This article was created as part of the AIcess: Breaking Media Barriers youth exchange, supported by Erasmus+.
Written by Seren Bozkurt, Ömer Faruk Bülbül
Learning Without Sight: Education, Barriers, and Hope for Indonesia’s Visually Impaired Children
For most children, school is where everything begins. It is where they learn to read, to write, to build friendships, and to imagine a future. It is often seen as a basic right, something guaranteed. But for many visually impaired children in Indonesia, this starting point is uncertain or completely out of reach. Challenges around inclusive education are not limited to one country. Across the world, Europe included, education systems are still working to ensure that children with disabilities can access learning environments that truly support their needs.
According to UNICEF, nearly 30 percent of children with disabilities in Indonesia have never attended school. Even among those who do, many face serious barriers that prevent them from learning effectively. The issue is not only access to education, but the quality and inclusiveness of that education. This creates a quiet but powerful divide. Some children grow up with opportunities, while others are excluded from the very beginning.
Daily life for a visually impaired child is shaped by an environment that depends almost entirely on vision. Streets are busy and often unsafe. Sidewalks can be uneven, broken, or blocked. Public buildings rarely include guiding systems. Simple tasks such as finding a classroom, reading instructions, or navigating a new space can become overwhelming challenges. But the difficulties go beyond physical barriers. Children with visual impairments often face social exclusion. In some communities, disability is still misunderstood. Expectations are lower. Opportunities are limited. This can affect not only how others treat these children, but also how they see themselves. Research on disability in Indonesia shows that these challenges are closely linked to larger structural issues such as poverty, lack of infrastructure, and limited access to services. In other words, the problem is not only the impairment itself. It is the environment that fails to support it.
Inclusive education is often presented as the ideal solution. The idea is that all children, regardless of ability, should learn together in the same schools. In reality, this is difficult to achieve. Many schools in Indonesia are not equipped to support visually impaired students. Teachers are not always trained in inclusive methods. Learning materials are rarely adapted, and classrooms are designed for sighted students. This creates a system where inclusion exists in theory, but not always in practice.
Seren Bozkurt, a volunteer who worked closely with visually impaired students in Medan explains:
“It is really hard to find an inclusive school in a region which will be inclusive for disabled children. The schools are usually not prepared for that and therefore can’t accept kids with disabilities, so basically, they can’t go to school. Even if the school is inclusive, it doesn’t mean that the kids will be educated at the same level because they need a different approach.”
This highlights a key issue. Access alone is not enough. Without the right support, education cannot be truly inclusive. Because of these challenges, specialized schools in general continue to play a critical role. They exist to fill the gaps left by mainstream education systems. In these schools, teaching methods are adapted. Materials are accessible. The environment is designed with the students in mind. This does not mean that specialized schools are the ideal long-term solution. In an inclusive society, all schools would be prepared to support all students. But until that becomes reality, specialized schools remain essential. They provide something many children would otherwise never receive: a chance to learn.
Education in specialized schools looks very different from what most people expect. Students do not rely on sight. Instead, they learn through touch, sound, and movement. Braille becomes a key tool for reading and writing. Audio materials replace visual ones. Teachers guide students step by step through each task. But what stands out most is where many students begin. Some children arrive without basic skills. They may not have had access to early education or support. This means that learning often starts from a very basic level.
She further describes the situation in one of these schools:
“They are learning everything from scratch. Some of the kids have a lot of problems when they first come to school, some of them don’t even speak, or eat properly. Kids are learning everything, like how to use a white cane, how to coordinate, Braille, main classes like language, math, science. They are also learning how to care for themselves, how to cook, iron, clean. So, they are basically being prepared for every situation, from daily tasks to academics.”
(Photos showing where the kids are learning how to prepare a traditional meal called roti ketawa.)
This approach shows that education is not only about academic knowledge. It is about building independence. Independence is not something that happens overnight. It is built over time, through practice and support. Students learn how to move safely using a white cane. They learn how to understand space and direction. They learn how to manage daily routines, from getting dressed to preparing food. These are skills that many people develop naturally. For visually impaired children, they must often be taught deliberately and patiently. At the same time, students follow a general curriculum. They study subjects such as language, mathematics, and science, ensuring that they are not only independent but also educated. Over time, changes become visible. Students who were once unsure begin to move more confidently. They communicate more clearly. They take initiative. This process is not only about learning skills. It is about building confidence.
A key difference in specialized schools is the environment itself. Students are surrounded by peers who share similar experiences. They are taught by teachers who understand their needs, and are given time to learn at their own pace. This creates a sense of safety. In such an environment, students are more willing to try new things, making them less afraid of making mistakes. They begin to see themselves as capable. This shift in confidence is important. It affects how students approach challenges, both inside and outside the classroom.
(In the photo, the school’s students are participating in a regional competition in chess for visually impaired students.)
Education does not end with academic subjects. Specialized schools also focus on preparing students for life after graduation, which includes vocational training. Students learn practical skills that can help them earn a living. These may include massage therapy, music, and handicrafts such as making bags, keychains, or accessories. They also gain experience in using technology. Learning how to use computers with screen readers is especially important in a world that is increasingly digital.
(In the photo, kids are learning how to read and write in the braille system.)
These opportunities show that visually impaired students are capable of developing a wide range of skills. Some aim to continue their education. Others focus on entering the workforce.
Despite this preparation, the transition into society is often difficult. Research shows that people with disabilities in Indonesia face significantly lower employment rates compared to the general population. Many workplaces are also not accessible, and employers may have limited awareness or understanding of disability. This creates a gap between what students can do and what opportunities are available to them. Even those who are well prepared may struggle to find stable employment or continue their education. This is not due to a lack of ability, but due to barriers in the system.
True inclusion goes beyond education. It includes accessible infrastructure, supportive policies, and changing social attitudes. It means creating environments where people with disabilities can participate fully in society. In Indonesia, progress is being made. There are policies that support inclusion. Awareness is increasing. Some schools and organizations are working to create change. However, implementation remains uneven. In many areas, public spaces are still not accessible. Inclusive education is not consistent. Support systems are limited.
While the situation in Indonesia highlights significant barriers, the topic of inclusive education is also relevant in Europe. Across the European Union, policies promote inclusive education and accessibility, and many schools are increasingly equipped to support students with disabilities. According to the European Agency for Special Needs and Inclusive Education, most European countries have adopted national strategies aimed at integrating students with disabilities into mainstream schools. However, research also shows that challenges remain, including unequal access to support services, differences in teacher training, and gaps between policy and everyday practice. Projects such as Erasmus+ encourage collaboration between countries and educational institutions to share experiences, improve inclusion strategies, and learn from different approaches around the world. Looking at both Europe and Indonesia shows that while the contexts may differ, the goal is the same: creating education systems where every child, regardless of ability, has the opportunity to learn and participate fully. In Indonesia, however, this goal is still developing. This means that specialized schools continue to play an important role, even as the broader system evolves.
In the following video, Linti Dongoran, the director of a specialized school in Medan, shares his perspective, as someone working within this system. He explains how the school operates, the challenges students face, and the importance of providing education that is adapted to their needs. He also speaks about the role of the school in helping students develop independence and confidence, and the ongoing challenges of inclusion in the wider society.
The video provides a closer look at how education can be transformed when it is designed with accessibility in mind:
(Embedded video: Linti Dongoran speaking about the school.)
The challenge now is not only to support these children within specialized schools, but to expand inclusion beyond them. This means improving teacher training, adapting learning materials, and making schools more accessible. It means creating workplaces that are open to people with disabilities. It means designing cities that everyone can navigate. Most importantly, it means changing how disability is understood.
Visually impaired children are not defined by what they cannot see. They are defined by what they can do, especially when given the right support. The question is no longer whether they are capable. The question is whether the systems around them are ready to recognize that.
(In the photo volunteers and kids from Yapentra, a school for visually impaired kids in Medan, Indonesia are together.)
