UNU Jogja Disability Service Unit Becomes a Model, 100 Private Universities Attend Seminar Held by LLDIKTI Region V Yogyakarta

Yogyakarta, Indonesia – The Disability Service Unit (ULD) of UNU Jogja has become a model for 100 private universities in the Special Region of Yogyakarta in developing inclusive campuses.

At a seminar organized by LLDIKTI Region V, the Director of the Centre for GEDSI UNU Jogja, Erin Gayatri, was invited as a speaker to share best practices in establishing and strengthening Disability Service Units (ULD) in higher education institutions.

Erin emphasized that disability services are a fundamental necessity for universities to ensure equal access to education for students with disabilities.

“The establishment of a ULD is an obligation for every university as part of fulfilling the right to education for persons with disabilities. The most important first step is to open the ‘door’ for students with disabilities while continuously improving existing services. The presence of students with disabilities itself provides valuable lessons in shaping and managing ULD,” she stated on Wednesday, April 15.

She also highlighted that not all students with disabilities immediately continue to higher education after graduating from high school or special schools. Some require a transition period—working to save money, seeking parental approval, or building the confidence to study away from home. In this context, private universities often become the only option when they no longer meet the age requirements for public universities.

Erin explained that UNU Jogja has been seriously committed to disability services since 2022. This commitment is reflected in inclusive education services, supporting facilities, and assistance in accessing scholarships for students with disabilities.

“We started with what we could do for our friends with disabilities, such as providing special admission pathways, sign language interpreter services, Indonesian language classes for Deaf students, and support from disability volunteers. We continue to improve, and currently, we are finalizing a comprehensive ULD guideline at UNU Jogja,” she added.

During the discussion session, Erin acknowledged various challenges faced by universities. Institutions without ULD often struggle with limited leadership support, insufficient human resources and funding, and the absence of enrolled students with disabilities. Additionally, many have not conducted comprehensive assessments, resulting in unrecognized non-physical disabilities such as mental and intellectual conditions.

Meanwhile, universities with existing ULDs face challenges in optimizing services, strengthening staff capacity, addressing resistance from some lecturers, and developing inclusive teaching methods and assessment standards. The lack of standard operating procedures (SOPs) also remains a key issue.

Through this forum, Erin expressed hope that UNU Jogja’s ULD could assist private universities in understanding strategic steps to gradually and sustainably develop disability services. She also opened opportunities for consultation and further assistance for institutions seeking to enhance their disability services.

UNU Yogyakarta Strengthens Its Disability Services

From 2021 to 2026, a total of 10 students with disabilities have studied at UNU Jogja, with two successfully graduating with a “Very Good” distinction. This achievement reflects the university’s strong commitment to providing inclusive education and continuous support.

This commitment is also demonstrated through accessible infrastructure, including designated parking areas, disability-friendly pathways, elevators, and adapted restrooms.

These facilities are not only for students with disabilities but also for the general public visiting the campus for seminars, workshops, training sessions, and exhibitions. Their presence serves as a form of “social audit” to evaluate how accessible the campus truly is.

“The presence of visitors with disabilities helps us assess in real terms whether our facilities are truly accessible or still need improvement,” Erin noted.

Additional support includes Braille Qur’an resources, inclusive academic policies, and regular monitoring and evaluation involving both students and lecturers to ensure smooth academic progress. Preparing students with disabilities for the workforce is also a key priority. [Latifah]