Page 155 - RUICHSS 2023 Proceeding

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

SWDs in lecture halls and other common places without assistive

technologies struggle for their individual functioning and independent
learning.

6.2. Learning Support Systems

Under the learning support systems for SWDs in state universities, the study

first concentrates on peer tutoring support services for SWDs in the
undergraduate programmes. It mainly scrutinised whether the handbooks of

degree programmes in the state universities selected for the study include
specific evaluation methods for SWDs. Based on Sri Lanka Qualification

Framework (SLQF), both universities adopted several new modes of

Continues Assessment Tests (CAT) based on principles of Knowledge,
Skills, Attitude and Mindset paradigm (KSAM). Both universities have

moderately shifted from traditional mode of interim assessment methods,

tutorial submissions. However, it was found that much less concern has been
given to the consistency of the modes with special needs of SWDs. It was

identified that there is a lack of mechanisms used to identify the suitable
methods of the evaluation for different types of SWDs and their different

abilities to comply with those methods. Secondly, the study considers the
learning accommodations available for the SWDs in the universities. Both

universities recently established Disability Resource Centres (DRC).

Despite the deficiency of other accessible academic arrangements, DRCs
equipped with modern accessible technologies could facilitate learning

activities of SWDs in the universities. In addition to the academic

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