Asian Journal of Education and Social Studies

This study aimed to investigate the competencies of primary classroom teachers enrolled in the Bachelor of Education (Honours) in Primary Education programme at the Open University of Sri Lanka in relation to inclusive education. It followed a quantitative approach and utilized a survey design. A total of 852 students were selected as the sample using a systematic random sampling technique. A questionnaire was used to collect data from this large group of participants. Descriptive statistical techniques were used to analyze the data, and SPSS software was used to generate numerical outputs, tables, figures, and percentages for interpretation. The study revealed that most teachers involved demonstrated an average level of knowledge and skills related to inclusive education practices for students with special educational needs in their schools. A majority of teachers (71.9%) displayed positive attitudes toward the practice of inclusive education for students with special educational needs, indicating predominantly positive attitudes among participants and suggesting that they may be more willing to strengthen their knowledge and skills as well as more ready to engage in effective inclusive education practices. Most participants indicated that they use a variety of teaching and learning strategies to promote inclusive education practices in their classrooms, even though they experience challenges in implementing these practices in their classrooms. The study recommended that the curriculum should incorporate specific theory-based courses on disability, special educational needs, and inclusive education. In addition, it proposed including skill-development courses such as teaching practicum in inclusive classrooms, assessment of students with disabilities, working with multi-disciplinary teams, sign language, and Braille literacy.