Page 322 - RUICHSS 2023 Proceeding

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

Participants' expectations related to gaining new knowledge, learning how

to support students with disabilities, understanding what (administrative)
services can be developed to provide maximum support to students with

disabilities, and what challenges need to be addressed. Participants'

expectations were discussed at the end of the education, and the feedback
was positive.

5. Conclusions

The evaluation results show that both groups of participants gave high
scores to the overall satisfaction with the education as well as the usefulness

of the topics covered in the education. Regarding the learning outcomes
achieved, most participants indicated that they were achieved to a great or

very great extent. Some of the learning outcomes that were achieved to a
somewhat lesser extent, such as "Make an advocacy plan" (teaching staff),

require engaging in advocacy activities and gaining experience in this way

to develop the skills to create a successful advocacy plan. Therefore, it is
not unexpected that this learning outcome was rated as the least achieved.

The lower assessment of the learning outcome "Explain the principles and

guidelines of universal design in higher education" by non-teaching staff
can be explained by the fact that relatively little time was devoted to this

extensive topic in education, while achieving the learning outcome "Argue
the importance of empowering and engaging young people in the

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