Elga Andriana: A Lifelong Commitment to Inclusive Education in Indonesia

For more than two decades, Elga Andriana has devoted her career to creating an educational environment where every child, regardless of ability and background, has the opportunity to thrive.

‘There are so many issues in our lives that need fixing, and if we want to address them all, we can start by focusing on children,’ said Elga, a lecturer and researcher at the Faculty of Psychology, Universitas Gadjah Mada (UGM).

After graduating with a degree in Psychology from UGM in 1998, Elga joined a cultural exchange program in Canada, where she was introduced to inclusive education. The experience challenged her assumptions about learning and inspired her lifelong commitment to educational equity.

Motivated by what she had learned, Elga and her two colleagues established the Early Childhood Care and Development Resource Centre (ECCD RC) in 2002. Initiated by Plan International and supported by AusAID, the centre became a hub for innovation, training, community service and resource development in early childhood education.

Three years later, she co-founded Sekolah Tumbuh in Yogyakarta. What began as a primary school has since grown into an education system spanning preschool to diploma level.

Unlike special schools for students with disabilities, Sekolah Tumbuh embraces diversity in all its forms. Students from different cultural, religious and socioeconomic backgrounds learn together in an environment that promotes belonging and mutual respect.

‘In the early 2000s, very few people in Indonesia paid attention to issues such as inclusivity in education or the importance of early childhood education,’ she said.

Although she served as Head of Schools at Sekolah Tumbuh, Elga felt she still had much to learn. In 2006, she received an Australian Partnership Scholarship to pursue a Masters of Education in Inclusive Education in Early Childhood at Monash University.

Learning Beyond the Classroom

Determined to maximise her experience in Australia, Elga immersed herself in both academic and community activities. She worked as a teacher’s assistant at Monash Children’s Centre and volunteered to support students with disabilities at Monash University.

‘All the non-academic experiences I gained during my time in Australia gave me so much inspiration to improve the implementation of inclusive education at Sekolah Tumbuh,’ Elga said.

After returning to Indonesia, she introduced several changes at Sekolah Tumbuh. One of the most significant was replacing special needs shadow teachers with support teachers who assist all students, reducing unnecessary labelling while strengthening inclusion in the classroom.

Her exposure to Australia’s evidence-based culture also inspired her to establish the Centre for Studies on Inclusive Education, encouraging teachers to become researchers and ensuring that educational practices are informed by evidence rather than assumptions.

While volunteering at Clayton North Primary School, Elga also observed how schools actively engaged parents as partners in learning. She later adapted this approach at Sekolah Tumbuh, strengthening collaboration between families and educators.

Research and Collaboration Across Borders

Seeking to deepen her expertise, Elga returned to Australia in 2013 after receiving an Australia Awards Scholarship to undertake a PhD in Inclusive Education in Primary School at The University of Sydney.

The experience transformed her from an educational practitioner into a researcher.

‘Four years of dedicated research made me realise that I truly enjoy doing research,’ said Elga, who joined UGM as a lecturer and researcher in 2020 after spending 14 years developing Sekolah Tumbuh.

One of the most enduring outcomes of her doctoral journey was her relationship with Professor David Evans from the Sydney School of Education and Social Work. More than a decade later, the two continue to collaborate on research and academic initiatives.

‘Professor Evans and I successfully facilitated a group visit for around 20 people from Yogyakarta to Australia. They came to Australia to learn about inclusive education,’ Elga explained.

Together, they have conducted research on Indigenous students in Indonesia, children’s understanding of inclusion and the experience of students with intellectual disabilities transitioning through schools.

For Elga, these partnerships demonstrate the value of long-term relationships built on mutual learning and trust.

Expanding Opportunities for People with Intellectual Disabilities

In 2025, Elga became one of the inaugural recipients of the Australian Alumni Grants (AAG). Through the grant, she studied the University Co-design program at The University of Sydney, where people with intellectual disabilities actively contribute as co-teachers and members of the university community.

‘It was remarkable to see how The University of Sydney actively involves and employs people with intellectual disabilities on campus. That is still rarely considered in Indonesia,’ Elga explained.

Rather than simply observing, Elga immediately began adapting these ideas at home. Before travelling to Australia, she arranged for Christopher Florensco Raditya Setadewa, known as Seto, a Sekolah Tumbuh alumnus with an intellectual disability, to attend classes at UGM’s Faculty of Technology.

Seto later joined Elga during the AAG program at The University of Sydney, where they experienced inclusive learning together. After returning to Indonesia, they shared their experiences through conferences and academic forums.

The AAG was the second Australian alumni grant Elga had received. In 2018, she was awarded the Alumni Grant Scheme (AGS), which enabled her to provide Universal Design for Learning (UDL) training to teachers from 36 public primary schools across Yogyakarta.

Improving Higher Education for International Students

In 2025, Elga also participated in the Australia Awards Short Course on Strengthening the Higher Education System in Indonesia, hosted by the Australian National University.

Working alongside colleagues from the Universitas Indonesia and Institut Teknologi Bandung, she helped develop guidelines aimed at improving support systems for international students, from their arrival on campus to evaluating of their learning experience.

The program also provided insights into how Australian universities maintain world-class standards while ensuring accessibility and inclusion for all students.

As Head of the International Undergraduate Program at UGM’s Faculty of Psychology, Elga has shared these lessons with colleagues and students, highlighting initiatives such as Study Melbourne and Australia’s quality assurance mechanisms that promote inclusive learning environments.

Although much progress has been made, Elga believes the work of building truly inclusive education in Indonesia is far from complete.

‘If we want to achieve equality, then we must provide the widest possible opportunities for minority groups, including encouraging people with disabilities to become active agents,’ Elga emphasised.

Elga remains optimistic that one day, people with intellectual disabilities will take active roles as co-teachers and co-researchers in Indonesian universities, contributing their perspectives and experiences to shape a more equitable society.