Page 33 - RUICHSS 2023 Proceeding

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

and adapted teaching materials and assessment methods for students with specific

learning difficulties and sometimes for those with motor and sensory impairments.

In addition to these adaptations, which are primarily the responsibility of higher
education institutions, the inclusion of people with disabilities in higher education

relies on various factors. These include the willingness of secondary education
students with disabilities to pursue further education, access to adapted

transportation and accommodation, support in dormitories and canteens, and the
availability of assistive devices (Kiš-Glavaš, 2012).

Students who have completed vocational education:

According to Baranović (2015), a significant majority of high school students (98.5

%) and four-year vocational school students (75 %) aspire to attend university.
However, the percentage decreases significantly for three-year vocational school
students, with only 16.5 % planning to pursue higher education at a university.

Similarly, there is evidence that it is more difficult for students who have
completed vocational schools to pass first-year university exams (Mihaljević

Kosor, 2010).

Students traveling to study:

According to Doolan et al. (2014), students who travel from another country

cannot be present at all classes due to travel costs, as well as irregular public
transportation. Because of the time required for travel, these students have less
time to study.

Student-children of Croatian war veterans who died in the war:

The loss of a parent has a long-term negative impact on academic achievements;
the negative impact is greater, the longer a child has grown up without the
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