The Intellectual Journey of Students with Disabilities

The intellectual journey of students has its ups and downs over time. Usually, during the first semester, they are very enthusiastic, curious about various new things in the campus world, and it's certain they will also seek to make as many acquaintances as possible in various ways. Starting with joining organizations, student activity units, competitions, projects, discussion forums, seminars, concerts, and other types of activities. But, we will focus on the first two opening words, namely intellectual journey, a crucial matter that deserves special attention.   Upon first entering the campus world, we will certainly be required to participate in a series of activities from morning until afternoon, even evening on the third day. These activities are called ospek (campus introduction orientation), but some institutions change the name to be more relevant to their institutional branding, such as PBAK, PPKMB, and many more. This annual agenda usually includes presentations on various issues from a number of prominent academics on that campus, marching while listening to fiery speeches from senior students, discussions, tension-releasing games, performances, and socialization of student activity units for regeneration purposes, and so on. The only question now is, have these things fostered intellectuality within us? Are these activities capable of developing our critical reasoning in responding to the increasingly unsettling dynamics of this disruptive era, moment by moment?   Unfortunately, it's not enough. In reality, after these activities, most new students still repeat their habits from high school. They are undisciplined in attending lectures, more diligent in attending concerts than discussion forums, go straight home after class, live a high lifestyle, are easily swayed by social currents, and so on. The impact is also significant. Just imagine if these things continue and are done excessively!   The destructive behavior that threatens intellectual capacity also seems to affect students with disabilities. However, its extent is simpler and not as high as that of non-disabled students in general. Based on experience and several stories, the common cases they face are problems of independence, both independence in daily life, independence in attending lectures, and independence in self-actualization. Indeed, in certain situations, assistance is needed. But not always, right?   A simple example: when we are already able to access the path to class, why do we still have to wait for someone to accompany us? Don't we try to walk alone and ask someone along the way if we take the wrong path? Another example: when a student with a disability wants to join a student activity unit to hone their talents and interests, they often hesitate to question and worry, will the student activity unit be accessible and fully inclusive in accepting them as a person with a disability? One more thing: when wanting to voice aspirations in class because the lecturer is not yet inclusive in teaching and the behavior of some friends is unpleasant, why still hesitate with full consideration to speak up?   On average, they eventually take a pragmatic approach, waiting for assistance services from certain parties, at least their close friends in class. Indeed, everyone's independence varies, including the author who sometimes is not yet fully independent due to visual impairment. However, don't we have our own standards and limits of independence once we become university students? The reason is simple. Because we are humans equipped with logic, critical reasoning, intuition, and feelings by God. Regardless of our disability, we should continuously improve our remaining senses and other aspects of ourselves.   Simply put, we cannot see, but we can hear normally, smell well, feel sensitively, think and feel with our whole soul all information from our surroundings. Or, some of our friends cannot think sky-high, but they can optimize their remaining senses to produce handicrafts. Again, the question arises, couldn't they achieve such accomplishments because of the people accompanying them? Undeniably, the role of a companion is quite significant. However, the point to note here is that the role of a companion is needed when we can no longer access something ourselves. Such as a visually impaired person who needs someone to see when faced with visual forms, a deaf friend who needs sign language in their communication, intellectually and mentally disabled individuals who require simpler sentences in conversation, and many more examples that can probably be found in our daily lives and surroundings.   To address this, a number of humanitarian service organizations usually organize agendas such as discussion forums, training, and other types of programs. The managing participants are certainly predominantly non-disabled. They rarely involve disabled individuals themselves, so sometimes the efforts are not appropriate or targeted effectively. For example, vocational training for disabled individuals. It is not certain that these activities can be followed by all categories of disabled individuals. A visually impaired person might understand the theory, but they may not be able to keep up with the speed of a deaf friend in practicing that theory.   Another example, discussion forums. We often lose out to non-disabled individuals in speaking because we are not used to speaking precisely and quickly. Therefore, is it wrong if we have the aspiration to form a discussion forum specifically for disabled individuals? There, perhaps we can exchange knowledge gained in class and perspectives from reflecting on our personal experiences. Facilitators and discussants can be chosen in rotation. The discussion results can be documented. This can be done with recordings or written minutes. The impact? It will be felt after repeated sessions. Perhaps our critical reasoning will increase, our speaking and writing skills, and our fluency in moderating discussions will develop. Note: this forum is specifically for students and fresh graduates with disabilities. Not for the older generation who often dominate organizations of that era, right!   Finally, in class and other activities with non-disabled individuals, we can be more empowered. There will no longer be the stigma of disabled individuals as objects of pity. Instead, disabled individuals will be subjects driving change. Disabled individuals will be self-reliant and capable of managing limitations, both internal and those imposed by environmental standards. We can exist and survive oppression, both material and theoretical. Like other vulnerable groups who are still fighting and developing to find an elegant position in the public sphere.   Bantul, September 13, 2024