Challenges and Opportunities in Implementing Inclusive Education in Plantation Sector Schools of Sri Lanka

This study was conducted to investigate the challenges and opportunities and search for pathways to implement inclusive education in plantation sector schools of Sri Lanka by developing an inclusive education framework that suits children with disabilities. This study employed an exploratory research design, which is a qualitative research approach. Focused on Tamil-medium schools in the Hatton Education Zone, the participants including principals, teachers, parents, and students were selected for the study using purposive sampling. It utilized participant observation, in-depth interviews, and focus group interviews as data collection methods, and content analysis was used for the data analysis. Key challenges identified include insufficient teachers and specialized training for teachers, poor infrastructure and lack of awareness of inclusive education among the society. Nevertheless, there are opportunities such as strong community support, a positive attitude of school society and the existing policy framework of the National Education Commission (NEC) and the Ministry of Education (MOE). The study introduced a proposed inclusive education framework designed specifically for the unique needs of schools in the plantation sector. This framework highlights the importance of improved teacher training, upgraded infrastructure and collaborative efforts among plantation management, educators, and the community to guarantee equal educational opportunities for all children in plantation sector schools.