Author: Sridewanto Pinuji, ASB South and South-East Asia.
I was not initially part of the delegation selected to participate in the 2024 Asia Pacific Ministerial Conference for Disaster Risk Reduction (APMCDRR) held in Manila this past October. However, following a request from Hendry Hernowo, a member of the Organisation of Persons with Disabilities (OPDis), I was assigned to attend as a companion to assist him during the conference. Hendry required a support person who could communicate in English and had an understanding of disaster risk reduction issues.
My task was straightforward: to accompany Hendry throughout the event, assist with various preparations, and offer support during his role as a speaker at one of the sessions. This responsibility, however, was a new challenge for me, as my usual work revolves around reports and project data. Once I received the task, I began analysing it thoroughly: Who would I be supporting? What was the goal of the support? What were the specific targets and expectations? I needed to prepare myself fully for my new role as a person with disability companion.
Preparation: A New Responsibility
This was my first experience accompanying someone with a disability, so it was essential to gather as much information as I could beforehand. Fortunately, working with ASB South and South-East Asia had already equipped me with useful knowledge on how to interact with persons with disabilities. We were given a comprehensive guide titled Disability Etiquette: A Guide to Interacting with People with Disabilities, and had the opportunity to attend workshops and training sessions on the subject, including sessions led by people with disabilities themselves.
Hendry has a vision disability known as low vision, which means he has a limited field of vision. He struggles to differentiate objects, especially in low lighting or environments with poor contrast, such as indoors or during the evening. Hendry uses a white cane to assist him in daily activities.
One of the key points from the disability etiquette training for interacting with people with vision disabilities is the importance of greeting, speaking to, and physically guiding the person. I had to remember to offer guidance on navigating spaces, give clear verbal directions, and offer warnings about obstacles. These were the basics that I practised in preparation.
Additionally, I felt it was important to personally get to know Hendry and his family. Building trust was vital. Reflecting on my own experience, I would appreciate it if someone who would be accompanying or assisting my child in a foreign environment took the time to get to know them. Thus, I arranged to meet Hendry and his family in person. On a Saturday morning, I visited their home in the village of Kajoran, near the foot of Mount Sumbing in Central Java. During the visit, we discussed Hendry’s challenges, hopes, and the most appropriate ways I could provide support. I also had the opportunity to practice guiding Hendry, allowing us to familiarise ourselves with each other before the conference.
The Conference: Realising the Role of a Companion
The day of departure for APMCDRR arrived, and I felt relieved that the preparation had paid off. While there were a few logistical dramas along the way, Hendry managed to navigate the conference well. He participated actively in discussions, attended multiple sessions, and gave a speech as planned.
Throughout the event, I realised there was something missing from the usual training materials on disability etiquette: the absence of detailed guidance on the actual experience of guiding a person with a vision disabilities through complex environments like those found at large conferences.
What stood out to me during the APMCDRR was the depth of our conversations. Hendry and I often found ourselves in lengthy discussions, not just about the conference itself but also about a variety of personal and philosophical topics. In these conversations, I learned that active listening is a crucial skill for any companion. It can be challenging at times—especially when I found myself eager to respond or offer advice. But listening deeply, to both what is said and what remains unspoken, became a vital aspect of our communication.
Moreover, asking the right questions proved essential. I had to ensure I asked in a manner that wouldn’t lead to misunderstandings or discomfort. Often, I needed to confirm things multiple times to ensure clarity. Seeking feedback from Hendry also became a key practice in ensuring my support was effective.
Reflection: Lessons Learned
Assisting Hendry was a profoundly enriching experience. I learned much about his daily struggles and the ways he overcomes them, but also about broader life lessons. From Hendry, I gained an increased awareness of my environment. I began to notice details I had previously overlooked, such as the tactile design of escalator handrails, which indicate the start and end for those with vision disabilities. I became more mindful of the stairs, floors, rooms, and objects around me, realising that I, too, needed to be more alert, as there are always others who may need support.
This experience also taught me patience and empathy. Walking in sync with Hendry allowed me to better understand the difficulties people with disabilities face daily, even in seemingly simple tasks. It wasn’t just about the physical act of guiding him, but about attuning myself to his pace and needs.
Ultimately, accompanying Hendry helped me reflect on my own behaviour, especially in relation to patience and listening. I recognised that I had much room for improvement, not only in my interactions with others but also in my ability to listen with greater attention. Hendry’s challenges, as well as his triumphs, made me realise how often we take the simplest aspects of life for granted.
Hendry Hernowo: A Life Beyond Challenges
Hendry’s journey is one of resilience and remarkable achievement. Born with low vision, he has faced numerous challenges, including difficulties in education, exclusion from community activities, and even bullying. Despite these obstacles, Hendry has continuously defied expectations and made remarkable strides.
He is the youngest of two brothers and lives with his family on the slopes of Mount Sumbing, in the border region between Magelang and Wonosobo. Hendry serves as the president of Fidakama (Forum Inklusi Disabilitas Kabupaten Magelang), a local disability organisation. He is also a regular speaker, facilitator, and moderator at various governmental and non-governmental events.
Despite his vision disability, Hendry has achieved many milestones. He earned a scholarship from the Australian government and graduated with a Master’s degree from Monash University in Australia. He has also received support from ASB South and South-East Asia to attend the APMCDRR conference in Manila. Hendry’s work towards building a more inclusive society extends beyond his personal achievements. He actively advocates for disability inclusion and serves as a bridge between local disability organisations, governmental agencies, and international donors.
Hendry’s achievements, which required much more effort than for someone without disabilities, are a source of pride not only for his family but also for his community and the organisations he works with. He has become a symbol of resilience and hope, showing that with determination, one can overcome even the most daunting challenges.
One thing Hendry consistently reminds those around him is a simple yet profound request: “Teach me how to fish, don’t just give me fish.”
This experience story has been translated and expanded upon with the author’s permission. To access the original version, please visit story 1 and story 2 in his medium.
