Page 382 - RUICHSS 2023 Proceeding

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

can be further strengthened and expanded to provide greater support to

students. Additionally, the University should continue to address
discrimination and prejudice through the implementation of effective policies

and procedures.

This study emphasises the importance of addressing barriers to social

inclusion for marginalised students. The university must foster an inclusive
environment with equal access to resources and support for all students.

The findings of this study align with previous research on social inclusion in
higher education. A study by Nunan, George, & McCausland (2000) also

found that students who feel socially connected to their peers and faculty have
higher levels of academic achievement and satisfaction. Similarly, according

to INCEDU's study conducted in 2021, support networks and mentorship
programmes have been found to be effective in promoting social integration

and improving student retention in higher education. Furthermore, the study's

findings align with Hofstede's (2001) concept of a significant power distance
in the Sri Lankan education system, which highlights the hierarchical

relationship between teachers and students (INCEDU, 2021; Hofstede, 2001).

Creating an inclusive classroom environment that fosters equal opportunities

for all students to engage in discussions, ask questions, and seek clarification
can significantly enhance the learning experience. Furthermore, providing

short-term training for staff on disability and teaching SWDs, technical
facilities, and identifying and developing strengths and competencies of
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