Inclusive Education for Students with Disabilities: Perspectives from Indonesian and Malaysian Higher Education

This study seeks to incorporate the perspectives and experiences of students with disabilities in higher education institutions by comparing the extent of awareness and representation of students with disabilities in Indonesian and Malaysian education systems. In this preliminary study, semi-structured interviews were conducted with university students from both countries to explore the challenges in implementing inclusive education policies and the role of media in shaping public perceptions on the issue. The study applied the foundation of Symbolic Interactionism Theory to analyse the complex interplay between societal attitudes, media representation, and educational practices. Findings reveal persistent barriers to inclusion, including limited teacher training, inadequate infrastructure, and societal stigma. The study highlights how media underrepresentation contributes to the lack of disability issues in public discourse, reinforcing existing stereotypes and hindering progress towards inclusive education. The application of communication theories provides insights into potential strategies for increasing awareness and fostering attitudinal change. These include targeted media campaigns, comprehensive educational programs, and the promotion of positive interactions between students with and without disabilities. The research underscores the need for a multi-faceted approach to address the awareness gap and promote inclusive education practices across Asia, emphasizing on the crucial role of media and communication in driving social change and policy implementation. Keywords: Individuals with disabilities, inclusive education, educational access, equal opportunity, symbolic interactionism.