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

emphasise the need to utilise available data to advocate for the prioritisation

and effective implementation of identified policy measures, aligning them
with the existing legal framework. This step is crucial for making progress

toward bridging the gap between policy intentions and on-the-ground

practices in disability-inclusive education in Sri Lanka.

8. References

Abayasekara, A. (2018). How Disability-Inclusive is Education in Sri Lanka?

A Preliminary Look. Talking Economics. Retrieved from
https://www.ips.lk/talkingeconomics/2018/12/05/how-disability-

inclusive-is-education-in-sri-lanka-a-preliminary-look/

Barnett, R. (2016). Understanding higher education: International
perspectives on theory, policy, and practice. Routledge.

Caidi, N., & Allard, D. (2005). Social inclusion of newcomers to Canada: An
information problem? Library & Information Science Research, 27(3),

302–324. https://doi.org/10.1016/j.lisr.2005.04.003

Gidley, J. M., Hampson, G. J., Wheeler, L., & Bereded-Samuel, E. (2010).

From Access to Success: An Integrated Approach to Quality Higher
Education Informed by Social Inclusion Theory and Practice. Higher

Education Policy, 23(1), 123–147. https://doi.org/10.1057/hep.2009.24

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