Page 24 - RUICHSS 2023 Proceeding

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

diseases, and especially students with psychological disabilities, express

dissatisfaction with the support system in higher education in the Republic of
Croatia (Kiš-Glavaš, 2014).

Although higher education institutions have implemented the most expensive

adjustments to support a specific group of students, it appears that they have
merely fulfilled the minimum requirements to check off the lists. While they may

claim in their reports that they are striving to improve the social dimension of
higher education, the overall impact on all students with disabilities has been
limited.

Of course, specific accommodations will always be necessary for certain
individuals and groups. However, it is also essential to reform our institutional
systems to enhance their responsiveness and accessibility to diverse and varied

populations (Johnstone & Edwards, 2019). So, who are these populations? Who
are the potential participants in higher education who have historically been

excluded?

Ten or more years ago, the individuals who were often excluded participants in
higher education included those with disabilities and individuals from

disadvantaged backgrounds, which sometimes encompassed students with
children. Bohle (2021) further highlighted participants with physical, mental, and
health-related conditions, students who had parental responsibilities, students who

were employed, professional athletes, and students from study fields that were
underrepresented in mobility programmes. These students were typically referred

to as "disadvantaged students," a term that could be stigmatising for them
(Guedens, 2021).

diagnosis of Autism Spectrum Disorder, the term “Asperger’s Syndrome” is used here as
it was the term used in the original research.
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