Preparing Regular Education Teachers For Address The Diverse Needs Of Children With Special Needs

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Preparing regular education teachers to address the diverse needs of children with special needs in inclusive set up.

Rationale

Sri Lanka has accepted inclusive education as a policy which shows different education reforms. Education reforms in 1997 supported the philosophy and practice of Inclusive Education. According to the concept of inclusive education, the responsibility of addressing the needs of all children has to be taken by regular education teachers. But the issues of addressing the diversity in the class room has not been addressed in teacher education programmes which develops a large number of teachers come into the education system. Spratt (2013) pointed out that teachers are not sufficiently prepared to address the student differences in school which is relevant to the Sri Lankan context. Alwis, (2000) and NEC (2003) highlight that there are no special strategies designed for the students with special needs in mainstream schools and classes and that therefore teachers in Sri Lanka are unable to cater to the requirements of children with special needs. However teachers cannot address issues related to diversity with the knowledge that they posses and the consequences will ultimately go to the children with special needs who are included in the regular class rooms. If teachers are equipped well, it may influence them to address the needs of children with special educational needs. According to Booth et al (2003) the way the teachers are empowered

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