Page 370 - RUICHSS 2023 Proceeding

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

inclusive environment that enables students to thrive and excel in higher

education, research, and scholarly activities across different disciplines. In line
with the Convention on the Rights of Persons with Disabilities (CRPD) 2006,

we define students with disabilities (SWDs) as individuals with chronic or

acute impairments that restrict their full participation in learning and other life
activities (United Nations, 2006). In this study, social inclusion for SWDs

entails valuing their diversity and empowering them to lead independent lives
in all aspects of university life, including education and social activities,

without encountering any barriers or discrimination. This definition is crucial

because social inclusion has a positive impact on academic achievements,
learning experiences, student satisfaction, and overall well-being (Gidley et al,

2010). Therefore, promoting social inclusion in higher education is a
necessary step towards achieving a more equitable and just society that values

diversity and respects the rights of all individuals.

Despite the growing recognition of the significance of social inclusion, various

barriers still impede the complete participation of students in university life,
including those with disabilities. As a result, higher education institutions bear

a heightened responsibility to foster social inclusion and overcome these
hindrances to guarantee that all students possess equal prospects for success

and full engagement (Barnett, 2016). In Sri Lanka, the higher education

system has faced criticisms for being inaccessible to specific social groups
including those experienced by SWDs, due to factors such as language

barriers, remote geographical locations, and financial constraints (INCEDU
Need Assessment Survey Report, 2021; Abayasekara, 2018). Thus, higher

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