Page 299 - RUICHSS 2023 Proceeding

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

However, as highlighted by several members, the digital learning environment
is not without challenges. A pervasive issue is the absence of inclusive designs

on many online platforms. As an illustration, students with hearing

impairments often grapple with live sessions. One staff member detailed the
ordeal of a student with profound hearing loss who could not benefit from

uncaptioned or non-transcribed lectures. Even when captioning is available,
issues with synchronization or accuracy can impede understanding. Moreover,

students with cognitive disabilities, like those diagnosed with ADHD
(Attention-Deficit/Hyperactivity Disorder), might find the expansive,

notification-rich internet environment distracting. The potential psychological

ramifications are concerning. Traditional classrooms, apart from being
academic spaces, are vital for social interactions. Some respondents expressed

apprehension that the shift to online learning might strip students, particularly
those with disabilities, of these crucial social support structures. It was also

highlighted that the Sri Lankan University system has not adequately

facilitated training to address these challenges.
Concepts like the Universal Design of Learning (UDL) were identified as

potential solutions during discussions. UDL, grounded in principles of
representation, action, and expression, and engagement, provides a blueprint

for crafting inclusive online courses. A UDL-integrated course might extend

beyond video lectures, encompassing transcriptions, visual aids, interactive
quizzes, and even tactile tools for those with sensory disabilities. The

discussions underscored the potential of UDL-enhanced online education,
capable of transitioning from mere alternative to traditional methods into a

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