Page 373 - RUICHSS 2023 Proceeding

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

From a sociological and social work perspective, this study holds great
significance. Firstly, it will make a valuable contribution to the existing

literature on social inclusion in higher education; and secondly, it will

investigate the experiences of students in general, particularly those who are
marginalised at the University of Peradeniya. Thirdly, the study will offer

recommendations for enhancing the University's social inclusion efforts,
which could be utilised by other universities in Sri Lanka and beyond. Lastly,

this study will shed light on future research possibilities regarding social

inclusion in higher education in Sri Lanka.

5. Review of the Relevant Literature

‘Social Inclusion’ is defined as an attempt to break down barriers that prevent

full participation (Caidi and Allard, 2005). According to Gidley et al. (2010),
social inclusion can be understood through three dimensions: access,

participation, and empowerment. Sri Lanka has implemented policies to

ensure equal educational opportunities for all children, regardless of their
background. However, children with disabilities still face various barriers to

accessing and achieving education, such as inadequate inclusive teaching
skills of teachers, inaccessible school infrastructure, and limited curriculum

scope. These issues persist in higher education as well.

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