Page 21 - RUICHSS 2023 Proceeding

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

Persons with Disabilities, 2006). So, it could be derived that universal design is

proactive and reasonable accommodation is reactive.

According to the Salto-Youth Inclusion Resource Centre (2009) booklet, inclusion
in practice is an ongoing participatory process. It recognises that young people are

the experts on their own lives, empowering them to control the process and set the
agenda based on their current circumstances. Inclusion entails involving young

individuals regardless of age, sex, gender, sexual preference, ethnicity, belief,
socioeconomic status, or ability. It provides them with the skills, knowledge, and
opportunities necessary to actively participate as equal citizens at all levels of

society, granting them the power and opportunity to contribute, with their
contributions recognised and respected. Inclusive practices extend beyond the
obvious and conventional aspects, incorporating activities such as meeting with

friends, going to the movies, bars, and clubs, as these experiences and
opportunities often add quality to our lives.

Authors Gregersen-Hermans et al. (2021) elucidate that belongingness serves as a
metric of inclusivity. They emphasise that belongingness and inclusivity can be
viewed as two sides of the same coin. In the higher education context, inclusivity

pertains to the intentional consideration and equal relevance of the diverse range
of student voices, perspectives, and experiences in institutional decision-making,
focusing on the institution itself.

On the other hand, belonging refers to the emotional attachment of students to their
university, fostered by factors such as a robust social support network and an

appropriate balance between academic challenge and support. It centers on
student-university relationships, and a positive sense of belonging is correlated
with improved academic performance (Gregersen-Hermans et al., 2021).

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