ACCESSIBILITY OF OPEN AND DISTANCE LEARNING FOR STUDENTS WITH DISABILITIES: A STUDY AT UNIVERSITAS TERBUKA

Abstract

Education is a fundamental right of every citizen, including minority groups such as persons with disabilities. However, the Net Enrolment Rate (NER) for individuals with disabilities aged 7–24 remains significantly lower than that of their non-disabled counterparts across all levels of education. This study aims to examine the accessibility of Open and Distance Learning (ODL) for students with disabilities at Universitas Terbuka (UT). A mixed-methods approach was employed, involving the collection of data through questionnaires and structured interviews with active students with disabilities enrolled in various academic programs. The data were analysed using both qualitative and quantitative methods to obtain a comprehensive understanding. The findings indicate that UT’s distance learning system continues to face several challenges in accommodating the needs of students with disabilities. Adjustments to learning content and the development of assistive tools that comply with accessibility standards in the Learning Management System (LMS) are urgently needed. Furthermore, not all regional UT offices (UPBJJ-UT) are equipped with accessible physical infrastructure, particularly in terms of examination rooms and administrative services. Students with disabilities also lack dedicated academic support, and the dissemination of disability-inclusive services and policies remains limited. This study highlights the urgent need to strengthen inclusive policies at Universitas Terbuka by improving both physical and digital infrastructures, providing adaptive academic assistance, and enhancing awareness of available support services. The implementation of a comprehensive inclusion strategy is essential to ensuring equitable access to higher education for all members of society.