Page 163 - RUICHSS 2023 Proceeding

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

The study concluded that although some policies are available, they have

not been implemented or practiced to the level of requirements. To facilitate
such processes and mechanisms, there should be clearly defined policies and

procedures directed to the universities from the national level. Policy

decisions are required to facilitate additional financial allocations to the
universities to accommodate the needs of SWDs.

8. References

Abeywickrama, S.P., Jayasinghe, I.K. and Sumanasena, S.P. (2013)
Excluded in inclusive schools: Experiences of children with

disabilities, their families, and teachers in Sri Lanka. Disability,
CBR & Inclusive Development, 24(1), pp.115-129.

Affleck, J., Madge, S.,Adams,A., & Lowenbraun, S. (1988). Integrated

classroom versus resource model: Academic viability and

effectiveness. Exceptional Children, 54, 339–348.

Alwis. K.A.C. (2005) Children with Hearing Impairment in the Regular

Classroom. Sri Lankan Journal of Educational Research. 9(1), pp.
45-69.

Ellepola, Y. (2016) Sri Lanka’s Invisible Children: The Need for Inclusive

Education for Children with Special Needs. Retrieved from:

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