Page 374 - RUICHSS 2023 Proceeding

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

Social inclusion is crucial for equitable growth and development in any

society. Sri Lanka has made progress in providing access to education,
including higher education, but significant disparities still exist among various

population groups, leading to social exclusion. Language barriers, geographic

locations, and financial constraints, including those faced by students with
disabilities, are some of the factors that make the higher education system

inaccessible to marginalised groups. INCEDU Need Assessment Survey
Report (2021) noted that the lack of diversity in the higher education system

perpetuates a culture of exclusion, making it challenging for students from

different social, cultural, and economic backgrounds to find a sense of
belonging. Moreover, Liyanage (2017) critiques the charity-based perspective

on disability in Sri Lanka, which uses the ideology of karma to justify
inequality. Despite the National Policy on Disability, enforcement gaps exist,

and a shift to a rights-based approach, which requires an integrated approach,
and the involvement of the government and civil society organisations is

needed.

Moreover, some studies have shown that social inclusion in higher education

positively impacts student outcomes, academic achievements, and overall

well-being (INCEDU, 2021; Shukran & Alwi, 2018). However, effective
mechanisms for breaking down barriers to social inclusion in universities

remain unclear. INCEDU's 2021 report reveals that students with disabilities
(SWDs) are predominantly from the Humanities and Social Sciences fields.

Surprisingly, 74% of academics do not use special teaching methods for
SWDs, hindering their full participation. Moreover, most university peers are
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