Inclusive education for
children with disabilities in
Sri Lanka: policy practice
and barriers
Concurrent Sessions 4D National Efforts Towards
Inclusion: The Asian Experience
Prof. Prasad Sethunga
Department of Education
University of Peradeniya
Sri Lanka
Background
• Sri Lanka is in slow progress from
segregation and integration to full inclusive
education…UNICEF(2003)
• The reforms were introduced into schools in
1998 and demonstrate a positive trends
towards Inclusive education…Richard, R.(2012)
A Commonwealth Guide to implementing article 24 of the UN
Convention on the Rights of Persons with Disabilities (2nd
Edition)
Objective of the presentation
To present good practices in
inclusive education that are
currently in operation and
recognize the reasons of the
slow progress of inclusive
education in Sri Lanka
Content
• Good practice of school with very limited
resources has adapted itself to include children
with disabilities into the mainstream
• Incorporation of the concept of inclusive
education to the curriculum of the Postgraduate
Diploma in Education (PGDE)
• Policy practices and barriers towards
educational inclusion
Sri Lanka at a glance
Population 20,328(b) (2012)
Area Gross 65,610 sq.km
Middle income country
GDP per capita $ 2801 (2012)
Literacy rate 98% (2012)
Enrollment rate primary (98%)and
secondary(86%) is high
Categorization of schools based on the
facilities
1AB,1C,Type 2 and 3
Human Development Index 0.715 (2012)
Life Expectancy years (2011) 74.9
Good practice of educational inclusion
No of children with
Special Needs
4
3
2
1
0
2009 2010 2011 2012 2013 2014
Grade 6
Name C N H
“My son is in grade 6 .He is a child with special needs. He couldn’t
find a school for 9 months when he is in grade 1. At that time I asked
from the principal of Lumbini royal College and he agreed to take the
student. The dedicated staff treated my son in friendly manner and
he cooperates with other students. The principal has given me
permission to stay during the school hours because of his
understanding of the situation. Now my son is enjoy learning at the
school.
By Mrs. N M
Grade 1A
FSA
This child cannot speak any single word as she is a Muslim. But
she speaks few words. Early days she was not much co-operative
with other students. But she engages with the others in activities.
There are some complains about spitting on others sometimes.
She is listening in a very calm and quiet nature when the teacher
was teaching. When a book is given to this girl, she used to
scrawl the each and every page of the book. She also loses her
erasers and pencils very often. Earlier she was not able to take
her own meal. But now it seems ok. She is able to take her own
meals.
She used to sit in a corner when
she is asked to go to the ground in early days. But now, she is
interested in playing with others. This child does not disturb her
peers in classroom teaching- learning process..
Principal can change the schools towards
Inclusion
Introduction of the subject of Special Education to
the curriculum of the Postgraduate Diploma in
Education (PGDE) from 2001
Department of Education University of Peradeniya Sri Lanka
Inclusive experience for teacher trainees
PDE 535 Special education (Elective15 hours - 1 credit)
1. Introduction to Special Education (2 hrs)
2. Administration of Special Education (2 hrs)
3. Special Education in Sri Lanka (2 hrs)
4. Nature and needs of gifted students (2 hrs)
5. Hearing Impairment, mental
retardation and physical
disabilities (6 hrs)
Observation visit and hands on
experience at the School for deaf
and blind
Video clip (2min)
EFA/MDA Recommendations
MoE Sri Lanka
Policy Recommendation 2:
Establishment of policy framework for
Out of School Children in Compulsory
Education Cycle (6- 14 age)
Policy Recommendation 3:
Main streaming Inclusive approach
based on the recognition of the rights of
all children to receive quality education
Implementation of the Child friendly schools
concept - UNESCO and the MoE Sri Lanka
• Child friendly schools Approach
Inclusive Education
TOT Workshops for ISA (Primary
Education)on Students with Learning
Difficulties(Mental Disorders)
Barriers
• Slow progress of policy
implementation
• Competitive examination based
education system: Grage 5 scholarship
examination
• Lack of knowledge and understanding
on IE among steakeholders
Suggestions for further
development
• Identification of good practices on IE
• Awareness programs for teachers and
the public
• Promoting action research
• Implementation of the “child friendly
schools”
• Incorporation of the concept of
inclusive education to the teacher
education curriculum
Thank You