Page 412 - RUICHSS 2023 Proceeding

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

FII.11. Academics must adapt the MATERIALS.

FII.12. Academics must adapt the METHODOLOGY of teaching.
FII.13. Academics must adapt the evaluation system.

FII.14. Academics show awareness about the Universal Design of Learning (UDL)

The second factor accounted for 15.764 per cent of the total variation and was identified as
the “academic staff’s willingness to meet the needs of SWDs factor”.

For the third factor, the following statements (FIII.15 to FIII.20) showed strong positive

factor loadings.

FIII.15. There are certain objectives of modules to SWDs.
FIII.16. There are modifications and/or deletions activities.

FIII.17. There are modifications to the improved resources for SWDs.
FIII.18. There are modifications in the methodology to SWDs.

FIII.19. There are special practical activities for SWDs.
FIII.20. SWDs have more time for exams/work deadlines.

The third factor accounted for 15.672 per cent of the total variation and was identified as the

“real implementation of the curricular adjustments” factor.

For the fourth factor, the following statements (FIV.21 to FIV.28) showed strong positive
factor loadings.

FIV.21. The relationship between SWDs and their peers is good.

FIV.22. My relationship as a peer with SWDs is good.
FIV.23. In general academics–SWDs are fluid.

FIV.24. There are adequate diversity awareness campaigns.
FIV.25. SWDs participate in extracurricular activities.

FIV.26. SWDs have more difficulties in practices (e.g. Laboratories/ field visits)

FIV.27. SWDs have the same academic problems as their mates.
FIV.28. There are volunteer peers for support tasks.

The fourth factor accounted for 13.253 per cent of the total variation and was identified as
the “relationships and participation of SWDs and peers” factor.

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