Symposia & Conferences
Permanent URI for this communityhttp://repository.kln.ac.lk/handle/123456789/10219
Browse
2 results
Search Results
Item Including all: Perceptions of mainstream teachers on inclusive education in the Western Province of Sri Lanka(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Hettiarachchi, S.; Das, A.; Ranaweera, M.; Attanayake, L.D.; Walisundara, D.The changes made to the local constitution (Parliament of Sri Lanka, 1997), the ratification of the Convention on the Rights of Persons with Disabilities (UN, 2005) in 2016 and the first World Report on Disability (WHO, 2011) support a new era for the education of children with disabilities in Sri Lanka. The emphasis of this legislation is the inclusion and full participation of students with disabilities in regular schools. It guarantees non-discrimination and removal of barriers, both physical and psychological or attitudinal; to facilitate the inclusion of students with disabilities into regular schools. It urges policy makers, educators, parents and other service providers to consider the premise that special education should be seen not in the context of separate education but as an integral part of regular education. Arguably, the success of implementing a policy of inclusive education requires mainstream school teachers to understand, accept and be competent at supporting students with disabilities within the mainstream classroom context. To uncover perceptions of ‘inclusive education’ among mainstream teachers. Semi-structured interviews were conducted with 15 mainstream teachers from the Western Province using a topic guide. Thematic coding of the interview data was undertaken using the key principles of Framework Analysis (Ritchie & Spencer, 1994). The main themes to emerge were of incongruous conceptual understandings, fear of incompetence, limited training facilities and the lack of incentives. These findings will be discussed with regard to its implications for policy and practice. The results underpin the need to consider local teacher perceptions and to address these concerns within pre-service and in-service training in order to support the establishment of education reforms, which are relevant and sensitive to the cultural needs and cognizant of local realities.Item Code mixing in the field of tuition particularly in Economics and Biology classes in Kiribathgoda area(Department of English, University of Kelaniya, 2015) Awanthika, T.; Hapuarachchi, P.; Ihalagama, H.; Samarasinghe, N.Human language is the most effective medium of communication. Variations appear in the process of its development due to its mutability. Code mixing is an important concept in sociolinguistics and it is a highly discussed phenomenon in Sri Lankan speech. Moreover, code mixing is commonly used by bilingual speakers in different situations. Most of the Sinhala speakers mix Sinhala and English languages when communicating with others both intentionally and unintentionally. In fact, code mixing is the use of one language in another language, the mixing of two or more languages or language varieties in a speech. Many research studies on code mixing have been conducted in various fields such as fiction writing, broadcasting media, print media and advertising. However, no research has been conducted on code mixing in the field of tuition although it is prominently used in this field. Data for the study were collected through questionnaires and unstructured interviews which were conducted after analyzing them in order to gather in depth data. The sample included randomly selected group of teachers and students who are involved in the field of tuition particularly Biology and Economics in Kiribathgoda area. This study explores when and why code mixing is used in the field of tuition. In addition it investigates the advantages and disadvantages in using code mixing and its nature of occurrences.