Developing An Inclusive Service Model for Persons with Disabilities in University Sexual Violence Prevention and Response Task Forces: Findings from A Focus Group Discussion at Universitas Sumatera Utara

Meutia Nauly; Hairani  Siregar; Suri Mutia  Siregar; Narosu  Siregar; Patricia Srisere Ikaria Situmorang

doi:10.47175/rissj.v7i3.1308

Meutia Nauly Faculty of Psychology, Universitas Sumatera Utara
Hairani Siregar Department of Social Welfare Science, Faculty of Social and Political Sciences, Universitas Sumatera Utara.
Suri Mutia Siregar Faculty of Psychology, Universitas Sumatera Utara
Narosu Siregar Department of Architecture, Faculty of Engineering, Universitas Sumatera Utara
Patricia Srisere Ikaria Situmorang Study Program of Agribusiness, Faculty of Agriculture, University of HKBP Nommensen https://orcid.org/0009-0009-3142-7086

DOI: https://doi.org/10.47175/rissj.v7i3.1308

Keywords: Disability inclusion, higher education, sexual violence prevention, peer support, qualitative research

Abstract

Sexual violence prevention and response in higher education require institutional systems that ensure equitable access for all members of the academic community, including persons with disabilities. Despite the establishment of Sexual Violence Prevention and Response Task Forces (Satgas PPK) in Indonesian universities, evidence on disability-inclusive service models remains limited. This study aimed to identify barriers to accessible support services and develop an inclusive service model for university-based task forces using a participatory approach. A qualitative study was conducted through a Focus Group Discussion (FGD) involving multidisciplinary stakeholders, including task force members, academics, disability advocates, legal aid organizations, government agencies, and an international partner from Universiti Sains Malaysia. Data were analyzed using thematic analysis. Five major themes emerged: (1) barriers to accessible reporting and service utilization, (2) strengthening faculty-based peer support, (3) victim-centered and disability-inclusive services, (4) multidisciplinary referral pathways, and (5) institutional governance for sustainable services. The findings highlight the importance of integrating accessible reporting, trained peer supporters, coordinated psychosocial and legal assistance, and institutional policies supported by permanent organizational structures. The proposed Inclusive Service Model emphasizes accessibility, collaboration, and institutional commitment as key elements of sustainable violence prevention and response in higher education, providing practical and policy recommendations for strengthening inclusive governance and protecting persons with disabilities.

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