•  
  •  
 

Abstract

Ensuring equal education rights remains a challenge in Indonesia, despite constitutional mandates and the global commitment to “no one left behind.” The Disability Participation Rate remains low; in 2023, only 21.03% of individuals aged 19–23 were included. This reflects, among other factors, the limited preparedness of educational institutions. This study evaluates Universitas Indonesia’s readiness to develop inclusive education for persons with physical, sensory, mental, and intellectual disabilities. Using the capability approach, it assesses whether institutional resources can be translated into capability-enhancing conditions for students with disabilities. The study draws on literature review, targeted document searches, SWOT analysis, IFE-EFE matrices, and the TOWS matrix. The findings show that UI’s IFE and EFE scores 3.07 and 3.26 place the university in a “Grow and Build” position, indicating strong internal capacity and favourable external conditions. UI demonstrates readiness through legal frameworks, disabilityrelated units, and support communities. However, faculty-level implementation, monitoring mechanisms, assistive facilities, and inclusive pedagogical capacity remain uneven. The study proposes an initial Disability-Metrics framework to guide future institutional assessment.

Abstrak

Pemenuhan hak pendidikan yang setara masih menjadi tantangan di Indonesia, meskipun telah dijamin oleh mandat konstitusional dan komitmen global “no one left behind.” Angka Partisipasi Disabilitas masih rendah; pada 2023, hanya 21,03% individu berusia 19–23 tahun yang terinklusi. Hal ini mencerminkan, antara lain, terbatasnya kesiapan institusi pendidikan. Studi ini mengevaluasi kesiapan Universitas Indonesia dalam mengembangkan pendidikan inklusif bagi penyandang disabilitas fisik, sensorik, mental, dan intelektual. Dengan menggunakan pendekatan kapabilitas, studi ini menilai apakah sumber daya institusional dapat diterjemahkan menjadi kondisi yang memperluas kapabilitas mahasiswa penyandang disabilitas. Studi ini menggunakan tinjauan literatur, penelusuran dokumen terarah, analisis SWOT, matriks IFE-EFE, dan matriks TOWS. Temuan menunjukkan bahwa skor IFE dan EFE UI, yaitu 3,07 dan 3,26, menempatkan universitas pada posisi “Grow and Build”, yang menunjukkan kapasitas internal yang kuat dan kondisi eksternal yang mendukung. UI menunjukkan kesiapan melalui kerangka hukum, unit terkait disabilitas, dankomunitas pendukung. Namun, implementasi di tingkat fakultas, mekanisme pemantauan, fasilitas asistif, dan kapasitas pedagogis inklusif masih belum merata. Studi ini mengusulkan kerangka awal Metrik-Disabilitas untuk memandu penilaian institusional di masa mendatang.

References

Afrianty, Dina, Slamet Thohari, Unita Werdi Rahajeng, and Tommy H. Firmanda. 2021. Perguruan Tinggi Dan Praktik Akomodasi Layak Bagi Mahasiswa Penyandang Disabilitas Di Indonesia Di Masa Pandemi Covid-19. Malang, Indonesia: Pusat Studi dan Layanan Disabilitas Universitas Brawijaya.

Bourdieu, Pierre. 1986. The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education. New York: Greenwood Press. 241–58.

Bourdieu, Pierre. 1990. The Logic of Practice. Stanford University Press.

BPS. 2018. Ada Penyandang Cacat Dan Jenis Kecacatan 2018. https://jambi.bps.go.id/indicator/12/1693/1/-ada-penyandangcacat-dan-jenis-kecacatan.html

BPS. 2023. Penduduk Indonesia Hasil Long Form Sensus Penduduk 2020 - Badan Pusat Statistik Indonesia. Jakarta. https:// www.bps.go.id/id/ publication/2023/07/18/4a49f846d0708c1fe1117b5f/ penduduk-indonesia-hasil-long-form-sensuspenduduk-2020.html.

David, F. R., & David, F. R. 2017. Strategic Management: A Competitive Advantage Approach, Concepts and Cases. 16th Global ed. Boston, MA: Pearson

DiMaggio, P. J. ,. &. Powell, W. W. 1983. The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organizational Fields. American Sociological Review 2(48):147–60.

Faragher, Rhonda, Mo Chen, Lucena Miranda, Kenneth Poon, Rumiati, Feng Ru Chang, and Holly Chen. 2021. Inclusive Education in Asia: Insights From Some Country Case Studies. Journal of Policy and Practice in Intellectual Disabilities 18(1):23–35. doi:10.1111/jppi.12369

Grenfell, Michael. 2014. Pierre Bourdieu: Key Concepts. Routledge

Helms, Marilyn M., and Judy Nixon. 2010. Exploring SWOT Analysis – Where Are We Now?: A Review of Academic Research from the Last Decade. Journal of Strategy and Management 3(3):215–51. doi:10.1108/17554251011064837.

Kemenko PMK RI. 2023. Pemerintah Penuhi Hak Penyandang Disabilitas Di Indonesia | Kementerian Koordinator Bidang Pembangunan Manusia Dan Kebudayaan. https:// kemenkopmk.go.id/pemerintah-penuhi-hak-penyandangdisabilitas-di-indonesia

Kementerian Kesehatan RI. 2018. RISKESDAS. Jakarta.

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. 2023. Data penerimaan mahasiswa disabilitas di perguruan tinggi. Jakarta: Kemdikbudristek.

Lao, Rattana. 2023. Education Reform_ In Thailand Principals Are ‘Black Box’ between National Policymaking and Kids in the Classroom - The Asia Foundation. https:// asiafoundation.org/2023/01/25/education-reform-in-thailandprincipals-are-black-box-between-national-policymaking-andkids-in-the-classroom/

Republic of Indonesia. 1999. Law of the Republic of Indonesia Number 39 of 1999 on Human Rights. Jakarta, Indonesia: Government of the Republic of Indonesia

Lefievre, Nathan, Ulrike Sengstschmid, Jo Tamura, Alexandre Tham, and Gesihan Zhang. 2022. Achieving Inclusive Higher Education in the ASEAN Region Achieving Inclusive Higher Education in the ASEAN Region | Report.

Morina, A. (2018). Inclusive education in higher education: Challenges and opportunities. In M. Coleman & M. Shevlin (Eds.), Postsecondary educational opportunities for students with special needs (pp. 45–62). Routledge.

Nussbaum, Martha C. 2000. Women and Human Development The Capabilities Approach. Cambridge University Press.

Reay, Diane. 2004. ‘It’s All Becoming a Habitus’: Beyond the Habitual Use of Habitus in Educational Research.” British Journal of Sociology of Education 25(4):431–44. doi:10.1080/0142569042000236934.

Scott, W. Richard. 2014. Institutions and Organizations: Ideas, Interests, and Identities. SAGE.

Sen, Amartya. 1999. Development As Freedom. Oxford University Press.

Terzi, Lorella. 2005. A Capability Perspective on Impairment, Disability and Special Needs: Towards Social Justice in Education. Theory and Research in Education 3(2):197–223. doi:10.1177/1477878505053301.

The World Bank. 2021. Disability Inclusion Overview: Development News, Research, Data. Washington DC. https:// www.worldbank.org/en/topic/disability.

UNESCO. 2019. The Right to Education for Persons with Disabilities. Paris: United Nations Educational.

Walker, M., & Unterhalter, E. (Eds.). (2007). Amartya Sen’s capability approach and social justice in education. Palgrave Macmillan.

Wheelen, Thomas L., J. David Hunger, Alan N. Hooman, and Charles E. Bamford. 2018. Strategic Management and Business Policy: Globalization, Innovation, and Sustainability. 15th ed. Boston, MA: Pearson.

WHO. 2011. World Report on Disability. World Health Organization.

WHO. 2023. Disability and Health. https://www.who.int/news-room/ 

Download

Share

COinS