**1. Introduction**

Inclusive education is an education delivery system that provides opportunities for all students with disabilities to participate in education and learning in an educational environment together with students in general [1]. Inclusive education is an approach that pays attention to how to transform the education system so that it can respond to the diversity of students, allowing teachers and students to feel comfortable with this diversity [2], and sees it more as a challenge and enrichment in the learning environment than seeing it as a problem [3, 4].

The Indonesian government has regulated the education system described in the National Education System Law. These articles regulate full guarantees for all persons with disabilities to obtain quality educational opportunities and services. Therefore, the government issued some implementing regulations through government regulations in Permenristekdikti number 46 of 2017 concerning Special Education and Special Services in Higher Education. Through this regulation, the government hopes there will be more opportunities for individuals with disabilities to pursue higher education. This regulation is also intended so that students with disabilities can obtain educational services that suit their needs so that they can study and achieve optimal academic achievement [5].

Students with disabilities are those who have disabilities, barriers, or difficulties in carrying out certain activities, so they need special tools, environmental modifications, or alternative techniques to be able to participate effectively in attending higher education [6]. All study programs at universities must be open to the presence of students with disabilities [7]. Determining the requirements for prospective students should focus more on the academic abilities of prospective students, not because of aspects of their disabilities [8]. Opportunities to study at universities for students with disabilities need to be provided as broadly as possible so that in the future they can fully participate in various social aspects of society [9]. Universities need to provide services for students with disabilities to be able to participate in the educational process at universities easily, comfortably, and safely [10].

The involvement of the academic community has an important role in providing an environment that allows students with disabilities to access academic and nonacademic services [11]. This aims to ensure that students with disabilities can study easily and complete their studies on time [12]. Efforts to realize an inclusive university require cooperation from all parties, including leaders, lecturers, administrative staff, student organizations, and students with disabilities [13]. In the learning process, universities must provide accessibility to make it easier for students to access their various learning needs [14]. The academic community must pay attention to assessment, lesson planning, class management, learning materials and media development, implementation of accessible learning, and evaluation of relevant learning. The university also launched a disability service unit, which is part of an institution or institution that functions as a provider of services and facilities for students with disabilities [15].

In recent years, various universities in Indonesia have opened up to students with disabilities. This progress is a positive achievement for education in Indonesia. However, the achievement of the main topic of implementing inclusive education in tertiary institutions is a fundamental question. This relates to the complexity of learning and services available at the higher education level. Awareness of the academic community is an important key to being able to provide learning equity for students with disabilities [16]. Therefore, this study aims to examine the involvement of the academic community in providing quality learning at universities.
