Page 381 - RUICHSS 2023 Proceeding

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

“Due to the higher workload and a large number of students,

sometimes we are unable to provide specific attention to
SWDs. As a result, they might feel left behind” (Lecturer, FoA)

They also lack access to resources and support, making it difficult for them to
fully participate in academic programmes. For instance, some academic

programmes are not accessible due to their technicalities, and SWDs do not
have access to the most pertinent information in suitable formats, such as

Braille assignments and feedback for students with visual impairments. The

study has also revealed that SWDs have limited participation in co-curricular
activities, and the COVID-19 pandemic and online education transformation

have led to segregation and isolation. In addition, the social support system
that students once relied on has become weaker due to the economic crisis.

Unfortunately, the University's policies and procedures are not always

effective in addressing these barriers and promoting social inclusion. The

scarcity of resources, sustainability of the existing mechanisms, a lack of
trained human resources, inadequate policy for addressing all the barriers

mentioned above, and addressing social stigma, prejudices, and discrimination

are among the issues that need to be tackled.

6.3. Strategies for Enhancing Social Inclusion Efforts
The results of this study highlight the importance of promoting social

inclusion within the University of Peradeniya. The mechanisms identified in
the study, such as scholarships, support groups, and awareness programmes,
322