Page 414 - RUICHSS 2023 Proceeding

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

supported by the findings of this study. We may infer that higher interest and a stronger

desire to care for SWDs via the study programme in the faculty would result from the
integration of the training activities and the acknowledgement of the curriculum adaptations.

To confirm the results and verify the components in other social circumstances, further
studies might be conducted. Then, it would also be beneficial to carry out additional research

on how to accommodate the growth of disability-inclusive education in higher education.

9. References

Akin, D., & Huang, L. M. (2019). Perceptions of College Students with Disabilities. Journal

of Postsecondary Education and Disability, 32(1), 21-33.

Baker, K. Q., Boland, K., & Nowik, C. M. (2012). A Campus Survey of Faculty and Student
Perceptions of Persons with Disabilities. Journal of Postsecondary Education and

Disability, 25(4), 309 - 329.

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.

Ellis, P. D. (2010). The Essential Guide to Effect Sizes: Statistical Power, Meta-Analysis,
and the Interpretation of Research Results. Cambridge University Press.

Hair, J. F., Black, W. C., & Babin, B. J. (2010). Multivariate Data Analysis; a global

perspective (ed.). New Jersey, Pearson Education Inc.

Jayawardena, P., & Abeyawickrama, M. (2016). Barriers and Opportunities in the Provision

of Education for Children with Learning Disabilities in Sri Lanka. Institute of Policy
Studies of Sri Lanka.

355