Advancing inclusive practices in higher education: insights from Indonesia’s approach to disability support

The implementation of inclusive practices in Indonesia still faces numerous challenges. This case study investigated inclusive education practices at an Indonesian university using the Universal Design for Learning (UDL) framework emphasizing flexibility in material presentation, learning interactions, and student expression to accommodate diverse learner needs. It involved nine students with disabilities from an inclusive campus, representing various types of disabilities, including visual and hearing impairments, physical disabilities, and neurodevelopmental disorders, from the disciplines of Science and Technology and Social Sciences and Humanities. In-depth interviews were also conducted with two lecturers with experience in teaching students with disabilities. Data were analyzed thematically using the approach of Miles et al. (2014), yielding four main themes: accessibility of learning materials, technology use, faculty support, and institutional policies. Findings reveal that the visually impaired students struggled to access PDF- and image-based materials, while the deaf students required subtitles or interpreters for videos. Besides, those with physical disabilities faced inaccessible laboratory layouts. In contrast, the lecturers demonstrated commitment to inclusivity but lacked training in accessible digital design, and institutional policies on accessibility were limited. These findings highlight the need for implementing UDL principles in teaching, technology use, and institutional support to ensure inclusive higher education.