Page 162 - RUICHSS 2023 Proceeding

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

7. Conclusions

Sri Lankan state universities have centrally directed policy mechanisms for

teaching and learning and well-established mechanisms of student welfare

systems. Even though the universities have sufficient academic and
administrative structural arrangements, functions of those arrangements are

ineffective due to various reasons to serve the special needs of SWDs.
Beyond the reality that certain policy mechanisms are to be newly

implemented to sustain technological and financial resources, existing

mechanisms can be operated effectively with the available resources to meet
the academic and welfare needs of SWDs.

It is the responsibility of all university stakeholders to foster a culture that

offers an adaptable and equitable environment. Additionally, it is
professional, cordial, and polite while abstaining from harassment and

prejudice. The university needs to foster an accepting environment for DEI.

They cherish and respect the power that comes from difference, and they
take delight in it.

It is essential that DRCs should integrate its activities with normal teaching
and learning activities of the universities to cater to special requirements of

SWDs who face the difficulties. The DRCs should also work in connection
with examination centers to enable SWDs to access supportive technologies

to respond to the evaluations. Otherwise, the difficulties remain intact.

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