Students with Disabilities in the Eyes of Teaching and Non-Teaching Staff in Sri Lankan Universities

Inclusion is frequently associated with persons with disabilities; however, it encompasses a broader scope. It represents an attitude, an intention, and a policy framework designed to apply to all individuals. The need for inclusion arises from the exclusion of certain individuals or groups within society, a phenomenon that is largely rooted in social inequality. Inclusive education, at all levels including higher education, entails recognising and addressing the diverse needs and aspirations of each individual, while ensuring that all learners are able to participate and achieve together. According to the United Nations Department of Economic and Social Affairs [UN DESA] Disability and Development Report (2019), adults with disabilities aged 25 and older are only half as likely to have completed higher education compared to their peers without disabilities—12% versus 24% across 41 countries. Nevertheless, reliable global statistics on students with disabilities in higher education remain scarce due to significant variations in data collection and reporting practices among countries. The article deals with inclusive education in Sri Lankan universities and presents the results of a qualitative study conducted as part of an EU-funded project at four Sri Lankan universities in partnership with four European universities. The main objective of the study is to explore the attitudes of teaching and non-teaching university staff, knowledge about students with disabilities, perceived difficulties, needs and possible solutions to create equal opportunities for students with disabilities. Three focus group discussions were held with teaching and non-teaching university staff and the data analysed thematically. The findings show that the inclusion of students with disabilities in Sri Lankan higher education is hindered by structural, attitudinal and skill-related barriers. At the same time, there are opportunities for improvement through staff professional development, increased institutional support and coordinated stakeholder engagement. However, significant efforts are still required to create a university environment that fully supports inclusive education and ensures a fulfilling experience for students.