Page 142 - RUICHSS 2023 Proceeding

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

continuous special education training programmes (68%) was an

encouraging sign as it would improve understanding of the requirements of
SWDs, the nature of disabilities, and different approaches to cater to SWDs.

Except for the University of Peradeniya, other universities have not

conducted research seminars and workshops. However, the survey revealed
that none has published research related to SWDs in the universities. UoP

was the only institute that had collaborated with both local and international
organizations. SLTC conducted recreational events for SWDs.

7. Conclusions

The main challenges faced by the SWDs that limit their opportunities in
higher education are limited access to physical infrastructure, inadequate

support services, insufficient availability of assistive technologies, lack of
awareness and understanding among stakeholders, and financial

constraints. These challenges significantly impact the academic progress,

social integration, self-esteem, and overall well-being of SWDs. The
absence of reasonable accommodations and inclusive policies also creates

barriers that hinder their participation and limit their educational
opportunities.

Accessibility-related obstacles faced by the SWDs at admission to

universities are a direct outcome of the teaching-learning facilities at the

school level. The facilities required for offering science stream subjects at
school prevent students from sitting for the GCE (A/L) examination in

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