Page 350 - RUICHSS 2023 Proceeding

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

to provide education, individuals with disabilities have no idea how to enter

into a married life or lead a social life. As a result, families need to pay more
attention to the teachings of body changes required to lead an independent life,

and they need to understand the essential skills that can be given to a person

to lead an independent life.

Sexual and reproductive health is identified as a target of the Sustainable

Development Goals. As per the World Health Organization (WHO), by 2030,
ensure universal access to sexual and reproductive healthcare services,

including family planning, information and education, and the integration of
reproductive health into national strategies (WHO, 2022). Although UHC

pledges to “leave no one behind,” disability is not a focus of Universal Health

Coverage despite being an essential dimension of inclusion for the SDGs
(UNFPA &WHO, 2019; World Bank, 2019). The situation of sexual and

reproductive health education and awareness, therefore, is complex and

requires due attention and a systematically designed approach to reach the
target communities.

Studies conducted on the persons with disabilities field in Sri Lanka have
primarily focused on education, health, welfare, and issues related to war-

related disabilities (Liyanage, 2022; Emanuel, 2017; Sheren, 2022;
Kandasamy et al., 2016; Hettiarchchi et al., 2014). In general, students with

various forms of disabilities necessarily need to be identified and

accommodated in an inclusive education to succeed in higher education and
attain social mobility (Addlakha, 2013; Booth, 2000; Liyanage, 2017; Herath,

2014; Herath, 2015). Favorable changes have taken place for disabled
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