition that is characterized by problems with over-activity,
inattentiveness, and impulsivity. It is a chronic condition for which there is no cure.
CommonsymptomsthatoccurwithADD/ADHDaretroublestayingfocusedandlackof
attention,hyperactivity,andtroublecontrollingbehaviour. IfADD/ADHDsymptomsare
not addressed, problems can arise such as failing in school, problems with keeping a job later
in life, trouble with the law, and drug and alcohol abuse.
15. Tourette’s Syndrome
Gilles de la Tourette syndrome (Tourette Syndrome or TS) is a neurological disorder
whichbecomesevidentinearlychildhoodoradolescence.Thefirstsymptomsusuallyare
involuntary movements (tics) of the face, arms, limbs or trunk. These tics are frequent,
repetitiveandrapid.Themostcommonfirstsymptomisafacialtic(eyeblink,nosetwitch,
grimace), and is replaced or added to by other tics of the neck, trunk, and limbs.
16. Cerebral Palsy (CP)
CP is a disorder that affects muscle tone, movement, and motor skills (the ability to move
in a coordinated and purposeful way). CP usually is caused by brain damage that happens
beforeorduringababy’sbirth,orduringthefirst3to5yearsofachild’slife.Thisbrain
damage also can lead to other health issues, including vision, hearing, and speech problems;
and learning disabilities.
– 60 –
ANNEXE 06: DEFINITIONS
ASD - Autistic Spectrum Disorder is a serious neurodevelopmental disorder that impairs a
child’s ability to communicate and interact with others. It also includes restricted repetitive
behaviours, interests and activities. These issues cause significant impairment in social,
occupationalandotherareasoffunctioningandtheyoftenfindtheworldtobeaconfusing
place.
EFA - Education for All movement is a global commitment to provide quality basic
education for all children, youth and adults. At the World Education Forum (Dakar,
2000), 164 governments pledged to achieveEFA, and identified six goals to bemet by
2015. Governments, development agencies, civil society and the private sector are working
together to reach the EFA goals.
In order to sustain the political commitment to EFA, and accelerate progress towards the
2015targets,UNESCOhasestablishedseveralcoordinationmechanismsmanagedbythe
UNESCO’sEFAGlobalPartnershipsteam.FollowingamajorreviewofEFAcoordination
in2010-2011,theUNESCOreformedtheglobalEFAcoordinationarchitecture..
MoE - The Ministry of Education also known as the Education Ministry is a ministry of
the Government of Sri Lanka that directs the formulation and implementation of policies
related to primary and secondary education in Sri Lanka. The ministry is not responsible for
tertiary education as it which comes under the Ministry of Higher Education. However, two
universities do come under the ministry.
PIM – The Postgraduate Institute of Management, one of the pioneering institutes
offering Master of Business Administration (MBA), Master of Public Administration (MPA)
orequivalentqualifications, iswidelyrecognizedforhighqualitymanagementeducation
acrossSriLanka.ThePIM is affiliated to theUniversityofSri Jayewardenepura, and is
located at No. 28, Lesly Ranagala Mawatha, Colombo 08. It is administered by a Director
and is under the supervision of this University. Prof. Ajantha S. Dharmasiri, is the present
Director of the PIM.
– 61 –
RGD - The Registrar General’s Department is a government body formed for registration
of Births, Marriages and Deaths of Sri Lankans and legal documents pertaining to properties.
SEN - As stated in section 312 of the Education Act of 1996 (UK), children have Special
Educational Needsiftheyhavealearningdifficultyrequiringspecialeducationalprovision
tobemadefor them.Theactfurtherelaborates thatchildrenhavea learningdifficulty if
they:a)haveasignificantlygreaterdifficultyinlearningthanthemajorityofchildrenofthe
same age, b) have a disability which prevents or hinders them from making use of general
educational facilities provided for children of the same age in schools, and c) are under
compulsoryschoolageandfallwithintheabovedefinition(aorb).
SPSS - Statistical Programme for Social Sciences is a widely used programme for
statistical analysis in social science. It is also used by market researchers, health researchers,
surveycompanies,government,educationresearchers,marketingorganizations,dataminers
andothers.Inadditiontostatisticalanalysis,datamanagement(caseselection,filereshaping
and creating derived data) and data documentation (a metadata dictionary was stored in the
datafile)arefeaturesofthebasesoftware.
TISSL - The International Schools of Sri Lanka is the Association of the Premier
International Schools in Sri Lanka. Since 1987, the Heads of pioneer International Schools
in Sri Lanka functioned as an association which was informally called ‘The Association of
Heads of International Schools in Sri Lanka’. This Association that has grown to 25 member
Schools, formally identify themselves as ‘The International Schools of Sri Lanka (TISSL)’
since February 2013.
All the member schools share the common values of providing a high quality international
education based upon British and International examinations. Member schools are further
distinguished by a commitment to provide a holistic approach to the development of young
people within a context of promoting and upholding the values and culture of Sri Lanka.
– 62 –
ANNEXE 07: RELATED REGULATORY FRAMEWORKS
Special Education Needs and Disability Act 2001 (UK)
This is an act of the Parliament of the United Kingdom. This act was introduced as an
amendment to the Disability Discrimination Act 1995 (DDA) which added education to the
DDA. It ensures that disabled students are not discriminated against in education, training
andanyservicesprovidedwhollyormostlyforstudents.Theactemphasizesthatchildren
withSEN/disabilitiesmustbeeducated inmainstreamschoolsunless theparentsexpress
preference for a special school or unless the inclusion of the pupil would be incompatible
with the effective education of other pupils. It was also designed to make sure that where
possible, disabled people have the right to be able to work at their fullest capacity and have
thechancetofulfiltheirpotential.
The act states that it is unlawful to treat disabled pupils less favourably than other pupils
in accessing the physical environment and the curriculum of the school or college. The act
hasbeenwidelywelcomedbyvoluntarySENorganizations,andhasreceivedcross-party
support in the Parliament, since it has the potential of bringing substantial enhancements
in educational opportunities that are available for children and young people with either
disabilities or special educational needs. The act describes a person as having a disability
if he or she has a substantial and long term effect on their ability to carry out day-to-day
activities.
Special Educational Needs Code of Practice 2001
The SEN Code of Practice is aimed at providing practical advice to educational entities
on conducting their statutory duties to identify, assess and make provision for special
educationalneedsofchildren.ThefirstCodeofPracticecameintoeffectin1994.ThisCode
helps schools and LEAs get the best value from the considerable resources and expertise
they invest to help children with special educational needs. This Code of Practice is a must
to abide by for LEAs, schools, early education settings and those who assist them – including
health and social services in guiding them on how to carry out their functions relating to
– 63 –
children with special educational needs. Further, every time the health and social services
provide help to settings, schools and LEAs, all aforementioned parties should consider this
Code of Practice.
Special Educational Needs and Disability Order 2005
The Special EducationalNeeds andDisability (Northern Ireland)Order 2005 (SENDO)
increased the rights of children with Special Educational Needs (SEN) to attend mainstream
schools, and introduced disability discrimination laws for the entire education system in
Northern Ireland for the first time. This law provides new services for parents and for
schools, giving information and advice and help to avoid and resolve disputes between them.
It also increases right of appeal for parents to the SEN and Disability Tribunal. Education
and Library Boards have been wrested with new duties to comply with orders of the SEN
tribunal within set time limits. The order is the extension of the Special Educational Needs
and Disability Act 2001 (UK) to Northern Ireland.
Individuals with Disabilities Education Act 1990 (IDEA)
Enacted in the USA, the four part (A-D) legislation ensures students with a disability are
provided with Free Appropriate Public Education (FAPE) that is tailored to cater to their
individual needs. IDEA was previously known as Education for All Handicapped Children
Act (EHA) from 1970 to 1990. Overall, the goal of IDEA is to provide children with
disabilities the same opportunity for education as those students who do not have a disability.
Parts A& B are the two main parts out of four in the act. Part A covers the general provisions
of the law; Part B covers assistance for education of all children with disabilities; Part C
covers infants and toddlers with disabilities which includes children from birth to age three;
andPartDconsidersnationalsupportprogrammesadministeredatthefederallevel.Overall,
the act has not undergone notable changes since its enactment in 1975.
– 64 –
No Child Left Behind Act of 2001 (NCLB)
ThisUSactofCongressre-authorizedtheElementaryandSecondaryEducationActwith
provisions applying to disadvantaged students. The NCLB supported standards-based
education reform based on the foundation that setting high standards and establishing
measurable goals lead to improving individual outcomes in education. The Act created
provisionsforallstudentsincludingsegmentsofstudentsidentifiedbasedontheirdisability,
language, race, socio-economic status, and ethnicity.
Chapter on ‘Principles of State Policy’ in the constitution of the Democratic Socialist
Republic of Sri Lanka
This chapter of the constitution clearly states that;
‘The state is pledged to establish in Sri Lanka a democratic Socialist Society,
the objectives of which include the complete eradication of illiteracy and the
assurance to all persons of the right to universal and equal access to education
at all levels’
Sri Lanka being a signatory to the Universal Declaration of Human Rights, ratified the
conventionontheRightsoftheChildhavingrecognizedtheRighttoEducationasabasic
human right.
Compulsory Education Ordinance 1997
The main objective of this act is to ensure that all children belonging to the age group
5-14 attend school. Special committees were setup to ensure the provision of compulsory
education. The regulation also indicates an intention of providing at least nine years of
compulsory schooling.
Protection of the rights of persons with disabilities, Act no. 28 of 1996
Similar to the Special Education Needs & Disability Act in the UK, the Act established
a “National Council for Persons with Disabilities” and gave it legal status to take action
regarding all matters concerning “the Promotion, Advancement and Protection of the Rights
– 65 –
of Persons with Disabilities”. The Act is, therefore, at the same time a comprehensive
statementofthenationalpolicyonrehabilitation.TheActdefinesapersonwithdisabilityas
anypersonwho,asaresultofadeficiencyinphysicalormentalcapability,isnotabletoensure
forhimselforherselfthenecessitiesofdailylife.Itisthusareasonablybroaddefinition,
encompassing the conventional socio-economic basis and definition of “handicap”. The
major provisions of the act include; (i) Establishment of a National Council for Persons
with Disabilities to take any and all necessary actions to promote and safeguard the interests
of people who have disabilities, (ii) Establishment of a “National Secretariat for Persons
with Disabilities” as the implementation arm of the said council, (iii) Establishment of a
“NationalFundforPersonswithDisabilities”tomanageallthefinancialtransactionsofthe
Council,RegistrationofNon-GovernmentalOrganizations(NGOs)workinginthedisability
fieldwiththeCouncil&ProtectionofIndividualRightsofpersonswithdisabilities.
The Sri Lankan policy on disability
Regulated by the Ministry of Social Welfare in 2003, Sri Lanka also has a disability policy
which emphasizes themaintenance of a better systemof inclusive education in order to
keep up with international developments, and most predominantly to keep up with the UN
Convention on the Rights of the Child (CRC). It states that children with disabilities obtain
education from government schools either via inclusion or in the ordinary classrooms where
schools are with special education units. The policy also points out that a fraction of children
who have a disability and are in schooling age who have not started schooling and children
with multiple severe disabilities have no schooling opportunity at all. In addition, they
highlight that there is a lack of human resources who have the expertise and capacity to deal
with SEN students who are not only in state schools but also in private schools.
Salamanca statement and the framework for action (1994)
This treaty relates to principals, policy and practice related to special needs education that
was agreed upon at the World Conference on Special Needs Education, held in Salamanca,
Spain. Representatives of 92 governments and 25 international organisations took part in
this conference. The statement emphasises on commitment to Education for All, recognising
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the necessity and urgency of providing education for all children, young people and adults
within the regular education system. It also states that those children with special educational
needs ‘must have access to regular schools’. Furthermore, the statement calls governments
to give the ‘highest policy and budgetary priority’ to improve education services so that all
childrencouldbeincluded,regardlessofdifferencesordifficulties,andto‘adoptasamatter
of law or policy the principle of inclusive education’, and enrol all children in ordinary
schools unless therewere compelling reasons for doingotherwise. It further emphasizes
to develop demonstration projects and encourage exchanges with countries with inclusive
schools. The statement also emphasises ensuring that organisations of disabled people, along
with parents and community bodies, are involved in planning and decision-making, and
that greater efforts are made towards pre-school strategies as well as vocational aspects of
inclusive education. The statement further ensures that both initial and in-service teacher
training address the provision of inclusive education. The Statement also calls on the
international community to endorse the approach of inclusive schooling, and to support the
development of special needs education as an integral part of all education programmes. The
Framework for Action says ‘inclusion and participation are essential to human dignity and
to the enjoyment and exercise of human rights.’
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ANNEXE 08: RESEARCHER PROFILES
Onalie Dissanayake: Primary Investigator
An experienced educator who has been in the industry for nearly 20 years working with SENs students as a teacher and an administrator. Is also trained in the International and National curricula and teaching methods by the Hamilton Trust, UK and the National Institute of Education (NIE), Sri Lanka respectively. B.A. (Jayewardenepura), Dip. Child Psychology (Fairfax, USA), Dip. Pre-school Education (Fairfax, USA), Dip. Mont. (Fairfax, USA), PQHRM (IPM), Dip. Proj.Mgt. (Wigan and Leigh College, UK).
Currently employed as the Deputy Principal at a Group of Schools which is teaching both the National and the British National Curricula.
Migara T. Panditaratne: Investigator
Experienced IT professional with tutoring experience of 4 ½ years’ in ICT. Member of professional bodies such as the BCS,ACS,IEEE&CSSL.A+certifiedtechnician.Holdsa Bachelor’s Degree in IT (The Charles Sturt University, Australia) & a Postgraduate Diploma in Computer Science (University of Moratuwa).
Currently employed as the Manager – IT in a leading local pharmaceutical importing & manufacturing company with 11 ½ years’ experience.
Chathurika Waas: Investigator
Over5years’ experience in aglobal auditfirmprovidingrisk advisory services to leading local and international companies.Specializedinbanking,insuranceandeducationsectors. A passed finalist of the Chartered Institute ofManagement Accountants (UK). Holds a B.Sc. (joint major) degree in Industrial Management and Statistics from the Wayamba University of Sri Lanka.
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Chaturanga B. Adikari: Investigator
Specialized in Computer systems and networking. B.Sc.Sp.(Hons) in IT.Worked in the capacity of an IT/Media/Project coordinator for several NGOs and as a voluntaryworker in many projects during post war period.Was attached to the Sri Lanka Navy as a direct Lieutenant. Lecturing experience of 1 year at an IT institute and with 1 year at the Sri Lanka Navy.Also, a free-lance IT consultant.
Suranjan Indika: Investigator
Over 10 years’ experience in a telecommunication fieldproviding configuration management, fault managementand network planning services to a leading local telecommunication company. Specialized in Electronics,Telecommunication NDT (University of Moratuwa) and Graduate Diploma, Engineering Council, UK. BIT Diploma (University of Colombo).
Indika Jayasekara: Investigator
Eight years’ experience in Financial Management and B.Sc. (Management) (Jayewardenepura) and Chartered Institute of Management Accountants (UK). Associate Member of Institute of Chartered Accountants of Sri Lanka.