Tokyo, Japan—On January 25-26, 2020, CDSS UB Service Coordinator Alies Poetri Lintangsari, M.Li. presented a paper at the 1st International Disability Inclusion Symposium held in Tokyo, Japan, by The University of Tokyo. She delivered a research entitled “Relevance of Affirmative College Admissions on College Participation of Students with Disabilities” in panel named “Disability Standards for Services for Students with Disabilities in Higher Education”.
This symposium is the first of IDIS The University of Tokyo’s long plan. Initiated by the Research Center for Advanced Science and Technology, UT collaborates with the Platform of Higher Education and Disability, the University of Hawaii’s Center on Disability Studies, and the Kyoto University’s Higher Education Accessibility Platform. IDIS aims to share knowledge and views on inclusion of persons with disabilities in ASEAN countries and the Pacific Region.
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Coincidentally, the first IDIS symposium was themed about higher education and the career of people with disabilities. Thematically, Universitas Brawijaya through CDSS UB is pioneer of inclusive education in higher education in Indonesia.
In her research, Alies Poetri Lintangsari shared her experience and knowledge about the process of admission for people with disabilities. “Its nature is indeed affirmative action, because in our research, the differentiation of admission is a form of selection adjustments,” explained Lintang.
She also explained that this affirmation process needs to be carried out to provide services and the consequences of acceptance of persons with disabilities in higher education. “In our experience in Indonesia for 8 years, the admission process is often not inclusive and tends to discriminate persons with disabilities. For that reason, as accommodation of test kits, locations, and others need to be adjusted,” she continued.
In addition to discussions in each panel, Lintang also told that she made a lot of knowledge sharing and networking with other campuses. There is also other stories that should be adapted to continue to open up opportunities for people with disabilities to obtain higher education.