Page 297 - RUICHSS 2023 Proceeding

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

The spotlight then shifts to the transformative role of assistive technology, as

highlighted by González-Ramos et al. (2018), illustrating how tools like screen
readers, speech recognition, and captioning bridge accessibility gaps, making

course content accessible to all students. Institutional policies and support also

take center stage, with Fernandes et al. (2017) highlighting the significance of
well-crafted policies, educator training in accessible course design, and

dedicated support services for students with disabilities. Weaving in cultural
nuances, Jayasinghe (2021) emphasises the importance of contextualizing

global best practices within Sri Lanka's socio-cultural landscape, considering

norms, infrastructure, and language.

The voices of students become a resounding note, as highlighted by Ahmed et
al. (2018) and Ranasinghe et al. (2022), stressing the importance of

personalised accommodations, adaptive assessments, and interactive
engagement for creating a supportive online learning environment. Advocacy

and policy alignment emerge as the final crescendo, as illustrated by Perera

and Wijesekara (2019), showing how advocacy sparks change by shaping
awareness, policy decisions, and inclusivity. The review concludes by

highlighting the unexplored territory within the Sri Lankan context and the
study's goal to integrate global insights into local nuances, ultimately

contributing to a more inclusive and empowering online educational landscape

for students of all abilities.

7. Results and Findings

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