The Menstrual Care Education (MENCARE) program, developed by the Community Service Student Creativity Program (PKM-PM) team from Universitas Negeri Yogyakarta (UNY), has entered its sustainability phase through an Independent Partner Implementation activity held at SLB Bhakti Pertiwi Prambanan on Thursday, July 30. The program targeted female students with intellectual disabilities and was conducted directly by the school's teachers as part of the effort to ensure the long-term continuation of menstrual hygiene education. The PKM-PM team is led by Afifah Haya Nur Karimah (Science Education), with members Amelia Kusuma Dewi (Special Education), Salma Maulidia Setiyanto (Mathematics), Tsabitah Sarah (Information Technology), and Nurmalita Hasna Padistyan (Biology), under the supervision of Dr. Sukinah, M.Pd.

Unlike the previous two sessions, where the PKM team served as the primary facilitators, this sustainability activity was fully led by teachers from SLB Bhakti Pertiwi Prambanan. Having gained experience from the earlier implementations, the teachers independently conducted all stages of the MENCARE learning process, while the PKM team acted as observers, mentors, and providers of feedback when needed. The session began with the preparation of learning media and practice materials. The teachers then opened the lesson by reviewing key concepts related to puberty, menstruation, and menstrual hygiene that had been introduced during previous meetings. Subsequently, they demonstrated the correct use of sanitary pads using a teaching mannequin, including proper pad placement, personal hygiene during menstruation, and appropriate disposal procedures.

Following the demonstration, the students were divided into small groups to practice each step under the teachers' guidance. The activity continued with hands-on practice in the school's restroom, where students applied the menstrual hygiene procedures using the provided materials in a real-life setting. Throughout the activity, the teachers independently facilitated the learning process, while the PKM team monitored the implementation and provided assistance whenever technical support was required. The program also received a monitoring visit from representatives of the Universitas Negeri Yogyakarta Rectorate, who observed the implementation at the beginning of the activity. The monitoring team reviewed the teachers' facilitation, the utilization of instructional media, and the students' engagement during the practical session. The visit formed part of the university's evaluation process for PKM-PM activities, ensuring that the program was implemented according to its planned objectives.

Through this sustainability initiative, the MENCARE program is expected to further enhance the knowledge and independence of female students with intellectual disabilities in maintaining proper menstrual hygiene. More importantly, strengthening teachers' capacity to independently implement the program ensures its long-term sustainability, allowing its benefits to continue reaching future students and potentially serving as a model for other special schools with similar educational needs.