Kartunet - The annual commemoration of National Education Day consistently serves as an important moment to evaluate the impact and development of education for people with disabilities in Indonesia. Although inclusive education today is better than in previous eras, the reality on the ground shows that people with disabilities—especially the visually impaired—still have to struggle extra hard to navigate the existing system.
Ongoing Struggles
Looking back, Dr. Jakobus Tribagio, M.Pd. shared his experiences while pursuing education in the 90s. At that time, the prevailing system was still one of "integration," where visually impaired individuals were forced to adapt to the regular school system. To study, students with disabilities had to find a book reader (reader) by making calls with coins, and even pay out of pocket to record materials using cassettes. Today, even though technology has advanced significantly, the implementation of inclusive education still demands a much greater proportion of struggle (effort) from students with disabilities themselves.
Challenges in Entrance Exams and Bureaucratic Rigidity
One of the biggest obstacles for prospective visually impaired university students lies in the higher education recruitment system, such as the Computer-Based Written Test (UTBK) or SNBT. The implementation of these exams often fails to provide accessible hardware or software support, and does not offer screen magnifiers for low vision participants.
This situation is exacerbated by the rigid practices of exam organizers on the ground. People with disabilities are often not allowed to orient themselves with the tools, must use an assistant, and are prohibited from bringing their own laptops. Such inaccessible higher education recruitment practices are inherently very difficult and even violate Law Number 8 of 2016 concerning Persons with Disabilities.
Complex Obstacles from Primary Schools to Special Needs Schools (SLB)
At the grassroots level, from primary schools to junior high, senior high, and Special Needs Schools (SLB), the existing challenges are no less complex. At least several key findings are frequently complained about:
Registration System (PPDB): The new student admission process often requires an assessment or a doctor's detection letter. This requirement is very burdensome for parents in remote areas who have to travel for hours to a community health center (puskesmas) with significant transportation costs.
Institutional Rejection for Multiple Disabilities: Children with multiple disabilities (double handicap), such as visually impaired individuals who also have autism or are Deaf, are still frequently rejected by schools, even by Special Needs Schools (SLB) themselves. This occurs due to the unpreparedness of facilities and teacher human resources to provide optimal services.
Misdirected Facility Aid: Government-provided facilities to schools are often misdirected. For example, aid for facilities that should be needed by visually impaired students is instead replaced with facilities intended for physical disabilities (physically disabled).
Dapodik-Based Budget System: Government aid calculated based on the Basic Education Data (Dapodik) or "per capita" amount is very detrimental to Special Needs Schools (SLB). Because their student numbers are very limited, SLBs will never be able to build adequate physical facilities if they are treated the same as general schools, which can have thousands of students.
Inclusion Is an Investment, Not a Burden
Often, the provision of inclusive infrastructure and assistive devices is considered a "costly" step for school budgets. However, the fulfillment of inclusive facilities should not be measured solely by its initial nominal value, but rather must be viewed as a long-term investment.
When educational facilities are adequately provided, students with disabilities can graduate, become independent, work, and earn an income. Ultimately, they will no longer rely on government social assistance but will instead be able to be self-sufficient, possess a Taxpayer Identification Number (NPWP), and genuinely contribute by paying taxes to the state. Of course, this requires cooperation from all parties, not just the government, but also parents, the community, and disability organizations themselves. (DPM)
References:
Persatuan Tunanetra Indonesia YouTube Channel, "Unpacking the Reality of Inclusive Education: From the Difficulty of UTBK Tests to Institutional Rejection | PERTUNI MEDIA".