The Ministry of Education has released a comprehensive set of guidelines titled “Circular and Guidelines on School Infrastructure and Environmental Arrangement: Ensuring Access to Education for All,” aimed at promoting inclusive and accessible learning environments in all public schools across Sri Lanka.
The guidelines, issued through the Non-Formal and Special Education Branch, emphasize that no child should be denied access to education due to inaccessible buildings, information, or communication systems. The initiative underscores the government’s commitment to inclusive education and aligns with the Protection of the Rights of Persons with Disabilities Act (No. 28 of 1996) and the Disabled Persons (Accessibility) Regulations (No. 1 of 2006).
Key Focus Areas
- Accessibility and Universal Design: The document highlights the importance of ensuring that school facilities, communication systems, and learning environments are usable by all students, including those with disabilities. It promotes universal design — a concept that benefits not only students with special needs but all users, ensuring safer and more efficient spaces.
- Reasonable Accommodation: Schools are urged to make necessary modifications to ensure equal participation of students with disabilities without imposing undue burdens.
- Inclusive Environment Development: Schools are encouraged to create long-term development plans focusing on functionality, safety, efficiency, comfort, durability, and sustainability, using locally available, cost-effective materials.
- Special Education Units (SEUs) and Mainstream Classrooms: The guidelines stress the importance of integrating SEUs within the general school setting and adapting both SEU and mainstream classrooms to support diverse learning needs. Recommendations include structured classroom layouts, flexible partitions, and specific arrangements for students with intellectual, physical, hearing, or visual disabilities.
- Common Facilities: Practical suggestions are provided for improving accessibility in pathways, corridors, toilets, handwashing areas, stairs, doors, and schoolyards. For example, installing ramps, wider doorways, accessible toilets, and resting spaces with adequate ventilation.
- Maintenance and Sustainability: The principal is identified as the key person responsible for facility maintenance, supported by the School Development Society (SDS) and the school’s maintenance committee. The plan calls for regular inspections and low-cost maintenance solutions to ensure long-term usability.
