Page 413 - RUICHSS 2023 Proceeding

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

8. Conclusions

The overall aim of the present research was to identify the barriers that hinder educational

inclusion for SWDs through the perceptions of undergraduates concerning their peers with

disabilities: with special reference to the Faculty of Humanities and Social Sciences,
University of Ruhuna. Based on the descriptive statistical analysis, results emphasised that

the majority of the students help their SWDs peers, but they have not obtained any training
related to supporting peers with educational needs after getting registered for university

education. Since the majority of the respondents are in the 2000 and 3000 levels, such

activities to understand the SWDS as peers should be introduced or implemented.

Therefore, it can be concluded that universities have not executed the required programmes
to address the knowledge gap about SWDs and the operation of care and support services for

SWDs. To increase knowledge of certain problems and make them public, it suggests
awareness campaigns targeted largely at selected target groups. The same condition was

supported by the research findings of Rosa-Eva Valle-Flórez, Ana Mara de Caso Fuertes,

Roberto Balelo, Sheila Garca-Martn, Jessica L. Sniatecki, Holly B. Perry, and Linda H. Snell
(Sniatecki et al2015) & (Valle-Flórez, et al., 2021).

The results of the factor analysis highlighted four categories that should be addressed since

they include varying degrees of impediments to inclusive education in relation to the research

location. The first factor (FI), which consists of eight factors, is accessibility and resources
available in institutions to support inclusion. Six factors make up the second factor (F2),

which is about the academic staff’s readiness to accommodate SWDs' requirements. Six
elements make up the third factor (F3), which is the actual implementation of the curriculum

modifications. Eight factors make up the fourth component (F4), which is the interactions

and engagement of SWDs and their classmates. Through those elements, each component
emphasised how it was developed to address the primary challenges that needed to be

conquered. By 2021, Rosa-Eva Valle-Flórez, Ana Mara de Caso Fuertes, Roberto Balelo,
and Sheila Garca-Martn conducted prior studies that support this theory, which is also

354