Coinciding with the International Day of Persons with Disabilities (IDPD) every Dec. 3, UGM’s Disability Service Unit (ULD UGM) held a webinar titled “ULD Services and the Experiences of Students with Disabilities Abroad” on Tuesday, Dec. 3, 2024.
The event attracted hundreds of participants from various educational institutions and the general public.
It successfully shared best practices of students with disabilities studying abroad, inspiring and motivating others to enhance inclusivity.
The webinar featured four inspiring speakers with disabilities.
The first speaker, Dr. Wuri Handayani, a lecturer at UGM’s Faculty of Economics and Business (FEB UGM) and the head of ULD, discussed the challenges and opportunities faced by the newly established unit.
Dr. Handayani, who has a physical disability, highlighted that ULD UGM has been providing support even before students with disabilities are admitted, such as assistance during entrance exams.
The services also extend beyond academic matters.
She commended UGM’s inclusive culture, emphasizing that students with disabilities have been able to graduate under the same conditions as their peers without disabilities.
“The quality of these students is no different from that of students without disabilities. They follow the same academic path and excel in their studies until graduation,” Dr. Handayani remarked.
She acknowledged that ULD UGM has vast potential for development, as the university leadership has committed to disability issues through its 2022–2027 strategic plan.
However, challenges remain, including low awareness among students without disabilities about disabilities and the lack of fully accessible infrastructure and integrated information systems for disability services across UGM’s campus.
Regarding students with disabilities studying abroad, Alexander Farrel Rasendriya Haryono, a student at the University of Leeds majoring in Law and Social Justice, shared his experience.
Haryono, a UGM’s Faculty of Law (FH UGM) graduate with a visual impairment, said the application process was not complicated.
He only needed to submit documents, take an IELTS test, and write a personal statement.
He also benefited greatly from the LPDP scholarship, which waives the academic aptitude test for individuals with disabilities.
“My university is very proactive regarding disabilities. I have a disability coordinator who provides tremendous support,” he explained.
During his studies, Haryono had a personal assistant to aid his mobility and a notetaker in every class to help with lectures.
Additionally, his aspirations were accommodated through a monthly student panel for both students with and without disabilities.
Although adapting to a new learning system posed challenges, the facilities and support he received significantly helped him.
“Support from family, fellow Indonesians, and disability services made things much easier. I hope UGM can add similar facilities,” he said.
Another speaker, Dr. Luthfi Azizatunnisa, a London School of Hygiene and Tropical Medicine student, also shared her story.
A wheelchair user, she is currently a lecturer at UGM’s Faculty of Medicine, Public Health, and Nursing (FK-KMK UGM). Pursuing studies in Epidemiology and Population Health, she highlighted the numerous supportive facilities at the University of London, such as mental health support, counseling services, accessible dormitories, financial aid for individuals with disabilities, and career services.
One unique initiative she found particularly noteworthy was the Equality, Diversity, and Inclusion (EDI) training provided for all campus members.
She also appreciated the early assessment and learning agreement processes, which outlined her specific needs, such as extra time for exams due to weak fingers.
This agreement was integrated into the university’s information system and implemented whenever she enrolled in classes.
“I think UGM could adopt similar support systems,” she said.
The final speaker, Phieter Angdika, a Deaf student pursuing a Master’s in Sign Language Education at Gallaudet University in the United States, shared his experiences.
Gallaudet is the only university globally designed specifically for the Deaf and Hard of Hearing community.
It also accommodates students with visual impairments, physical disabilities, mental health issues, autism, and learning delays.
According to Angdika, Gallaudet thrives due to the inclusivity ingrained in American culture.
“Hearing individuals can still enroll here, as interpreters are available to assist them,” he explained.
Angdika received a full scholarship covering tuition, living expenses, transportation, and graduation fees.
He noted the challenges of living in Indonesia, where opportunities for individuals with disabilities, especially in terms of employment and scholarships, are limited.
For instance, he could not apply for the LPDP scholarship due to age restrictions and requirements like interviews and English listening tests, which were not deaf-friendly.
In contrast, Gallaudet’s scholarship process was accommodating. It involved an application form with sign language video access, a sign language-based test, and a sign language interview.
“I believe we should learn from developed countries and eliminate linguistic systems that are not inclusive for the Deaf,” Angdika emphasized.
Author: Bolivia
Editor: Gusti Grehenson
Post-editor: Lintang Andwyna Nurseisa Azrien