Instructions in Inclusive Classrooms- Sri Lankan Experience

Abstract

This study attempted to explore the application of instructional strategies by teachers, the learning opportunities provided in primary classes in Sri Lanka that cater to the diverse needs of children. A qualitative methodology was used for the study. Classrooms observations were the main means of data collection. The data were analyzed using constant comparative method and content analysis. The findings of the research show that applications of instructional strategies by some of the teachers in observed inclusive classes were to some extent positive. Some of the teachers used a variety of inclusionary instructional applications to ensure that students with special needs are involved in the classroom learning. They used differentiated instructions by allowing time, giving one to one instruction, providing peer support, grouping with bright students, assigning separate reading books and worksheets. These strategies and practices, however, evolved from trial-and-error during the teachers’ classroom experience. The present study also found the effectiveness of instructional strategies to be mixed. The lack of readiness in teachers to provide quality inclusive teaching to the learners and the limitation of existing support structures both would impact on inclusion in Sri Lanka.