Page 303 - RUICHSS 2023 Proceeding

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

accessible but also fosters academic excellence and personal growth for

students with disabilities. This integrated approach, reinforced by well-
structured policies and guidelines, will indeed pave the way for a more

inclusive and holistic online teaching learning process for students with

disabilities in Sri Lanka. The findings, derived from both qualitative data
sources and quantitative data obtained through surveys, provide a

comprehensive view of the challenges and opportunities in online teaching
and learning for students with disabilities in Sri Lanka.

8. Conclusions

This study among Sri Lankan University academic staff brought to the
forefront the profound potential and challenges inherent in online teaching,

especially concerning students with disabilities. The flexibility of online
platforms undeniably democratises access to education, mitigating physical

barriers that conventional education poses to the differently-abled. Yet, the

transformational promise of digital learning comes with its unique hurdles.
Crucially, the absence of inclusively designed platforms can thwart the

educational experiences of students with sensory or cognitive challenges. As
universities globally pivot towards digital platforms, the unanimous sentiment

was that ensuring alignment with international standards is not a mere

pedagogical endeavor but a moral imperative, emphasizing the dignity and
rights of all students.

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