Exploring Parents' and Teachers' Attitudes and Expectations Regarding Inclusive Education in Colombo

Abstract

The study aimed to explore teachers’ attitudes and parents’ expectations regarding inclusive education. In total 8 participants were interviewed regarding their attitudes and expectations of inclusive education. 4 participants were mainstreamed teachers that have a child or children with special educational needs present in the classroom and 4 participants were parents that have a child with a diagnosis that requires special educational needs, attends school and is in a mainstreamed classroom, while receiving extra help at school. The results were analyzed using Thematic Analysis. Data analysis highlighted four themes: Improved Communication, Adequate Resources and Support, Education and Awareness and Roles of Schools. It was evident that there are multiple gaps that need to be bridged as there is a significant discrepancy between how the education of students with special needs should be approached and how students are being approached. Parents expectations of teachers and schools are clearly stated, and teachers showed promising characteristics to change neutral or negative attitude toward inclusive education if their expectations are met. As inclusive education is a fairly new practice, the study aimed to determine common attitudes and expectations between parents and teachers in order to help the development of inclusive education in Colombo. Future implications of the study are discussed.