Universitas Gadjah Mada (UGM) continues to affirm its commitment to an inclusive campus welcoming students with disabilities. This commitment is reflected in its acceptance of students with disabilities and the development of disability-friendly learning environments.
Three students on the autism spectrum shared their experiences and best practices while studying at UGM, hoping to inspire and motivate prospective students with disabilities.
The three students are Riani Wulan Sujarrivani (2024, Soil Science), Siham Hamda Zaula Mumtaza (2019, Animal Science and Industry), and Muhammad Rhaka Katresna (Master’s program in Religious and Cross-Cultural Studies at UGM’s Graduate School).
Sujarrivani shared her journey as an autistic student at UGM, revealing that she was diagnosed with Autism Spectrum Disorder.
She spoke about the stigma she faced, being labeled as unintelligent or dependent simply for being different.
“Luckily, I received support from my family and teachers. My parents even took time off work to be closer to me due to my unique development. At school, my teachers encouraged me to become more independent in daily life,” said Sujarrivani during a sharing session titled “Reflections on the Right to Education and the Experience of Autistic Students in Higher Education at UGM” organized by UGM’s Disability Services Unit (ULD UGM) in commemoration of World Autism Awareness Day on Friday, Apr. 11, 2025, at the UGM campus.
As an autistic student, Sujarrivani admitted she initially failed all three admission routes to UGM in her first year.
However, she did not give up and was eventually admitted through the independent admission pathway the following year.
Throughout her studies, she faced challenges such as completing assignments on time and adjusting to lab work due to unfamiliarity with the instruments.
Nevertheless, Sujarrivani noted that she received support from the university and her faculty, including extended deadlines and access to disability services, although she initially encountered difficulties when applying for these services.
Mumtaza, who was born in Bojonegoro, East Java, shared his story as a person with autism and mental health challenges.
He was diagnosed with Autism Spectrum Disorder in elementary school and underwent therapy from an early age, although her parents initially rejected the diagnosis.
“When I was first diagnosed with ASD, my father especially refused to accept it. He insisted I was a normal person without any disabilities,” he recalled.
To ensure Mumtaza received appropriate support during his studies, ULD UGM conducted assessments and made adjustments, including changing instructors each semester and informing teaching assistants of her condition.
He also received one-on-one support to aid her learning process.
He emphasized the importance of continuous assessment and follow-up to ensure that accommodations remain relevant and effective, along with a guarantee of inclusive services for students with special needs like herself.
Katresna stressed that autism is not merely a mental health condition but a developmental disability.
From childhood to adulthood, he experienced developmental differences that were not properly identified by the healthcare system.
He shared his story of being diagnosed with autism as an adult, an experience he described as difficult, particularly in Indonesia.
For 27 years, he faced numerous challenges, including rejection from family and uncertainty in healthcare services.
“Autism diagnoses for children are becoming more accessible thanks to the increased number of medical specialists. But for adults, it’s still tough,” he explained.
After earning his bachelor’s degree in Psychology, Katresna chose to pursue a Master’s in Religious and Cross-Cultural Studies at UGM, a program he said was open to autistic students.
He emphasized that autistic individuals often have strong personal interests, each unique and deeply rooted.
In his case, he is passionate about research grounded in autistic experiences, a field still under-recognized in Indonesia.
His study program supports this interest, including his work to develop epistemology from an autistic perspective.
“In this program, I am given the space to engage with the construction of knowledge critically,” he said.
While studying at UGM, Katresna received various forms of support, such as deadline extensions, project-based learning, and flexible, effective teaching methods.
He highlighted that the discrimination he experienced reinforced the need for autistic individuals to claim their space and create their own ways of being heard, to live according to their own needs, not others’ expectations.
“I have a dual diagnosis, autism and ADHD. And I’m proud of it. So I invite everyone to be proud, too. We must take pride in being ourselves, just as we are,” he concluded.
Author: Lintang Andwyna
Editor: Gusti Grehenson
Post-editor: Lintang Andwyna
Photograph: ULD UGM