<![CDATA[Inclusive education is considered unique in each country. However, implementation of inclusive education and related policies in developing countries like Sri Lanka is difficult. Therefore, this study aims to ensure the quality of teaching in the future by knowing the role of teachers in the implementation of inclusive education, especially in Batticaloa. Explored the strengths, weaknesses and challenges in implementing inclusive education within public schools in Batticaloa District. Among them, 05ADS/ISA(SNE), 05principals, 120class teachers, 300subject teachers, 150students and 75parents were selected based on purposive sampling and stratified random sampling. Questionnaires, interviews and documents were used as data collection tools to get information from them. Also, data was collected through group discussion with subject teachers. Data analysis was done using SPSS software. Reinforcement of appropriate practices, parental support, peer-teacher-student interaction, teacher skills, teaching methods, curriculum adaptation, assessment and student achievement, community and government approach, classroom technique, resource allocation, teacher's role in relation to Individualized Education Plan (IEP) were also discussed. The study also suggested that future research solutions should focus on the role of teachers in school-level IE policy formulation, infrastructure development, financial allocation and resource management.]]>
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