Page 304 - RUICHSS 2023 Proceeding

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

Furthermore, while tools like the Universal Design of Learning (UDL) present

a promising avenue for inclusive education, their potential remains under-
tapped in the Sri Lankan context. Robust staff training, regular feedback

mechanisms, and rigorous quality assurance reviews emerged as non-

negotiables to elevate the online teaching paradigm. Ultimately, as the
educational landscape undergoes this digital metamorphosis, the findings

underline the urgency for a proactive, empathetic, and inclusive approach.
Such a direction ensures not only academic excellence but also the holistic

well-being and dignity of every learner, irrespective of their abilities. Finally,

the pressing need for well-defined policies and guidelines tailored for online
teaching and learning for students with disabilities in the Sri Lankan

University system was discussed. The onset of digital education, while
revolutionizing the educational landscape, demands a structural framework to

ensure that no student, regardless of their disabilities, is left behind. Sri Lankan
universities, being the immediate custodians of higher education, bear the

primary responsibility for developing and implementing such strategies. Their

initiatives must prioritise accessibility, inclusivity, and equality, ensuring a
barrier-free digital educational realm for all students.

Furthermore, the University Grants Commission (UGC), tasked with funding,

planning, and maintaining standards in university education in Sri Lanka,
plays an instrumental role. The UGC's involvement ensures that the policies

developed are consistent, standardised, and uniformly implemented across all
universities, creating a cohesive digital learning environment. The

significance of the Ministry of Education cannot be overstated. As the apex
body overseeing the entire educational system, it has the onus to craft
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