Exploring challenges faced by parents when providing education to students in inclusive education units: A case study in Sri Lanka

Abstract

Inclusive education is a fundamental right for students with special needs, and parental involvement is crucial for their academic and social success. This qualitative research aimed to explore the challenges faced by parents of students enrolled in Inclusive Education Units (IEUs) in Sri Lanka. The study used a case study approach and focused on a sample of 15 parents from Dharmapala Vidyalaya; Pannipitiya which is a school that hosts IEUs. Data was collected through semi-structured in-depth interviews and direct observations, both within the school environment and beyond. Those methods allowed for a comprehensive understanding of the parents' experiences and the specific difficulties they encountered. Thematic analysis was employed toanalyze the data, revealing several critical challenges. Those included inadequate resources and facilities within the IEUs, such as a lack of specialized teaching staff, insufficient learning materials, and limited access to assistive technologies. Additionally, parents reported poor communication and collaboration between themselves and teachers, which hindered the implementation of individualized education plans (IEPs). Social stigmatization of students with special needs by peers and the broader community further complicated their integration to society and well-being. Outside the school environment, parents faced difficulties accessing essential support services and therapies for their children, along with societal misconceptions and negative attitudes toward individuals with disabilities. These challenges heightened the emotional and social burden on parents, leading to increased stress, isolation, and reduced involvement in their children's education. To address those issues, the study recommended improving school resources, enhancing parent-teacher communication, and expanding access to external support services and therapies.