Page 408 - RUICHSS 2023 Proceeding

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

analysis identified the disparities in teacher reactions. The findings indicate that while faculty

members typically have good attitudes regarding SWDs, they are more likely to have
negative attitudes toward learners and students with mental health disabilities than they are

toward those with physical impairments. This study has also uncovered several

misunderstandings and information gaps about offices of disability services and
accommodation provision that may have a detrimental effect on students (Sniatecki et al.,

2015).

In a collaborative study, Sheila Garca-Martn, Rosa-Eva Valle-Flórez, Ana Mara de Caso

Fuertes, and Roberto Balelo discussed how academics saw the inclusion of university
students with impairments in 2021. The study's main goal was to examine the challenges

academics face while advocating for inclusive education and tailoring training to students'
needs. It was decided to use the scale created by Rodriguez-Martin and Alvarez-Arregui.

Several issues linked to the educational response to SWDs were included in the survey, and
a Likert-type scale with four response alternatives was used to gauge respondents' levels of

agreement (from lowest to highest). The Mann-Whitney U analysis and Cronbach alpha

reliability test were used to see whether there were any differences between men and women.

A Kruskal-Wallis analysis was conducted using the seven distinct age groups to see whether
there were statistically significant differences based on the participants' age ranges.

According to the data, there are statistically significant variations in the criteria listed by sex,

age group, teaching experience, and experience working with kids who need extra help in
school. The study's findings are accompanied by several recommendations to enhance the

training required of university professors to advance inclusive education (Valle-Flórez, et al.
2021).

7. Results and Findings

The sample was made up of 85% female students and 15% male students (Table 03). The
results have emphasised that the highest percentage in the level of studying corresponds, in

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