FATHIMATH WARDA & MARIYAM NIHAADH
The introduction of the New National Curriculum Framework in the Maldives makes it mandatory for Teacher training institutions to include a module on Inclusion, as the curriculum requires teachers to cater for individual differences to maximize learning potential of every child including children with Special Educational Needs (NIE, 2013). In this respect, the study aims to find the impact of the inclusive education module taught to the Bachelor of Primary Teaching students at Villa College, an institution that has been offering programmes in education since its inception in the year 2008. One of the main aims of this institute is to train quality graduates in every field, to be thorough and well-equipped for their life in the workplace. Hence, the study encompasses to find the knowledge and attitude of the student teachers before, during and after the module “Inclusivity in Education”. A qualitative research was conducted among students who had completed the program and are already in the profession. The study is focused on 20 students who did the module at Villa College with the sample being selected through random sampling. Therefore, the sample consists of teachers currently working in different islands in the Maldives. Thus, data was collected through face-to-face interviews and telephone interviews using open-ended questions. Document analysis was also utilized, which included the evaluation reports filled for the module by the students. Data was analyzed using open coding. The findings of the study revealed that the module has made a difference in the students, and the perceptions have changed accordingly.