Page 28 - RUICHSS 2023 Proceeding

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

• Cultural differences: While cultural differences can be perceived as

barriers by people from all backgrounds, they can have a particularly
significant impact on individuals with fewer opportunities. Such

differences may act as a notable hindrance to learning in general,
especially for those from immigrant or refugee backgrounds - particularly
newly arrived immigrants, individuals belonging to national or ethnic

minorities, sign language users, etc.
• Social barriers: Social adjustment difficulties, such as limited social skills,

antisocial or high-risk behaviour, (ex) offenders, (ex) drug or alcohol
addicts, or social marginalisation, may present barriers. Other social
barriers may arise from family circumstances, such as being the first in the

family to pursue higher education or being a parent (especially a single
parent), caregiver, breadwinner, or orphan, or having lived or currently
living in institutional care.

• Economic barriers: Economic disadvantages, such as a low standard of
living, low income, learners having to work to support themselves,

dependence on the social welfare system, long-term unemployment,
precarious situations, poverty, homelessness, debt, or financial problems,
etc., can be significant barriers. Additionally, difficulties may arise from

the limited portability of services (especially support for people with fewer
opportunities), which must be "mobile" along with participants when they
relocate to distant locations or even abroad.

• Discrimination based on gender, age, ethnicity, religion, belief, sexual
orientation, disability, or intersectional factors (a combination of two or

more of the aforementioned grounds of discrimination) can act as
significant barriers to access and participation.

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