Special education needs and inclusive education: A Sri Lankan perspective
View(s):The birth of a child with a disability is often accompanied by a complex mix of emotions. Parents and families may experience a profound sense of responsibility, concern the future, and uncertainty about the resources and support available to them. Society, too, frequently holds preconceived notions and attitudes towards individuals with disabilities, often viewing them through a lens of pity or as a burden rather than recognising their potential and capabilities.
Disability, in itself, is not a fault or a failing. It is a human experience in nature. However, societal attitudes and systemic barriers often contribute to the challenges faced by individuals with disabilities. These barriers can include physical obstacles such as inaccessible buildings or transportation, as well as attitudinal barriers like prejudice and discrimination. For children with disabilities, these barriers can significantly impact their ability to access education, participate fully in society, and realise their potential.
Education is a fundamental human right, enshrined in international declarations and national constitutions worldwide. It is a powerful tool for personal development and social inclusion. For children with disabilities, access to quality education is crucial not only for their personal growth but also for their social integration and economic participation. Unfortunately, this right is often denied or compromised due to a lack of understanding, inadequate resources, and insufficient policy implementation.
In Sri Lanka, as in many other countries, the journey towards inclusive education has been a long and evolving process. This article seeks to explore this journey, examining the progress made in special education needs (SEN) and the shift towards inclusive education. It will also critically analyse the current state of inclusive education in Sri Lanka, identifying both the achievements and the challenges that remain.
Understanding special education needs (SEN)
The global population of children is vast, approximately 2.2 billion. Among these, around 240 million children, or roughly 10%, live with disabilities (UNICEF, 2021). These disabilities can range from physical impairments to cognitive and intellectual challenges, as well as sensory, emotional, and behavioural issues. Each of these disabilities presents unique obstacles to learning and development, making it necessary to provide special educational needs (SEN) that are tailored to the specific requirements of each child.
Special educational needs encompass a wide range of services, supports, and accommodations designed to help children with disabilities overcome the barriers they face in accessing education. These needs can vary greatly depending on the nature and severity of the disability, as well as the individual child’s strengths, abilities, and learning style.
Categories of impairments
Sensory and physical impairments: These include visual and hearing impairments, as well as mobility challenges. Children with these impairments may require specialised equipment, such as hearing aids or mobility devices, as well as adaptations to the physical environment, such as ramps or accessible classrooms.
Emotional, behavioural, and mental health impairments: These affect a child’s ability to manage emotions and behaviours in a typical classroom setting. Children with these impairments may need additional support in developing social skills, emotional regulation, and coping strategies. They may also benefit from specialised behavioural interventions or counseling services.
Cognitive and intellectual impairments: These impact learning abilities, including understanding, reasoning, and problem-solving skills. Children with cognitive impairments may require individualised instruction, adapted curricula, and additional time to complete tasks. They may also benefit from the use of assistive technologies or alternative communication methods.
Communication and interaction impairments: These can hinder a child’s ability to express themselves and interact with others effectively. Children with communication impairments may need speech therapy, augmentative and alternative communication devices, or specialised instruction in social communication skills.
Understanding and addressing these special educational needs is essential for ensuring that all children, regardless of their abilities, have access to quality education. This requires not only specialised resources and trained professionals but also a commitment to creating inclusive environments where diversity is valued, and all students are supported in their learning.
The evolution of SEN towards inclusive education
The concept of inclusive education represents a significant shift in the way we think about education and disability. Rather than segregating children with disabilities into separate schools or classrooms, inclusive education advocates for the integration of all students, regardless of their abilities, into the same learning environment. This approach recognises the value of diversity and promotes the idea that all students, regardless of their abilities, can benefit from learning together.
The evolution of special education needs (SEN) towards inclusive education has been a gradual process, shaped by changing societal attitudes, legal frameworks, and educational philosophies. This evolution can be traced through several key stages, each representing a step forward in the journey towards greater inclusion.
Institutionalization and Segregation
In the early 20th century, children with disabilities were often confined to institutions or residential facilities. These institutions were typically focused on providing basic care and supervision rather than education or skill development. The prevailing belief at the time was that children with disabilities were unable to benefit from education and were better off being cared for in specialized facilities.
This approach not only deprived children of their right to education but also isolated them from society, reinforcing negative stereotypes and perpetuating discrimination. Institutionalization also often resulted in substandard living conditions, with limited opportunities for personal development or social interaction.
Special Schools
As awareness of the rights and potential of individuals with disabilities grew, the focus began to shift towards providing more specialized educational opportunities. Special schools were established to cater specifically to children with certain disabilities, such as blindness or deafness. These schools were designed to provide a more tailored educational experience, with specialized curricula, trained staff, and adapted resources.
In Sri Lanka, there are currently 27 special schools serving children with various disabilities (MoE Statistics, 2023). While these schools represent an improvement over institutionalization, they still operate on the principle of segregation, keeping students with disabilities separate from their peers in mainstream education. This segregation can limit opportunities for social interaction and reinforce the notion that children with disabilities are fundamentally different from their peers.
Mainstreaming
The concept of mainstreaming emerged as a way to integrate students with disabilities into regular schools and classrooms. Under this approach, children with disabilities are included in the general education setting for part or all of the school day. They may receive support from special education teachers or aides, but they are primarily educated alongside their non-disabled peers.
Mainstreaming represents a significant step towards inclusion, as it allows students with disabilities to participate in the same educational experiences as their peers. However, it often falls short of full inclusion, as students with disabilities may still be segregated into separate classrooms or programs for part of the day. Additionally, the success of mainstreaming depends on the availability of adequate support and resources, as well as the willingness of educators and administrators to embrace inclusive practices.
Partial Inclusion
Partial inclusion takes the concept of mainstreaming a step further by emphasizing the importance of integrating students with disabilities into the regular classroom environment as much as possible. Under this approach, students with disabilities spend most of their time in the general education classroom, participating in the same activities and learning alongside their peers.
However, partial inclusion also recognizes that some students may need additional support outside the classroom, such as specialized instruction or therapy. This support is typically provided in a separate setting, but the goal is to maximize the time students spend in the general education environment.
Partial inclusion represents a balanced approach, allowing students with disabilities to benefit from the social and academic opportunities of the general education setting while still receiving the individualized support they need to succeed. However, it also requires careful planning and coordination to ensure that all students’ needs are met.
Full Inclusion
Full inclusion is the ultimate goal of the inclusive education movement. Under this model, all students, regardless of their abilities or disabilities, learn together in the same classroom, with no segregation or separate programs. The focus is on creating a fully inclusive environment where diversity is celebrated, and all students are supported in reaching their full potential.
Full inclusion requires a significant shift in the way we think about education. It challenges traditional notions of ability and disability, emphasizing the importance of providing a flexible and responsive learning environment that can meet the needs of all students. This approach also requires a commitment to professional development, collaboration, and the use of innovative teaching strategies and technologies.
While full inclusion is an aspirational goal, it is not without its challenges. Implementing full inclusion requires a commitment to change at all levels of the education system, from policy and administration to classroom practice. It also requires adequate resources, including trained teachers, accessible facilities, and appropriate support services.
Initiatives Driving Special Education Towards Inclusive Education
The journey towards inclusive education has been driven by a combination of global initiatives, legal frameworks, and advocacy efforts. These initiatives have helped to shift societal attitudes, raise awareness of the rights of individuals with disabilities, and promote the adoption of inclusive practices in education systems worldwide.
Global Initiatives
Several key global initiatives have played a pivotal role in advancing the cause of inclusive education:
a) United Nations Convention on the Rights of Persons with Disabilities (CRPD): Adopted in 2006, the CRPD is a landmark international treaty that recognizes the rights of individuals with disabilities to participate fully in all facets of society. Article 24 of the CRPD specifically addresses the right to inclusive education, calling on states to ensure that individuals with disabilities can access quality education on an equal basis with others. The CRPD has been a driving force behind the global movement towards inclusive education, providing a legal framework and a set of principles to guide national policies and practices.
b) Convention on the Rights of the Child (CRC): Adopted by the United Nations General Assembly in 1989, the CRC is one of the most widely ratified human rights treaties in history. It emphasizes the right of all children, including those with disabilities, to access education and participate fully in society. The CRC has helped to raise awareness of the importance of inclusive education and has encouraged countries to adopt policies and practices that support the inclusion of children with disabilities.
c) The Salamanca Statement (1994): In 1994, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) convened the World Conference on Special Needs Education in Salamanca, Spain. The resulting Salamanca Statement and Framework for Action called for inclusive education to become the global norm, emphasizing that schools should accommodate all children, regardless of their physical, intellectual, social, or emotional differences. The Salamanca Statement has been instrumental in shaping the global discourse on inclusive education and has inspired many countries, including Sri Lanka, to adopt inclusive policies and practices.
d) Legislation Worldwide: In addition to international treaties and declarations, many countries have enacted national legislation to support inclusive education. For example, the Individuals with Disabilities Education Act (IDEA) in the United States mandates that children with disabilities have the right to a free and appropriate public education in the least restrictive environment. Similar laws have been enacted in other countries, providing a legal framework for the implementation of inclusive education.
e) Continued Research and Publications: Research and publications have played a crucial role in advancing the understanding of special education and inclusive education. Reports like the Warnock Report (1978) in the United Kingdom have significantly influenced modern special education practices and have contributed to the development of inclusive education policies. Continued research is essential for identifying best practices, evaluating the effectiveness of inclusive education programs, and addressing the challenges that arise in implementation.
f) Philosophical Evolution: Concepts like Universal Design for Learning (UDL) have been implemented globally to support inclusive education. UDL is an educational framework that aims to create flexible learning environments that accommodate the diverse needs of all students. By providing multiple means of representation, expression, and engagement, UDL helps to remove barriers to learning and ensures that all students have equal opportunities to succeed. In Sri Lanka, the Ministry of Education has issued Circular 37/2020, which provides guidelines for implementing UDL in schools to support inclusive education.
The Sri Lankan Journey
Sri Lanka’s journey towards inclusive education has been shaped by a series of legislative and policy developments, as well as efforts to raise awareness and build capacity within the education system. While significant progress has been made, challenges remain.
a) Education Ordinance of 1939: The foundation of modern education in Sri Lanka was laid with the Education Ordinance of 1939. This legislation established a formal education system in the country, but it did not specifically address the needs of children with disabilities. At the time, the focus was on providing basic education to the general population, with little consideration given to the inclusion of children with special needs.
b) The Constitution of Sri Lanka (1978): The Constitution of Sri Lanka, adopted in 1978, enshrined the right to education for all citizens. However, it did not include specific provisions for children with disabilities. While the Constitution represented a step forward in establishing the right to education as a fundamental human right, it left the needs of children with disabilities specifically unaddressed.
c) National Policy on Disability (2003): In 2003, Sri Lanka adopted its first National Policy on Disability, which advocated for the integration of persons with disabilities into mainstream society. The policy emphasized the importance of providing equal opportunities for education, employment, and social participation for individuals with disabilities. It also called for the removal of barriers to access and the promotion of inclusive practices in all areas of life.
d) Compulsory Education Orders (2016): In 2016, the Sri Lankan government issued Compulsory Education Orders by the Gazzette Extraordinary No 1963/30 of 20.04.2016 mandating educational opportunities for all children aged 5 to 16 years. These orders represented a significant step towards ensuring that all children, including those with disabilities, have access to education.
e) National Education Policy Framework 2020-2030: The National Education Policy Framework 2020-2030 has been published by the National Education Commission and outlines the requirement for inclusive education as a key priority for the Sri Lankan education system. The framework calls for the development of inclusive schools, the training of teachers in inclusive practices, and the provision of appropriate resources and support services. It also emphasizes the importance of raising awareness and changing societal attitudes towards disability.
f) MoE Circular 37/2020: In 2020, the Ministry of Education issued Circular 37/2020, which provides guidelines for implementing inclusive educational strategies in schools. The circular outlines the principles of inclusive education, the responsibilities of schools and teachers, and the support services available to students with disabilities. It also emphasizes the importance of collaboration between schools, families, and communities in creating an inclusive learning environment.
g) Education for All (EFA) Initiative: Supported by UNESCO, the Education for All (EFA) initiative has played a key role in advancing inclusive education in Sri Lanka. The initiative focuses on teacher training, capacity building, and the development of inclusive education policies and practices. Through the EFA initiative, Sri Lanka has received technical assistance, funding, and support for the implementation of inclusive education programs.
IMPLEMENTATION OF INSTITUTIONAL SUPPORT IN SRI LANKA
Sri Lanka Government has established key institutions to facilitate the adaption of inclusive education under the prevailing legislation. Few of them are given below.
1. Ministry of Education (MoE):
2. National Institute of Education (NIE):
3. Teacher Training Colleges:
INTERNATIONSL/NON-GOVERNMENTAL ORGANIZATION
Sri Lanka’s inclusive education strategies have been continuously stimulated by international support and cooperation. Few them are illustrated below.
1. World Vision Sri Lanka
2. Save the Children, Sri Lanka
3. UNICEF, Sri Lanka
4. Sense International
5. The International Foundation for Electoral Systems (IFES)
6. Lanka Special Education Trust (LSET)
7. UNESCO United Nations Educational, Scientific and Cultural Organization (UNESCO)
ISSUES AND CHALLENGES
Effective implementation of inclusive education demands extensive strategic planning, dedication and sustainable visionary strength. Although Sri Lanka has marked few milestones in inclusive education in Sri Lanka, such as policy development and capacity building, implementation of inclusive education in Sri Lanka still is not in a satisfactory level on the average as per the following analysis.
Sri Lanka has adopted a policy, but still has failed to enact the mandatory Law which is required for effective National Level implementation of Inclusive Education. This is a very alarming situation in Sri Lanka in the backdrop that Sri Lanka being signatory to almost all international declarations that cover special and inclusive education. Contrastingly, many Asian countries including India have adopted required legislation well in time to foster the growth of inclusive education. Protection of Rights of Persons with Disabilities Act No. 28 of 1996 published in Sri Lanka is not specific or sufficient legislation for Education.
National Level Strategic Road Map for the proper implementation of Inclusive Education is mandatory. Sri Lanka has not adopted such Road Map to date. Due to lack of enforceable Legislation and Road Map all Activities, Programs conducted by stakeholders including government and international entities are observed to be uncoordinated and inconsistent nature which is unproductive from national perspectives. The Task Group appointed in 2022 for inclusive education, under Ministry of Education has limited their recommendation for the realization of Ministry Circular No 37/2020 which contain a guideline on inclusive education. It is observed that New Education Act and National Policy on Inclusive Education prepared in 2009 by the MoE still remain as drafts.
Adequate Resource Allocation for the infrastructure upgrades in schools to create inclusive learning environments is mandatory. Sri Lanka has only spent 2.1% of GDP (Gross Domestic Product) on the average for the period 2010-2018. (Annual Reports, MoE) which is a comparatively insufficient allocation from national perspectives. Even lower middle-income countries spend at least above 4.o% of their GDP for education. Therefore, it is imperative that government ensure sufficient monitory allocation to ensure effective inclusive education with global standards.
As per the Annual Sri Lanka School Census Summary Report, 2022, Prepared by the MoE, the total number of schools in Sri Lanka is 10,126 but it is peculiar to note that number of schools which has special education units are not considered as a KPI or indicated in this report. But it is learned from the MoE that as at 31.12.2023, 879 schools have been incorporated with special educational units in Sri Lanka. As a percentage only less than 8.6 % of schools, facilitate the special education, which is an alarming status as far as the Education for All (EFA) initiative of UNESCO is considered. Therefore, Ministry has to take initiatives to provide equal countrywide opportunities for the needy by deploying more special education units. 23.5% of children aged 5-14 with disabilities are excluded from mainstream education (DCS, Statistical Data 2012). 2135 student in 27 special schools assisted by Ministry of Education are segregated from mainstream education (MoE Statistics, 2023).
As per the MoE Circular 37/2020, student to teacher ratio in special units should be 5 or less. But as per data available at MoE as at 31.12.2023, this ratio remain as 6.5 in general (Students = 9476 , Teachers=1456). Due to uneven distribution of teachers this ratio remains in an unacceptable level in some schools. This signifies that Ministry has no required strength to meet their own standards. Therefore, MoE should sustainably train and deploy adequate teaching strength to schools.
In addition to the resources in the education system, social barriers also have to be mitigated for effective inclusion, such as negative attitudes and stigma towards students with disabilities which can hinder their incorporation into mainstream schools. Stimulating positive attitudes through mainstream media, community awareness programs, and cultural enrichment is highly required through collaborations. Such explicit initiatives at national level cannot be seen. Therefore, Strategic initiatives should be taken to mitigate all barriers to inclusivity with a proper and regular monitoring and tracking methodology to make this a reality for the needy.
Sri Lanka currently lag behind in proper implementation of inclusive education at national level. A concerted and robust efforts is pivotal to bridge this gap. With a visionary road map and sustainable dedication, it will be possible to overcome the challenges and foster and raise a culture of inclusivity, unveiling an equitable society and create a better future for the needy, without stigmatization, partiality, segregation and barriers to their rights.
Eng. Nihal Pradeep Kumar Rathnapala
BSc.Eng, MEng, CEng(UK), MIET(UK), CEng(SL), MIESL
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