Factors Influencing the Practices of Special Education Units (SEUS) System in Regular Schools in Sri Lanka

This study was undertaken to investigate the strengths and weaknesses in the practice of the SEU system within the regular schools in Ampara district, Sri Lanka. The study followed both quantitative and qualitative (mixed) approach and survey research design. Data collection was primarily based on questionnaires, observations, and interviews. Additionally, secondary sources were consulted to understand the narrative coming from the field. The sample included 27 school principals, seven In-Service Advisors (ISAs) of Special Education, and 86 special education teachers. Quantitative data were analyzed using diagram, figures and percentage with supports of the Statistical Package for the Social Sciences (SPSS), and narrative analyze methods employed for analyzing qualitative data gathered. The findings of the study indicated that majority of the SEUs obtain professional support in matters regarding human resources (such as recruiting teachers, teaching assistants, doctors, and counsellors). Further, some schools have modified their resources to meet the needs of the students with special educational needs (SENs). SEUs provide opportunities for students with SENs to participate in extra-curricular activities with other students in the classrooms and schools, though such participation fluctuates depending on the type of activity involved. However, the majority of schools with SEUs grapple with several shortcomings in terms of human resources and physical infrastructure as well as the philosophy behind their approach to students with SENs. These have to be promptly tackled in order to the future to be better for these students. Therefore, as a final point, this study recommends several measures for the future development of the SEU system in the Sri Lankan education system.