Page 141 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

to be provided for SWDs. The majority of the peers were unaware of

whether the lecturers used special teaching techniques to teach with SWDs.

The majority of the sampled peers stated that they felt comfortable sharing

their rooms with SWDs. Most of the peers expected to develop friendships,
talk with the SWDs, and help them whenever possible. The majority of the

peers were of the opinion that educational facilities for SWDs have to be
improved, and lecturers should pay more attention to SWDs’ needs and

honor the importance of equal rights for free education. Peers felt that they
are not disabled, but they are differently abled and multi-talented persons.

Concerning the higher Education for SWDs, the attitudes of different

stakeholders may vary, and it has been changed from time to time. For

instance, if the relevant stakeholders can pay attention to the development
of support systems and learning technologies, that will open more learning

opportunities for SWDs. This can be noted as a positive change in

stakeholders’ attitudes towards the SWDs. This change has created a
favorable learning environment in elementary and high schools, which

enabled more SWDs to successfully complete school examinations and
enter higher education. Gradually, this influence resulted in a growing

demand for higher education by SWDs. In response, all higher education
institutions began to develop support systems and learning technologies,

which helped individuals with disabilities.

Invariably, the Blind/Visually impaired (51%) sector was the most catered

sector of all universities by university authorities. Staff agreeing to undergo
82