Keywords
Universal Design
Universal Design for Learning
students with disabilities
accessibility
How to Cite
Abstract
This study examines the implementation of inclusive higher education at Universitas 45 Mataram from the perspectives of students with disabilities and lecturers, using Universal Design (UD) and Universal Design for Learning (UDL) as analytical frameworks. A qualitative case study involved six students with disabilities and three lecturers holding strategic institutional roles. Data were collected through semi-structured interviews, one structured questionnaire adapted for a Deaf participant, and non-participant campus observations, and were analyzed thematically. The findings indicate growing institutional commitment through inclusive admissions, flexible teaching, academic accommodations, and disability support mechanisms. However, physical accessibility remains limited, particularly in relation to guiding blocks, accessible toilets, wayfinding systems, and standardized support services. Many inclusive teaching practices reflect UDL principles but still depend largely on lecturers’ individual initiatives. Although the single-site design and limited number of participants constrain transferability, the study provides practical directions for strengthening accessibility, inclusive pedagogy, and disability support services. By integrating UD, UDL, and multiple stakeholder perspectives, the study interprets inclusion as a transition from individualized accommodation toward systemic institutional design.
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