Abstract:
This study aimed to uncover perceptions of 'inclusive education' using semi-structured interviews with 15 mainstream teachers from the Western Province in Sri Lanka. Thematic coding of the interview data was undertaken using the key principles of Framework Analysis. The main themes that emerged were incongruous conceptual understandings of 'inclusive education' and 'integration', discrepancies in the use of terminology, fear of incompetence, concerns regarding limited training facilities, the lack of incentives offered to work within special education settings, the pressure of working towards school examination success and the lack of policy awareness. These findings will be discussed with regard to its implications for policy and practice. The results underpin the need to consider local teacher perceptions and to address these concerns within pre-service and in-service training in order to support the establishment of education reforms of equal access for all, which are relevant and sensitive to cultural needs and considerate of local realities.
