With an estimated 15–20% of the global population and over 10% of the higher education community living with disabilities, the need for systemic change is increasingly urgent. In response, Universitas 21 (U21), a leading global network of research universities that includes Universitas Gadjah Mada (UGM), has officially launched its first global mapping report on disability inclusion in higher education, titled the U21 Disability Inclusion Mapping Project.
The report was led by Professor Paul Harpur from The University of Queensland, together with 30 co-authors from U21 member institutions.
The U21 Disability Inclusion Mapping Project highlights four priority areas deemed critical to advancing disability inclusion in higher education: adopting universal design in education, enabling access to Work-Integrated Learning (WIL), engaging people with disabilities in research through co-design methods, and enhancing transparency in disability services for international students.
Representing UGM, Dr. Wuri Handayani, Head of the UGM Disability Services Unit (ULD), contributed to two chapters of the report titled Universities Acting Collectively to Champion Disability Inclusion and System Change: From Reasonable Adjustments to Universal Design.
“We were asked to complete a qualitative questionnaire addressing policy, implementation, and challenges in supporting students with disabilities on campus. Based on that input, U21 developed the report and allowed us to select areas for deeper analysis,” she explained on Monday, Jun. 23, 2025.
Dr. Handayani shared that her involvement began through an invitation to join U21’s Equity, Diversity, and Inclusion (EDI) consortium.
She later established close communication with Professor Harpur to examine and strengthen the report’s narrative using UGM’s real-world practices.
One of UGM’s key contributions was its student disability support system, developed by ULD, which includes early self-identification, an individualized needs assessment, and the design of appropriate learning accommodations.
UGM’s support also extends beyond students.
Increasing attention is being paid to faculty and administrative staff with disabilities, in line with the Rector’s regulation on the establishment of ULD, which mandates inclusive support for the entire academic community.
However, Dr. Handayani acknowledged that support for staff with disabilities still requires improvement.
“We need accurate and comprehensive data on faculty and staff with disabilities. Disabilities aren’t always congenital; they can emerge at any time. So our approach must be both inclusive and adaptive,” Dr. Handayani said.
Professor Harpur, an international expert on disability rights and higher education policy, Co-Chair of the U21 Disability Community of Practice, and a member of the U21 Equity, Diversity, and Inclusion Working Group, emphasized that the report unites perspectives from across the globe to assess the current status of persons with disabilities, identify remaining gaps, and outline collective action steps.
“Universities open pathways for individuals to flourish and supply the human capital for national economic growth,” he stated.
U21 Provost Professor Jenny Dixon added that the report reflects U21’s collaborative spirit and global commitment to fostering inclusive and equitable education environments.
“This report not only highlights current achievements but also provides a clear roadmap for future progress. We greatly appreciate the work of Professor Harpur and all contributors who have driven this important change in global higher education,” said Professor Dixon.
Drawing on the participation of academic and professional staff from 30 U21 member universities, the report maps policies and best practices for disability inclusion across research, teaching, and campus life.
It not only identifies shared challenges experienced by individuals with disabilities in academia but also offers examples of innovative approaches and actionable recommendations applicable across various higher education contexts.
This report is also designed as a key reference for higher education stakeholders aiming to raise awareness and improve inclusive practices within their institutions.
The U21 Disability Inclusion Mapping Project is now available for download on the official U21 website.
UGM hopes that the publication will serve as a valuable resource for university leaders, academics, and student advocates working toward a more equitable and inclusive future in higher education.
Dr. Handayani expressed her hope that this report marks the beginning of cross-campus collaboration in building more inclusive higher education environments.
She emphasized the importance of sharing best practices among universities and using them as benchmarks for service improvement.
“Each campus has different conditions and resources. But we can learn from others, adapt good practices to fit our own needs and capacities. The goal is the same: to create a welcoming and inclusive campus for all,” Dr. Handayani said.
Author/Post-editor: Lintang Andwyna
Editor: Gusti Grehenson
Illustration: Freepik