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the participants to be seated

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so with that shortly

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good afternoon everyone good afternoon sessions so please take your seats

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if the staff can tell the people outside to please come in and take our take your seats we can start doing the

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the start of the principality I mean yeah

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this afternoon

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2 keynote speeches

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uh from where

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so we'll start with Dr basa from Malaysia

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so Dr basher

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from Malaysia and she's going to talk about uh how to teach uh parents

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take care of cock implanted kids

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ABT how do we get the parents to

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motivate the parents to get the kids

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doing what I have to do correct good this ant teachers yeah but mainly parents

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parents have to have involvement because if parents don't do the work teachers

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uh is the president of workability Thailand

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so he'll be talking to us about fostering community

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integration and creating meaningful opportunities for youth with disabilities so he'll be our second Keynote

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today and in between we'll have guests from uh overseas giving

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paper presentation

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uh Dr Jennifer Lynn Reverend Father Peter

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will be joining us by Zoom

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Dr John Sherman Miss sen-yung Dr John shervin from

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from the Philippines

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Mr Yogen Turned Down is from Vietnam

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and then consult

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uh Steve is the vice president of the cock implant community in Thailand so he'll be talking about the

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broccoli implants being done here in Thailand

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so that's our you know our program for this option is quite

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integrated it's very knowledgeable I think we'll get a mix and match of many things today

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so hopefully people start coming in so we can start

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. Symposium after lunch you know they're getting sleepy probably

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juice

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though should we wait or should we start

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me

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okay all right we'll start our session

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.

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our session this afternoon empowering children with hearing loss starts with equipping the

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professionals

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the support them

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what are the essential skills and knowledge that Educators and therapists need to help these

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children

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we are honored to have Dr basa othman with us today a true leader

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in professional development

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as a habilitation manager cocka Asia growth market and former program coordinator

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the professional certification

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in auditory verbal therapy Dr Othman has shaped the skills

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of countless practitioners

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representation

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supporting students with hearing loss a guide for teachers on transitioning to school with auditory verbal

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therapy

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will provide invaluable insights for everyone

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working with children

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. Welcome Dr Basha. we're ready when you are

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thank you very much Madame chairperson for the introduction

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a very good afternoonDr. Basha Othman now I'll come everyone

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sadika

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uh I'm basa from Malaysia and I'm the habilitation manager

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for Cochlear Asia growth Market

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this is my disclaimer.

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I am a Cochlear employee and my participation is this conference is fully

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sponsored by Cochlear Limited

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. Let's begin by

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asking ourselves why mainstream education entry

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is a crucial point

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. Firstly

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children with hearing loss and their families have the

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option

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whether going mainstream

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or going for special education school or class

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. Before this recent decade

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, it's by default that all our children with hearing loss go to special education

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. That's no longer the case now

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, but

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just wearing a device that's wearing cochlear implant

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automatically means that they will

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succeed in mainstream

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. you know the answer mainstream is challenging despite using cochlear implant

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and these students they need accommodation

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in teaching and learning

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they need extra assistance in teaching and learning.

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One of the biggest challenges is learning to read

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and

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for pre literacy skills to develop

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children

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need 20,000 hours of listening

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as a foundation

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now if you have a child who only just started listening at 5

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years old.  seeks your

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will they have 20,000 hours estia Foundation

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basis for literacy skills

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. it's also reported that many of our children with hearing loss

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,the underachieve in mathematical subjects,

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they frequently fail to pass the grages and therefore they are at risk

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of lower educational achievement and later unemployment

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in life

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. So how can teachers help

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auditory verbal therapy students. But before that

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I will not assume that everybody is familiar with auditory verbal

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therapy, so let me give you

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a one minute crash course on what avt is

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. Auditory verbal therapy facilitates optimal acquisition of spoken language

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through listening.

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So it is a unique model way of acquiring

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oral language.

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it is for young children

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who are deaf or hard of hearing. it certainly promotes early diagnosis

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1 on 1

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personalized therapy and the latest audiologic management

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and the latest technology

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One Hallmark of auditory verbal therapy is that

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parents or caregivers

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need to access in the therapy process because they are the primary language facilitator

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is for the child at home

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and this can happen through guidance coaching and demonstration

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of their auditory verbal therapists.

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the goal of EVT is for our child to have the

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access to a full range of academic

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, social

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and career choices, and must be conducted

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in adherence to the principles of listening

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, spoken language specialist in auditory verbal therapy

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. So that is avt

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. I'm sure you've heard about cochlear implant. just giving you a very

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quick

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idea about how the implant works. very differently

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compared to hearing aid

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hearing

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will amplify the sound

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and we are lucky in the year 2025 the technology of hearing

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eats are so advanced that it is not just simply meaning

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cranking up the volume or intensity of the sound, there are a lot of

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programs that is data logging in hearing aids. However 1 thing that hearing

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still

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cannot achieve is the amplification and the clarity of sound

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especially in the higher frequencies, meaning that

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unvoiced positives and fricative sounds

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these are often cannot be achieved

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the signal clarity

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via hearing a

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ids and that is when we need cochlear implant where the indication in Thailand in Malaysia and many other

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Southeast Asian countries is from severe or worse hearing level

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cochlear incline is not  similar to hearing aids in the way that

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it is an electrical stimulation

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the implant happens in the cochlear

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and therefore when the cochlear is stimulated by the implant

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then the signals will be processed by the external sound processor

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,

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and this will be processed by the brain because

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signals that are sent by the implant

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, goes via the auditory nerve, and

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goes to the brain.

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. now let's go back to our students with avt

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. before they enter our schools this is what happened to them

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. Hopefully

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and I know there are cases where babies start to be diagnosed

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with Device start interventio

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in Thailand and I'm so happy to hear that but this is an exception

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not yet to be the norm. let's hope that this will be the norm in about 10 years from now

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so when these kids are young between 1 to 3 years old

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sorry between babies to 3 years old they are diagnosed, they are fitted with

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device

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or cochlear implant

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and then they start auditory verbal therapy

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. I remember my youngest patient

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came in start intervention

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\ and a half months old

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and then as they grow older they go to kindergarten

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. mainstream kindergarten

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. they we try we try and we try as therapists

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to work so hard so that these children will catch up

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with their listening and spoken language skills

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, so

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that they are listening and spoken language skills

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is at or near each age appropriate

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. it's not enough for them to just talk but at which level are they

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talking

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; that is crucial

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. because when

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enter mainstream school at 6 or 7 years old, depending on

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school they go to we want them to enter school

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at each appropriate language, or at the very worst

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, 2 years gap of language age between their peers

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and their language functioning level

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. So for teachers

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often people will ask what is the main thing when you have a child

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who is mainstream

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in the classroom

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Often we talk about seating. yes seating is important

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look at the access, black, blue

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green and red

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. Red is a total no no because it's near the corridor

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near the window

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that is noisy

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we have other classes and children would run and talk and whatever across along the

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Corridor that will be distracting uh uh that's not where we put our child

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. Green

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that's good. why ? that's right at the front

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. however the child

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who is sitting in the green spot

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of peripheal vision of what their friends are doing

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it will be better if they are having more peripheral or

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sorry rather visual cues

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meaning that blue is much better

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there are still

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quite at the front and have the students at the front row

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to help them to get visual cues

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. Black

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that is right in front of the teacher's desk

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, but how many of you teachers when you teach in the classroom

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you are just sitting like me at the teacher's desk and do not get up at all

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. Do you do that

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I think if you do that right from your training days you'll be disqualified from being

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teacher because you are supposed to get up,

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and be around the class. so no black is not the spot; you want blue

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. If you have any other seating arrangement

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, Circle or round table

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is a good 1

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or have a semicircle or horse shoe formation

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, that is also a good 1

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, so that your child will be able to see everyone

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. as of their visual cue. but

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that alone is not enough; seating arrangement is not the

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of the story

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. Acoustics

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. how many of you now sitting in this hall you really want to listen

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to me , but the person next to you or behind you or in front of you are talking

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and you can't hear me well

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. don't put up your hand I don't want to offend people in the audience

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imagine if you wear cochlear implant

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, and you try to listen to the teacher but find it hard to listen

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, hard to understand

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, because there are noises

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so if possible, whenever possible identify the source of

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noise

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, put it far from the child

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. It can be the fan

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. I can hear some

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whirring, not worry. worrying of machine behind me put it behind the child

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and for Cochlear brand cochlear implant the child can have forward Focus

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where wherever the child

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move the head the focus of the listening will be

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in front noise from the back will be automatically attenuated

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. don't put noises to the next to our student with avt

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. you will know who is the noisy

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a bit naughty, and cheeky student in the classroom

249
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. Please put them a bit away from our student with ADT.

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Look around in the classroom if there are hard shiny

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surfaces

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these are the ones that are bad for acoustics

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. Let's put some soft materials be it curtains

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, paper posters

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, cork boards or something soft to absorb the sound waves and reduce v

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00:42:56,050 --> 00:43:00,050

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ibration. if you are not sure reach out to the audiologist reach out if the child is an

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1 user especially for their brand reach out to tune our Thailand

259
00:43:13,180 --> 00:43:17,180

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country manager from physical accommodation for noise reduction

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. this is a little bit technical but I need to

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say this .that we need to understand about

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signal to noise ratio.

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Regular classroom anywhere in the world where the children are

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talking and speaking

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mainstream classroom, the noise is around 50 to 60 DBL

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, then when the teachers is talking our regular voices without the m

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ike, when I talk like this which you cannot hear of course

269
00:44:05,903 --> 00:44:08,426
, the best is around 70 Del but you cannot do this throughout the day are the

270
00:44:08,426 --> 00:44:12,426
device will be abusing your vocal cord.

271
00:44:14,829 --> 00:44:18,508
So because usually teachers voices around 65

272
00:44:18,508 --> 00:44:21,151
decibel, classroom noises around 60 Del

273
00:44:21,151 --> 00:44:25,151
the difference

274
00:44:26,853 --> 00:44:28,226
for the signal for the teacher's voice to reach the child's desk is only

275
00:44:28,226 --> 00:44:31,974
+5

276
00:44:31,974 --> 00:44:35,974
that's all the increment

277
00:44:36,788 --> 00:44:40,081
teachers voice that arrived at the child's device

278
00:44:40,081 --> 00:44:44,081
. that's  enough? no

279
00:44:45,442 --> 00:44:49,442
student with normal hearing they need plus 6 decibel

280
00:44:49,462 --> 00:44:53,462
; students with hearing loss without mini mic

281
00:44:55,035 --> 00:44:57,483
they need about plus 15 to plus 20 decibel

282
00:44:57,483 --> 00:45:01,483
. for good signal to noise ratio.

283
00:45:03,697 --> 00:45:05,537
But is it realistic to always tell the class be quiet

284
00:45:05,537 --> 00:45:09,537
, be quiet, be quiet

285
00:45:10,147 --> 00:45:14,147
. You can't do that it's not realistic, so

286
00:45:14,921 --> 00:45:18,921
remember there is such a thing as remote microphone

287
00:45:19,617 --> 00:45:23,617
. Ffor Cochlear brain we have mini mic

288
00:45:25,045 --> 00:45:26,871
; for hearing aid users there's some FM system or Roger

289
00:45:26,871 --> 00:45:30,585
system

290
00:45:30,585 --> 00:45:34,585
. The mini mic will help our student

291
00:45:36,041 --> 00:45:40,041
to focus to teachers voice because they will hear the voice

292
00:45:40,615 --> 00:45:44,615
directly going into their processor

293
00:45:45,049 --> 00:45:49,049
. This will have to reduce their auditory fatigue

294
00:45:51,068 --> 00:45:55,068
but teachers need to familiarize yourself with the device

295
00:45:57,027 --> 00:45:58,054
either get help from the family, the parents or again reach out to t

296
00:45:58,054 --> 00:46:02,054
ools in Thailand

297
00:46:03,726 --> 00:46:07,726
or anywhere you come from each country will have a popular representative

298
00:46:09,841 --> 00:46:13,841
and get help how do I teach myself to familiarize with this minimize.

299
00:46:17,275 --> 00:46:18,530
so that wherever you are in the classroom ,your voice will reach the child's

300
00:46:18,530 --> 00:46:21,583
processor

301
00:46:21,583 --> 00:46:25,583
as if you are talking right next to it.

302
00:46:28,142 --> 00:46:29,530
One thing though remember to return the microphone that you use

303
00:46:29,530 --> 00:46:33,530
to the child

304
00:46:35,306 --> 00:46:39,306
, so that the child can give the microphone to the next teacher that comes into

305
00:46:40,750 --> 00:46:44,750
teach. I have had some cases where teachers wear the microphone

306
00:46:44,848 --> 00:46:48,848
, because they forget to give back the microphone to the student

307
00:46:51,083 --> 00:46:54,660
, whether it to the toilet where it when they go gossiping about their family

308
00:46:54,660 --> 00:46:58,660
and our students with implant knows all the secrets. S

309
00:47:05,682 --> 00:47:09,682
peak in a natural clear voice at a regular

310
00:47:13,994 --> 00:47:15,720
and do these facing the class. One thing that you need to be very very

311
00:47:15,720 --> 00:47:19,720
... where is

312
00:47:19,936 --> 00:47:23,936
it is very hard for the child to follow your teaching

313
00:47:27,496 --> 00:47:30,923
. Remember the traditional chalk and talk teaching

314
00:47:30,923 --> 00:47:34,923
, the teacher faces the chalkboard

315
00:47:37,460 --> 00:47:41,460
and talk while writing uhuh that doesn't work with our a AVT student

316
00:47:42,634 --> 00:47:46,634
. when the our child does not understand

317
00:47:47,744 --> 00:47:51,744
your sentences, you need to repeat or rephrase

318
00:47:53,712 --> 00:47:57,712
and you need to do this when other students are commenting or asking

319
00:47:59,272 --> 00:48:03,272
or speaking, you need to again repeat or rephrase what the other student is saying

320
00:48:03,553 --> 00:48:06,428
to the class, because you have the m

321
00:48:06,428 --> 00:48:10,428
ini mike but other students do not have

322
00:48:11,263 --> 00:48:15,263
it so you need to tell it again so your avt student can hear

323
00:48:18,812 --> 00:48:22,812
. hopefully you have the chance when you want to give new instructions

324
00:48:24,409 --> 00:48:28,409
then asked the class to be quiet first and then you give instruction

325
00:48:29,782 --> 00:48:33,782
. And I've talked about don't give your back

326
00:48:35,677 --> 00:48:39,677
facing the class when you are talking because this will be hard for our child to follow.

327
00:48:43,117 --> 00:48:46,749
Use what we call gearing up to listen phrases

328
00:48:46,749 --> 00:48:50,749
because if you start talking

329
00:48:50,856 --> 00:48:53,587
by just giving instructions for example

330
00:48:53,587 --> 00:48:55,617
you start talking and you just say

331
00:48:55,617 --> 00:48:59,617
, turn to page 55,

332
00:49:01,628 --> 00:49:05,628
and by the time the child wants to listen to you the sentence has already ended.

333
00:49:08,946 --> 00:49:12,946
So you need to have the gearing up phrases like "now everyone listen up

334
00:49:13,661 --> 00:49:17,636
" and you get the attention turn to page 55

335
00:49:17,636 --> 00:49:21,636
so use this gearing up phrases.

336
00:49:23,316 --> 00:49:27,316
When child doesn't understand say it in another way.

337
00:49:28,698 --> 00:49:32,698
Try not to repeat the same sentence over and over

338
00:49:34,624 --> 00:49:36,660
because the child may get a better idea of what you are saying

339
00:49:36,660 --> 00:49:40,660
if you rephrase it.

340
00:49:44,580 --> 00:49:48,169
Write key information on the board so that the child can

341
00:49:48,169 --> 00:49:52,094
what you write and what they hear from you

342
00:49:52,094 --> 00:49:56,094
. Consider having a body system

343
00:49:58,402 --> 00:50:02,186
; put a friend next to the child who can help with rephrasing or

344
00:50:02,186 --> 00:50:06,186
repeating what he said in the class

345
00:50:06,337 --> 00:50:10,337
. But choose wisely who is the body

346
00:50:11,605 --> 00:50:15,605
; don't choose a child who is the smartest in the class

347
00:50:18,011 --> 00:50:19,577
who has the highest IQ in the class because usually very smart students

348
00:50:19,577 --> 00:50:23,577
, they are impatient

349
00:50:25,874 --> 00:50:26,701
.they cannot deal with a lot of questions and they cannot understand why some people are

350
00:50:26,701 --> 00:50:30,701
so it's slow

351
00:50:32,100 --> 00:50:36,100
. I remember my best friend in school before would turn to me and said

352
00:50:37,148 --> 00:50:41,148
"you are on that question do I've already finished and there were 30 questions

353
00:50:41,964 --> 00:50:45,964
" but she was still my best friend, she is still my best friend until today

354
00:50:48,158 --> 00:50:52,158
.so don't pick the smartest student in the class; don't pick the

355
00:50:55,030 --> 00:50:55,956
a student either because we don't want the weakest student to be the role model for our A

356
00:50:55,956 --> 00:50:58,898
VT student

357
00:50:58,898 --> 00:51:02,898
. Pick student who is in the middle

358
00:51:03,955 --> 00:51:07,955
with a lot of compassion

359
00:51:11,968 --> 00:51:15,968
with a lot of understanding of how to interact communicate

360
00:51:17,334 --> 00:51:21,334
and Foster friendship with a friend who has hearing loss.

361
00:51:23,980 --> 00:51:27,980
And also what teachers can do is orientate your class

362
00:51:29,714 --> 00:51:30,725
oriented the other hearing students on how to make listening and

363
00:51:30,725 --> 00:51:33,898
c

364
00:51:33,898 --> 00:51:37,898
ommunication easier for your AVT students

365
00:51:40,839 --> 00:51:42,089
. the things that I've mentioned before about speaking clearly and speaking directly

366
00:51:42,089 --> 00:51:46,089
, do the same

367
00:51:47,174 --> 00:51:51,174
. teach other students to do the same with their EVT friend

368
00:51:51,524 --> 00:51:55,524
. when they want to talk with their EVT friend

369
00:51:56,925 --> 00:52:00,356
. ask them to stand closely don't shout from across the room

370
00:52:00,356 --> 00:52:04,356
shouting doesn't help them to hear it better.

371
00:52:06,362 --> 00:52:07,549
If they want to talk with their AVT friend tell them to get the attention

372
00:52:07,549 --> 00:52:11,549
. W

373
00:52:14,759 --> 00:52:16,414
hen they're talking to your avt friend tell them not to run while talking that doesn't help

374
00:52:16,414 --> 00:52:19,796
. be still

375
00:52:19,796 --> 00:52:23,796
always

376
00:52:24,293 --> 00:52:25,736
watch and if they think that every friend looks lost

377
00:52:25,736 --> 00:52:29,736
looks confused

378
00:52:29,902 --> 00:52:32,059
need help just approach him or her and asked

379
00:52:32,059 --> 00:52:34,842
would you like me to help you

380
00:52:34,842 --> 00:52:38,842
. T

381
00:52:44,146 --> 00:52:46,169
this accommodation but these strategies also help the other hearings

382
00:52:46,169 --> 00:52:50,169
students in the mainstream class

383
00:52:51,696 --> 00:52:53,017
to have more understanding of how it is to live with

384
00:52:53,017 --> 00:52:56,881

385
00:52:56,881 --> 00:53:00,881
students or fellow friends with different abilities

386
00:53:03,331 --> 00:53:07,331
. so what's needed for successful mainstreaming.

387
00:53:09,610 --> 00:53:12,810
Mainstreaming is not just about the child the teacher and the school

388
00:53:12,810 --> 00:53:15,391
; we need the team

389
00:53:15,391 --> 00:53:19,391
that worked with the child previously.

390
00:53:22,062 --> 00:53:26,062
parents have to be there. the therapist the audiologist If the child had

391
00:53:27,423 --> 00:53:31,423
occupational therapist or physical therapist or special education specialist

392
00:53:35,046 --> 00:53:38,413
or the Ministry of Education officers all these people need to work together and

393
00:53:38,413 --> 00:53:41,478
communicate. I just go straight to The Orange Box

394
00:53:41,478 --> 00:53:45,478
; they need to communicate with each other

395
00:53:48,177 --> 00:53:50,813
. does the child have undergone... has the child undergone

396
00:53:50,813 --> 00:53:53,060
teach appropriate goals

397
00:53:53,060 --> 00:53:57,060
throughout the intervention.

398
00:53:59,161 --> 00:54:03,161
And if yes is this carried out continuing when the

399
00:54:04,568 --> 00:54:08,047
child is in school, includes current level of functioning

400
00:54:08,047 --> 00:54:11,143
individualized goals, precise assessment

401
00:54:11,143 --> 00:54:11,939
and measurement across all aspects of the

402
00:54:11,939 --> 00:54:13,456
development

403
00:54:13,456 --> 00:54:17,456
. remember

404
00:54:18,737 --> 00:54:22,737
for the whole child management is not just speaking and listening;

405
00:54:26,397 --> 00:54:27,331
what about self-help skills, what about daily living activities what

406
00:54:27,331 --> 00:54:31,331
psychosocial development

407
00:54:33,214 --> 00:54:37,214
This is something that I must stress;

408
00:54:40,922 --> 00:54:43,006
for a child to go to mainstream, they need to have age appropriate language. You will hear me

409
00:54:43,006 --> 00:54:47,006
repeating this again and again

410
00:54:48,290 --> 00:54:52,290
. if it's not at each level at least near age level

411
00:54:53,254 --> 00:54:57,254
because for them to access the curriculum in a mainstream setting

412
00:54:58,455 --> 00:55:02,455
, via listening, they need each appropriate language.

413
00:55:05,702 --> 00:55:08,980
and there needs to be pre and post teaching of Concepts and again I must stress

414
00:55:08,980 --> 00:55:11,976
usage of remote microphone

415
00:55:11,976 --> 00:55:15,976
when teaching and learning occurs

416
00:55:17,332 --> 00:55:19,646
. Just to give you the idea

417
00:55:19,646 --> 00:55:23,646
of what is needed.

418
00:55:26,231 --> 00:55:29,885
Before this child AVT student enters school ,they need

419
00:55:29,885 --> 00:55:31,252
the learning to listen period

420
00:55:31,252 --> 00:55:35,252
this 1

421
00:55:36,530 --> 00:55:40,530
so infancy to break in the garden this what happened

422
00:55:42,731 --> 00:55:44,448
hopefully when they have enough adequate and good quality of learn

423
00:55:44,448 --> 00:55:47,137
to listen period

424
00:55:47,137 --> 00:55:51,137
then they can go to kindergarten

425
00:55:51,819 --> 00:55:53,007
they enter our schools with the skills to listen

426
00:55:53,007 --> 00:55:57,007
to learn

427
00:56:01,241 --> 00:56:05,241
if this doesn't happen or this happened poorly or this happened in a very short period

428
00:56:06,504 --> 00:56:08,013
because they only started habilitation or intervention at the age of 5

429
00:56:08,013 --> 00:56:11,684
, at the age of 6

430
00:56:11,684 --> 00:56:14,203
, there isn't enough time for them to learn to listen

431
00:56:14,203 --> 00:56:18,203
. what happened when they entered this phase?

432
00:56:21,606 --> 00:56:23,080
It's hard or almost impossible for them to use listening to learn because listening

433
00:56:23,080 --> 00:56:27,080
did not exist

434
00:56:30,057 --> 00:56:34,057
. Let me share you some data from Malaysia.

435
00:56:36,137 --> 00:56:40,137
This is an old data because this was when I was still working with University.

436
00:56:42,154 --> 00:56:46,154
The nearly 400 children

437
00:56:48,334 --> 00:56:49,579
implanted by you the university we found that 60% of these children

438
00:56:49,579 --> 00:56:53,579
use oral language

439
00:56:55,042 --> 00:56:58,148
. now compare that with education placement

440
00:56:58,148 --> 00:57:02,148
, we have 60% here in mainstream

441
00:57:02,471 --> 00:57:04,785
? not quite but nearly 60

442
00:57:04,785 --> 00:57:08,785
. what happened to the 2% you ask

443
00:57:11,729 --> 00:57:15,729
. the 2% in the in Special School cute speech school or integrated

444
00:57:17,618 --> 00:57:21,618
in Malaysia integrated School meaning that is special education class

445
00:57:23,781 --> 00:57:24,965
within a mainstream school so that when the child in special class

446
00:57:24,965 --> 00:57:28,235
improves

447
00:57:28,235 --> 00:57:32,235
they can do semi inclusion

448
00:57:35,930 --> 00:57:36,978
or full inclusion when the child actually reaches the level that enables them to function in

449
00:57:36,978 --> 00:57:39,249
mainstream

450
00:57:39,249 --> 00:57:43,249
so they don't have to change School.

451
00:57:46,843 --> 00:57:48,381
What this means is that the mode of communication that

452
00:57:48,381 --> 00:57:51,722
is for the child

453
00:57:51,722 --> 00:57:53,522
very crucial because it will decide

454
00:57:53,522 --> 00:57:57,522
where the child will go.

455
00:57:59,952 --> 00:58:03,952
The second thing that we learned is that just because the child uses Auto language

456
00:58:04,365 --> 00:58:08,365
which doesn't mean that the child will become mainstream school student.

457
00:58:10,683 --> 00:58:11,613
It is harder to be mainstream compared to learning to

458
00:58:11,613 --> 00:58:15,613
talk.

459
00:58:17,302 --> 00:58:21,065
And this brings me to the second data that I want to share

460
00:58:21,065 --> 00:58:25,065
. Again from Malaysia when I was still there

461
00:58:27,807 --> 00:58:31,807
. With every 1 month delay of cochlear implantation

462
00:58:32,226 --> 00:58:36,226
, the odds of our child to be able to

463
00:58:36,629 --> 00:58:40,276
speak will be reduced by 2.6%.

464
00:58:40,276 --> 00:58:44,276
You time this by 12

465
00:58:45,713 --> 00:58:46,882
to know if we delay cochlear implantation by 12 months

466
00:58:46,882 --> 00:58:50,540
for 1 year

467
00:58:50,540 --> 00:58:53,860
. what is the

468
00:58:53,860 --> 00:58:56,242
decreased probability

469
00:58:56,242 --> 00:59:00,242
for this child to talk?

470
00:59:03,739 --> 00:59:06,553
Usually you don't delay by 1 month. Some parents say oh we need to look for money

471
00:59:06,553 --> 00:59:10,553
funding and all that we don't have that wonderful

472
00:59:11,976 --> 00:59:12,856
the Federation and things like that like what you have here in Thailand we don't have such things

473
00:59:12,856 --> 00:59:16,856
Malaysia

474
00:59:16,985 --> 00:59:20,985
. Sometimes they delay by 1 and a half years

475
00:59:22,899 --> 00:59:26,899
, so imagine how much reduction of probability for the child to speak

476
00:59:28,080 --> 00:59:32,080
. Now to enter mainstream school is much harder

477
00:59:34,206 --> 00:59:37,091
; every one month delay

478
00:59:37,091 --> 00:59:41,091
of implantation

479
00:59:41,457 --> 00:59:44,607
the odds of going to mainstream School

480
00:59:44,607 --> 00:59:47,606
will be reduced by 3.3%

481
00:59:47,606 --> 00:59:50,952
. Time this by 12

482
00:59:50,952 --> 00:59:53,976
. How much reduction of probability

483
00:59:53,976 --> 00:59:57,468
the child will have to go to mainstream School

484
00:59:57,468 --> 01:00:01,468
if we delay the implant by a year?

485
01:00:04,590 --> 01:00:08,590
Let that sink in for a second.

486
01:00:14,251 --> 01:00:15,666
So there is a continuum of how our children with hearing loss

487
01:00:15,666 --> 01:00:19,666
communicate

488
01:00:21,648 --> 01:00:25,648
. I'm so happy to today to see quite a number of people

489
01:00:25,653 --> 01:00:29,653
in our audience who uses sign language.

490
01:00:31,933 --> 01:00:33,705
Many of our children with hearing loss will also use sign language and they are

491
01:00:33,705 --> 01:00:37,589
or here

492
01:00:37,589 --> 01:00:38,844
they are fully visual or mostly visual

493
01:00:38,844 --> 01:00:42,844
communicator.

494
01:00:44,564 --> 01:00:47,380
If they are fully visual they you signing only; if they are mostly visual

495
01:00:47,380 --> 01:00:49,247
it probably will use a lot more sign

496
01:00:49,247 --> 01:00:53,247
and some oral language.

497
01:00:55,148 --> 01:00:59,148
will they be in mainstream school without interpreter?

498
01:01:01,812 --> 01:01:05,393
probably not. They need interpreter in school. how many Bangkok

499
01:01:05,393 --> 01:01:09,393
schools have sign language interpreter in mainstream class

500
01:01:09,878 --> 01:01:13,878
? None. the same with Malaysia

501
01:01:15,606 --> 01:01:18,691
. children who use sign language cannot be in mainstream schools in both

502
01:01:18,691 --> 01:01:20,295
Malaysia and also Thailand. I know that

503
01:01:20,295 --> 01:01:24,295
. So

504
01:01:25,732 --> 01:01:28,812
our children who are more visual, despite using hearing aids

505
01:01:28,812 --> 01:01:32,812
, despite using even cochlear implant

506
01:01:34,081 --> 01:01:38,081
,they are here they are not supposed to be in m

507
01:01:38,593 --> 01:01:42,593
ainstream even with implants

508
01:01:44,960 --> 01:01:48,960
currently in plan really good habilitation then they

509
01:01:50,290 --> 01:01:52,520
most probably will end up being fully auditory in communication

510
01:01:52,520 --> 01:01:56,469
. They're listening and speaking

511
01:01:56,469 --> 01:02:00,469
or maybe mostly auditory

512
01:02:02,688 --> 01:02:04,830
. Their language level may be not age appropriate but just slightly delayed

513
01:02:04,830 --> 01:02:07,559
, about 2 years delay

514
01:02:07,559 --> 01:02:09,243
. Then this

515
01:02:09,243 --> 01:02:12,459
group can be

516
01:02:12,459 --> 01:02:16,459
in mainstream setting

517
01:02:17,876 --> 01:02:21,876
. if you try to put this group in mainstream setting, you can

518
01:02:23,274 --> 01:02:26,144
and then you will realize after 6 months 1 year what will happen

519
01:02:26,144 --> 01:02:29,056
they need to be replaced

520
01:02:29,056 --> 01:02:32,456
in special education setting

521
01:02:32,456 --> 01:02:36,456
. You are setting the child up for failure.

522
01:02:40,989 --> 01:02:43,073
Let's Ponder on several points; let's take

523
01:02:43,073 --> 01:02:47,073
as something

524
01:02:49,018 --> 01:02:51,845
food for thought. You just had lunch, you had food for your stomach and now food for your brain

525
01:02:51,845 --> 01:02:55,845
. and I'm talking

526
01:02:57,021 --> 01:03:01,021
from the heart of a habilitation looking after

527
01:03:02,857 --> 01:03:06,320
southeast Asia region especially Thailand my nearest neighbor to Malaysia

528
01:03:06,320 --> 01:03:10,320
. first

529
01:03:13,891 --> 01:03:17,891
one, do we know when our child enters school what has been the

530
01:03:19,034 --> 01:03:22,798
history of progress in the listening and spoken language

531
01:03:22,798 --> 01:03:25,855
from beginning of the child's intervention

532
01:03:25,855 --> 01:03:27,631
to just before the child enter School

533
01:03:27,631 --> 01:03:30,156
as a teacher

534
01:03:30,156 --> 01:03:31,455
, do we know ? as a teacher

535
01:03:31,455 --> 01:03:35,455
do we ask

536
01:03:36,337 --> 01:03:37,548
? if we don't you better do now because Dr basha has told you

537
01:03:37,548 --> 01:03:41,548
to do so

538
01:03:44,212 --> 01:03:48,212
. do you know if the child has any additional diagnosis

539
01:03:48,872 --> 01:03:52,872
. sometimes parents do not tell you

540
01:03:54,146 --> 01:03:58,146
why? because they are afraid if they come clean and tell everything

541
01:03:58,439 --> 01:04:02,439
to you you will be so overwhelmed when you said "look

542
01:04:04,127 --> 01:04:06,264
maybe you should just send your child to special education class without even starting

543
01:04:06,264 --> 01:04:10,264
to teach the child first".

544
01:04:14,175 --> 01:04:18,175
That's why talking to the team managing the child is important.

545
01:04:20,606 --> 01:04:23,589
Do you know what is the child's language and listening levels

546
01:04:23,589 --> 01:04:27,589
near the entry to school

547
01:04:28,113 --> 01:04:29,866
? Again you know this by talking to the therapist

548
01:04:29,866 --> 01:04:33,866
or to the audiologist.

549
01:04:36,776 --> 01:04:38,386
School readiness skills like I mentioned before, it's not just about listening it's not just

550
01:04:38,386 --> 01:04:42,386
about talking

551
01:04:43,821 --> 01:04:45,116
can the child go to the toilet independently, can reach a bite things from the school canteen

552
01:04:45,116 --> 01:04:49,116
independently

553
01:04:50,667 --> 01:04:53,957
, does the child know how to problem solve, does the child know how to establish

554
01:04:53,957 --> 01:04:57,957
friendship and maintain friendship?

555
01:04:59,643 --> 01:05:01,629
does the child can can the child play with other children well in the playground

556
01:05:01,629 --> 01:05:03,249
? do we know this

557
01:05:03,249 --> 01:05:07,249
? do we observe this?

558
01:05:12,931 --> 01:05:14,976
This may be a raw point but I asked this question, not just in Thailand

559
01:05:14,976 --> 01:05:18,976
but in other countries as well

560
01:05:19,020 --> 01:05:23,020
. Here my audience

561
01:05:25,082 --> 01:05:29,082
people who are very close to Ministry of Education. am I right

562
01:05:30,622 --> 01:05:34,622
? do we talk to people in the Ministry of Health?

563
01:05:36,357 --> 01:05:38,479
is there any formal or informal communication cable

564
01:05:38,479 --> 01:05:40,165
between m o e

565
01:05:40,165 --> 01:05:44,165
and m o h

566
01:05:44,189 --> 01:05:48,189
? if there isn't when are we going to start?

567
01:05:49,992 --> 01:05:53,992
knowing that it is important for our child to transit

568
01:05:55,032 --> 01:05:58,759
from their early Intervention which is mainly under MO

569
01:05:58,759 --> 01:06:02,759
H to shcool which is under Ministry of Education

570
01:06:02,944 --> 01:06:06,944
. Last question

571
01:06:08,338 --> 01:06:12,338
do we know how involved is the child's parents

572
01:06:13,732 --> 01:06:17,732
during intervention before the child started school because

573
01:06:18,902 --> 01:06:20,570
that is an indication of how much these parents will be involved when the child

574
01:06:20,570 --> 01:06:23,721
is in school

575
01:06:23,721 --> 01:06:27,721
. From your experience you already know

576
01:06:29,742 --> 01:06:31,626
, parents who are involved with the child's academic, help not help them with their home

577
01:06:31,626 --> 01:06:35,626
, God forbid ,

578
01:06:37,325 --> 01:06:38,241
takes interest about the child's performance and making sure that the child

579
01:06:38,241 --> 01:06:42,241

580
01:06:43,553 --> 01:06:45,837
schooling experience is well taken care of these are the students

581
01:06:45,837 --> 01:06:48,244
that are more likely to succeed

582
01:06:48,244 --> 01:06:52,244
whether they have disabilities or not

583
01:06:54,607 --> 01:06:56,194
. you need to find out the history of these parents involvement during intervention

584
01:06:56,194 --> 01:07:00,194
because

585
01:07:01,115 --> 01:07:05,115
the parental input of language

586
01:07:06,735 --> 01:07:07,816
is the best predictor of the child's language and the child's

587
01:07:07,816 --> 01:07:11,816
native outcome.

588
01:07:14,718 --> 01:07:18,718
Children who use listening and spoken language at home

589
01:07:21,269 --> 01:07:24,065
intensively and using the right avt techniques, they are the

590
01:07:24,065 --> 01:07:28,065
1 who have better language course.

591
01:07:29,610 --> 01:07:33,610
Compared to those who use speaking and signing or total communication.

592
01:07:36,500 --> 01:07:40,500
Parents who are well coached, well guided during intervention

593
01:07:40,839 --> 01:07:43,164
will become active learners will become the primary

594
01:07:43,164 --> 01:07:44,328
language facilitators

595
01:07:44,328 --> 01:07:48,328
for their child

596
01:07:49,762 --> 01:07:53,762
and they will continue to do so when their child enters school age.

597
01:07:57,414 --> 01:07:58,666
Parent and child conversation in particular they are taking turns

598
01:07:58,666 --> 01:08:01,676
conversation

599
01:08:01,676 --> 01:08:04,430
will influence the child's verbal

600
01:08:04,430 --> 01:08:08,430
language and cognitive skills.

601
01:08:10,060 --> 01:08:12,566
And these skills between 18 and 24 months the more

602
01:08:12,566 --> 01:08:16,566
conversational turns happen then

603
01:08:16,935 --> 01:08:20,309
will predict their skills 10 years later

604
01:08:20,309 --> 01:08:24,309
The effect is long-lasting

605
01:08:25,824 --> 01:08:29,824
. Those of you who are young parents who have very very young children or babies

606
01:08:29,907 --> 01:08:31,659
, make sure you have a lot of conversational turns

607
01:08:31,659 --> 01:08:35,659
. with your young children

608
01:08:35,687 --> 01:08:39,687
. so hopefully

609
01:08:41,211 --> 01:08:43,254
with the right direction, early intervention the right device the right therap

610
01:08:43,254 --> 01:08:47,254
y with the right Knowledge and Skills

611
01:08:47,939 --> 01:08:51,587
and I would if it is student goes through school

612
01:08:51,587 --> 01:08:54,376
from primary to secondary and then tertiary

613
01:08:54,376 --> 01:08:57,408
, hopefully this is

614
01:08:57,408 --> 01:09:01,408
they will become. I will show you

615
01:09:03,353 --> 01:09:05,683
one of my previous patients I don't call them student because I was a therapist

616
01:09:05,683 --> 01:09:09,683
who was

617
01:09:11,457 --> 01:09:15,457
8 years old when I first met him, he was with another therapist before.

618
01:09:17,723 --> 01:09:21,444
So from being my patient now he is my colleague at cochlear Malaysia

619
01:09:21,444 --> 01:09:24,631
; he is a head engineer

620
01:09:24,631 --> 01:09:28,631
at the repair department

621
01:09:30,168 --> 01:09:31,939
in cocka Malaysia even though it's COA Malaysia the repair for speech

622
01:09:31,939 --> 01:09:34,167
in Malaysia

623
01:09:34,167 --> 01:09:38,167
from all over the world

624
01:09:41,117 --> 01:09:45,117
and he is the head engineer there. Let's listen to his experience

625
01:09:45,126 --> 01:09:49,126
then he went to University and he shared this with

626
01:09:50,279 --> 01:09:54,279
this with parents during uh seminar that we held at the University before.

627
01:09:58,829 --> 01:10:02,829
I'm sorry I don't get the sound

628
01:10:03,969 --> 01:10:07,969
from this video can I get technical help.

629
01:10:23,285 --> 01:10:27,254
There is no sound from here

630
01:10:27,254 --> 01:10:29,199
. I'll try again

631
01:10:29,199 --> 01:10:33,199
.okay.

632
01:10:50,502 --> 01:10:54,502

633
01:11:11,381 --> 01:11:15,381

634
01:11:21,489 --> 01:11:25,489

635
01:11:26,407 --> 01:11:30,103
any update Kelvin try again

636
01:11:30,103 --> 01:11:34,103
. okay let me try again.

637
01:12:05,559 --> 01:12:09,559

638
01:12:11,017 --> 01:12:12,652

639
01:12:12,652 --> 01:12:16,652

640
01:12:24,124 --> 01:12:28,124
um they don't have a huge problem

641
01:12:31,126 --> 01:12:35,126
from study information all about and if she was surprised that

642
01:12:35,361 --> 01:12:37,218
disability

643
01:12:37,218 --> 01:12:39,042
as you know it's something

644
01:12:39,042 --> 01:12:40,619
and then she said that

645
01:12:40,619 --> 01:12:44,619
are you calling now

646
01:12:45,652 --> 01:12:49,652
.

647
01:12:52,834 --> 01:12:56,428
.. was surprised and she's really to teach me

648
01:12:56,428 --> 01:12:57,159
on Facebook

649
01:12:57,159 --> 01:12:59,764
you just need to

650
01:12:59,764 --> 01:13:03,764
[Inaudible] teachers that you have a problem

651
01:13:07,058 --> 01:13:09,118
who was my patient and now my dear

652
01:13:09,118 --> 01:13:13,118
younger brother because

653
01:13:13,812 --> 01:13:17,812
we both our both our families considered each other as related now.

654
01:13:20,068 --> 01:13:21,843
So let's hope that that inspires you to really

655
01:13:21,843 --> 01:13:23,853
assist

656
01:13:23,853 --> 01:13:26,653
support and

657
01:13:26,653 --> 01:13:27,760
really guide your avt student

658
01:13:27,760 --> 01:13:30,229
in your classroom

659
01:13:30,229 --> 01:13:34,229
. Thank you for your attention

660
01:13:41,467 --> 01:13:45,234
thank you Dr basa uh that was very informative um

661
01:13:45,234 --> 01:13:48,674
of me I uh anybody has questions for Dr Basa

662
01:13:48,674 --> 01:13:52,674
the longer you

663
01:13:54,938 --> 01:13:57,535
yes

664
01:13:57,535 --> 01:14:01,535
oh

665
01:14:19,757 --> 01:14:22,699
uh hello good afternoon everyone and thank you

666
01:14:22,699 --> 01:14:26,699
uh your presentation is very great.

667
01:14:26,917 --> 01:14:29,427
and uh I know especially me I have learned a lot

668
01:14:29,427 --> 01:14:31,549
from your presentation so thank you so much

669
01:14:31,549 --> 01:14:35,549
. uh

670
01:14:39,324 --> 01:14:43,324
I have 2 questions, how often do you assess a child with EVD

671
01:14:43,977 --> 01:14:47,040
the learning challenges in the schools or any issues how often do you

672
01:14:47,040 --> 01:14:51,040
as students when you talk about assessment

673
01:14:51,110 --> 01:14:54,443
we will usually do in in Bhutan like us we do assessment

674
01:14:54,443 --> 01:14:55,233
2 types of this is men 1 is a clinical assessment

675
01:14:55,233 --> 01:14:56,957
1 is

676
01:14:56,957 --> 01:14:59,673
functionality assessment

677
01:14:59,673 --> 01:15:03,673
. so how how often do you do

678
01:15:04,900 --> 01:15:07,299
the clinical assessment and how often do you do the functionality assessment of the child

679
01:15:07,299 --> 01:15:11,299
with EVT. this is 1 question

680
01:15:12,002 --> 01:15:13,537
and uh the the second question is the parents

681
01:15:13,537 --> 01:15:16,081
. I can't give

682
01:15:16,081 --> 01:15:20,081
the families and the teachers are so important

683
01:15:20,762 --> 01:15:24,762
uh if you really wanted to see children grow and learn

684
01:15:26,511 --> 01:15:30,497
very important is these are the important stakeholders and how often do you

685
01:15:30,497 --> 01:15:32,034
actually build the capacity of these stakeholders

686
01:15:32,034 --> 01:15:32,781
for the better life of the children

687
01:15:32,781 --> 01:15:36,781
. thank you.

688
01:15:40,227 --> 01:15:41,685
thank you very much it it's probably the first time I'm interacting with

689
01:15:41,685 --> 01:15:45,685
professional from Bhutan

690
01:15:47,569 --> 01:15:51,569
so lovely lovely experience today. okay the first 1 is how often the assessment

691
01:15:51,736 --> 01:15:53,555
by right if the child is managed by

692
01:15:53,555 --> 01:15:57,555
an EV therapist

693
01:15:58,913 --> 01:16:02,913
it should be every 6 months at least so the same with what you mentioned.

694
01:16:03,561 --> 01:16:07,561
However usually when the child goes to school.

695
01:16:09,409 --> 01:16:13,409
their relationship with avt their avt therapist becomes a lot more

696
01:16:15,028 --> 01:16:17,477
... because the child is now under the um

697
01:16:17,477 --> 01:16:20,649
responsibility of the school

698
01:16:20,649 --> 01:16:22,361
. so schools

699
01:16:22,361 --> 01:16:26,361
from where I come from

700
01:16:28,118 --> 01:16:29,097
the teachers are not equipped with the terms of time resources or skills to do language

701
01:16:29,097 --> 01:16:33,097
investment

702
01:16:33,537 --> 01:16:37,537
.  So usually the language assessment will come in

703
01:16:38,312 --> 01:16:41,097
when the teachers feel that the child needs to be relocated

704
01:16:41,097 --> 01:16:45,097
from mainstream to special ed

705
01:16:47,131 --> 01:16:48,239
, so in order to justify the request the teacher will reach out to the therapist

706
01:16:48,239 --> 01:16:49,472
and ask

707
01:16:49,472 --> 01:16:53,472
for assessment.

708
01:16:53,837 --> 01:16:55,489
So although by right even during school years they need

709
01:16:55,489 --> 01:16:57,220
regular assessment

710
01:16:57,220 --> 01:16:58,618
in practice

711
01:16:58,618 --> 01:17:02,412
, that doesn't happen

712
01:17:02,412 --> 01:17:06,412
. Okay the other question

713
01:17:08,420 --> 01:17:09,636
is about family involvement parents involvement and how do we force

714
01:17:09,636 --> 01:17:10,235
this is this what the

715
01:17:10,235 --> 01:17:14,235
question is...

716
01:17:15,551 --> 01:17:19,551
This topic is very close to my heart I spend ..

717
01:17:20,613 --> 01:17:22,320
. about 5 and a half years of my lifestyle doing this for my doctorate

718
01:17:22,320 --> 01:17:26,320
. Um

719
01:17:26,632 --> 01:17:28,615
so what I looked at is how therapists

720
01:17:28,615 --> 01:17:30,724
and parents

721
01:17:30,724 --> 01:17:33,669
relate to each other

722
01:17:33,669 --> 01:17:35,150
. What model do they

723
01:17:35,150 --> 01:17:37,498
operate on

724
01:17:37,498 --> 01:17:41,498
and this is Malaysian parents.

725
01:17:44,216 --> 01:17:48,216
Therapist in Malaysia at that time my PhD was between 200

726
01:17:49,696 --> 01:17:51,655
5 to 2010 and you can guess what my age is unless I did my PhD when I was 10 years old

727
01:17:51,655 --> 01:17:55,655
. Um

728
01:17:57,304 --> 01:18:01,304
therapist in Malaysia who work with families who have with children with hearing loss

729
01:18:03,026 --> 01:18:07,026
. They know they believe working with families is super important. It's very crucial

730
01:18:07,112 --> 01:18:11,112
as long as the

731
01:18:11,788 --> 01:18:15,788
keep their mouth shut and just obey whatever the therapist said.

732
01:18:17,048 --> 01:18:21,048
If you have good therapy if the good Knowledge and Skills.

733
01:18:23,400 --> 01:18:27,400
Maybe that's a good thing but still it's not Democratic at all it's very autocrat.

734
01:18:29,648 --> 01:18:33,416
But what if you have a therapist God forbid who have very poor skills and knowledge

735
01:18:33,416 --> 01:18:36,924
and do not like when parents ask questions

736
01:18:36,924 --> 01:18:38,746
or Heaven forbids these disagree with them

737
01:18:38,746 --> 01:18:42,198
. You don't like it

738
01:18:42,198 --> 01:18:46,198
so it's not really family centered.

739
01:18:48,546 --> 01:18:50,266
They they treat the family as important but as long as

740
01:18:50,266 --> 01:18:54,266
they listen to the t

741
01:18:56,992 --> 01:19:00,065
erapid. So my career Mission and also life mission if you like

742
01:19:00,065 --> 01:19:01,304
is to change

743
01:19:01,304 --> 01:19:05,304
paradigm.

744
01:19:07,640 --> 01:19:09,260
To change this Paradigm among professionals when they start working with family

745
01:19:09,260 --> 01:19:12,264
understand that

746
01:19:12,264 --> 01:19:13,363
we as the professionals are trained

747
01:19:13,363 --> 01:19:17,363
. How many

748
01:19:18,889 --> 01:19:21,292
several years that you are trained 4 years in bachelor's degree probably and then you

749
01:19:21,292 --> 01:19:25,292
go on into specialization

750
01:19:26,042 --> 01:19:30,042
to be an expert in your speech and language and hearing.

751
01:19:32,903 --> 01:19:35,269
and you come and meet the parents who is the expert in their child in their family

752
01:19:35,269 --> 01:19:39,269
India strength in their needs.

753
01:19:41,963 --> 01:19:44,439
The family did not study for 4 5 6 7 years to become a parent

754
01:19:44,439 --> 01:19:48,022
an expert of a child with hearing loss

755
01:19:48,022 --> 01:19:52,022
.  This is not a journey that they have

756
01:19:53,409 --> 01:19:55,872
children you can certainly hear my advice goes my voice goes up because when I talk about this I cannot help

757
01:19:55,872 --> 01:19:59,872
but be very passionate about it.

758
01:20:01,884 --> 01:20:04,617
Parents did not choose to be to be a parent of a child with hearing loss. We

759
01:20:04,617 --> 01:20:08,617
choose our profession

760
01:20:10,938 --> 01:20:12,751
be kind and considerate especially at the entry

761
01:20:12,751 --> 01:20:14,392
point of their Journey

762
01:20:14,392 --> 01:20:16,784
during diagnosis

763
01:20:16,784 --> 01:20:20,784
many of the teachers here,

764
01:20:23,689 --> 01:20:25,133
you've seen the child and the family after so many years of their Journey

765
01:20:25,133 --> 01:20:29,133
in hearing loss.

766
01:20:31,483 --> 01:20:35,483
we do not know that some parents are still grieving at the fact that

767
01:20:36,665 --> 01:20:40,665
this child cannot hear I do not want a child who is deaf.

768
01:20:44,078 --> 01:20:46,839
Because for many reasons some parents they have gone through this grieving Journey with

769
01:20:46,839 --> 01:20:50,442
the help from their professionals

770
01:20:50,442 --> 01:20:54,224
. Because this happens in any country

771
01:20:54,224 --> 01:20:58,224
audiologist only see the device and only see the ear.

772
01:21:00,398 --> 01:21:04,398
Our ENT only see the pathology of the ear and then put implant and close the head and that's

773
01:21:06,973 --> 01:21:10,798
therapies on the do the speech and language and communication. We work in silos we don't

774
01:21:10,798 --> 01:21:12,628
talk to each other and the child have this fragments

775
01:21:12,628 --> 01:21:14,411
I suppose it help

776
01:21:14,411 --> 01:21:16,283
and who helped the parents

777
01:21:16,283 --> 01:21:20,283
. Nobody

778
01:21:21,171 --> 01:21:25,171
. We need this paradigm shift

779
01:21:26,437 --> 01:21:30,437
especially those who meet with the family right at day 1

780
01:21:30,933 --> 01:21:34,407
in the beginning of their Journey the day they get the diagnosis

781
01:21:34,407 --> 01:21:38,407
. This is where working with the family

782
01:21:39,781 --> 01:21:40,739
starts if you want to talk me to talk about this I can talk about it for 1 month

783
01:21:40,739 --> 01:21:43,072
every

784
01:21:43,072 --> 01:21:45,463
day. And it still doesn't end

785
01:21:45,463 --> 01:21:49,463
I hope I have answered your question.

786
01:21:54,048 --> 01:21:58,048
in my head because I'm a parent

787
01:21:58,266 --> 01:22:02,266
and nobody came to me at that time so that was ages ago.

788
01:22:03,207 --> 01:22:07,207
So thank you for bringing that into light and I see a lot of professionals here I was talking to Dr deed

789
01:22:08,607 --> 01:22:11,901
. who is help is helping people who are blind in provinces

790
01:22:11,901 --> 01:22:15,901
but after he goes who's going to help them further so I think this

791
01:22:18,984 --> 01:22:22,984
seeing professionals wanting to help parents have a sense of relief. So thank you from the bottom of our hearts

792
01:22:23,156 --> 01:22:27,156
to all the professionals here who want to make a change thank you so much.

793
01:22:30,355 --> 01:22:32,476
So, .Dr basa can you please come down because uh Dr maliwan

794
01:22:32,476 --> 01:22:34,855
as something new she wants to give you

795
01:22:34,855 --> 01:22:38,855
. Dr money 1 please

796
01:22:39,529 --> 01:22:41,387
oh sorry

797
01:22:41,387 --> 01:22:45,387
oh sorry there's another question.

798
01:22:52,601 --> 01:22:54,643
I

799
01:22:54,643 --> 01:22:55,586
hearing

800
01:22:55,586 --> 01:22:57,189
ability

801
01:22:57,189 --> 01:23:01,189
then ...

802
01:23:08,029 --> 01:23:10,137
So it was taken to a hospital

803
01:23:10,137 --> 01:23:13,262
and the doctor said that that

804
01:23:13,262 --> 01:23:17,262
the cock clear is broken was broken

805
01:23:18,086 --> 01:23:22,049
. If you're interested

806
01:23:22,049 --> 01:23:23,448
. You can have cocoa implants I would like to

807
01:23:23,448 --> 01:23:24,364
but my

808
01:23:24,364 --> 01:23:25,575
family

809
01:23:25,575 --> 01:23:29,575
did not want to

810
01:23:31,004 --> 01:23:33,795
Up to now my family doesn't accept that

811
01:23:33,795 --> 01:23:36,393
so so I use a hearing aid

812
01:23:36,393 --> 01:23:37,959
and and also speech therapy

813
01:23:37,959 --> 01:23:40,212
now

814
01:23:40,212 --> 01:23:43,151
I still use the hearing aids

815
01:23:43,151 --> 01:23:44,489
I just want to share my experience

816
01:23:44,489 --> 01:23:48,489
uh to the speaker.

817
01:23:57,828 --> 01:24:00,489
... hearing loss

818
01:24:00,489 --> 01:24:03,110
uh he went to see uh

819
01:24:03,110 --> 01:24:06,904
doctor and the doctor said

820
01:24:06,904 --> 01:24:09,628
yeah if you want the cooking plan then it can be done

821
01:24:09,628 --> 01:24:13,200
but during that time. Uh the

822
01:24:13,200 --> 01:24:16,126
his family also doesn't want to have their surgery

823
01:24:16,126 --> 01:24:18,302
and then he decided that he would continue

824
01:24:18,302 --> 01:24:22,051
uh with the sign language and

825
01:24:22,051 --> 01:24:23,618
right now he's also wearing the hearing aid

826
01:24:23,618 --> 01:24:24,983
and he's uhhappy about that

827
01:24:24,983 --> 01:24:26,368
okay

828
01:24:26,368 --> 01:24:30,368
that just want to share...

829
01:24:34,178 --> 01:24:38,178
If I can just add on to that

830
01:24:39,241 --> 01:24:43,241
. Thank you for sharing your journey

831
01:24:45,455 --> 01:24:46,868
. And I am so glad that you continue with another mode

832
01:24:46,868 --> 01:24:50,868
of communication

833
01:24:51,166 --> 01:24:53,672
. Using sign language is just as good as speaking

834
01:24:53,672 --> 01:24:57,672
because you do have the community

835
01:24:58,142 --> 01:25:02,085
you have the system you have the schools where

836
01:25:02,085 --> 01:25:03,530
the choice of your communication will support

837
01:25:03,530 --> 01:25:05,455
the sign language

838
01:25:05,455 --> 01:25:07,891
and

839
01:25:07,891 --> 01:25:10,251
1 thing that we need to remember

840
01:25:10,251 --> 01:25:14,251
that did we

841
01:25:17,574 --> 01:25:19,217
manage the management of hearing loss the way that the technology has evolved

842
01:25:19,217 --> 01:25:23,217
. It's very different

843
01:25:24,992 --> 01:25:27,618
compared to 20 years ago 15 years ago even 5 years ago

844
01:25:27,618 --> 01:25:31,087
. What happened when I started working

845
01:25:31,087 --> 01:25:33,383
is very different compared to now

846
01:25:33,383 --> 01:25:35,431
. I have worked for nearly

847
01:25:35,431 --> 01:25:37,689
for 24 years actually

848
01:25:37,689 --> 01:25:41,689
, so

849
01:25:43,837 --> 01:25:45,392
probably if your story of sudden hearing loss happen in

850
01:25:45,392 --> 01:25:48,888
2025

851
01:25:48,888 --> 01:25:52,888
. The journey might have been very different.

852
01:25:55,656 --> 01:25:56,998
When this happened 10 years ago or 15 years ago I don't know how long ago your sudden

853
01:25:56,998 --> 01:25:59,735
hearing loss happen

854
01:25:59,735 --> 01:26:03,735
. The management was quite different

855
01:26:04,658 --> 01:26:06,887
. And this again different depending on where we are

856
01:26:06,887 --> 01:26:09,773
Bangkok management

857
01:26:09,773 --> 01:26:13,773
will be quite different from say...

858
01:26:16,674 --> 01:26:20,674
Why I don't know I'm I'm just trying to draw a comparison see with Malaysia

859
01:26:22,378 --> 01:26:25,752
. Which is the capital city management will be very different compared to

860
01:26:25,752 --> 01:26:29,752
uh Village in Bono.

861
01:26:30,135 --> 01:26:32,321
So all this depends where you are

862
01:26:32,321 --> 01:26:35,204
when this happens

863
01:26:35,204 --> 01:26:37,813
Whether there is a system to manage

864
01:26:37,813 --> 01:26:41,813
sometimes it's just a stroke of luck

865
01:26:41,931 --> 01:26:43,836
but again I have a lot of respect

866
01:26:43,836 --> 01:26:47,836
and a lot of um

867
01:26:47,918 --> 01:26:50,461
um

868
01:26:50,461 --> 01:26:54,461
admiration for you and the journey that you've gone through. Thank you for sharing.

869
01:27:02,364 --> 01:27:04,805
So I like

870
01:27:04,805 --> 01:27:08,805
to share my experience

871
01:27:13,646 --> 01:27:16,972
.  Oh my experience from my school

872
01:27:16,972 --> 01:27:19,487
after I have a implant called clear

873
01:27:19,487 --> 01:27:20,770
. Calculate implant I like to

874
01:27:20,770 --> 01:27:22,674
to be mainstream

875
01:27:22,674 --> 01:27:25,398
that is a waste of opportunity

876
01:27:25,398 --> 01:27:26,610
but you still study in the

877
01:27:26,610 --> 01:27:30,610
uh

878
01:27:31,140 --> 01:27:35,140
special school with the deaf people.

879
01:27:37,499 --> 01:27:41,499
be put in the mainstream

880
01:27:43,332 --> 01:27:44,480
rather than going to the side language school in order to develop uh

881
01:27:44,480 --> 01:27:46,409
and spoken language

882
01:27:46,409 --> 01:27:50,409
but he's

883
01:27:51,399 --> 01:27:55,399
... Thank you for that I agree

884
01:27:57,197 --> 01:28:01,197
and I'd like to also draw the attention if you can remember. Now I'm testing who among you

885
01:28:02,629 --> 01:28:05,209
paid attention to my talk just now the Continuum of communication

886
01:28:05,209 --> 01:28:07,059
. Whether the child

887
01:28:07,059 --> 01:28:10,406
fully visual

888
01:28:10,406 --> 01:28:14,247
or the child is fully auditory

889
01:28:14,247 --> 01:28:18,247
sometimes we give cock implant

890
01:28:18,410 --> 01:28:22,410
. But we give clay implant when the child is already 5 and a half years old

891
01:28:22,775 --> 01:28:26,775
. There's only 1 and a half years before the child started school

892
01:28:28,547 --> 01:28:32,547
. We want the child to enter mainstream school with language level

893
01:28:32,819 --> 01:28:35,265
that is adequate to survive and thrive

894
01:28:35,265 --> 01:28:39,265
in mainstream School.

895
01:28:41,559 --> 01:28:45,559
If the child starts implant only starts hearing only start speaking at 5 and a half

896
01:28:46,323 --> 01:28:50,323
what do you think will be the child language age at 7

897
01:28:53,066 --> 01:28:57,066
If the child comes to see me this is probably a bragging point I'm sorry. I probably can

898
01:28:59,383 --> 01:29:00,749
try to get the child to get at least 2 years of language within 1 and a half

899
01:29:00,749 --> 01:29:02,550
yes in calendar

900
01:29:02,550 --> 01:29:06,550
. Am I making sense

901
01:29:08,032 --> 01:29:12,032
, so it's not just 1 year calendar 1 year progress uh uh we need to speak

902
01:29:13,208 --> 01:29:16,073
up. If we are driving any of you remember driving in a manual car

903
01:29:16,073 --> 01:29:17,198
we need to go to

904
01:29:17,198 --> 01:29:21,198
6

905
01:29:21,830 --> 01:29:23,746
6 we need to go fast

906
01:29:23,746 --> 01:29:27,746
. Then

907
01:29:29,105 --> 01:29:31,623
even if as fast as I can do 1 and a half years I can only do probably

908
01:29:31,623 --> 01:29:33,606
2 years of language

909
01:29:33,606 --> 01:29:37,606
from zero language.

910
01:29:38,879 --> 01:29:42,879
So this child will enter school with language age of 2

911
01:29:43,710 --> 01:29:46,424
. Be among friends with language age and hearing

912
01:29:46,424 --> 01:29:49,756
of 7 years old

913
01:29:49,756 --> 01:29:53,235
. Do we want to put this child

914
01:29:53,235 --> 01:29:56,400
with 2 years old of language with 7 years old

915
01:29:56,400 --> 01:29:57,808
. Do you think this child will

916
01:29:57,808 --> 01:30:00,208
d

917
01:30:00,208 --> 01:30:01,540
rive survive mainstream education

918
01:30:01,540 --> 01:30:05,540
. No

919
01:30:07,137 --> 01:30:11,137
. So that depends on principle yes I agree

920
01:30:12,095 --> 01:30:16,095
that is what I would fight for but that depends...

921
01:30:18,717 --> 01:30:22,717
Thank you very much thank you Richard Dr basa thank you for all your questions.

922
01:30:55,640 --> 01:30:58,169
sections is

923
01:30:58,169 --> 01:30:59,923
deferred paper speaker

924
01:30:59,923 --> 01:31:03,923
of

925
01:31:05,713 --> 01:31:08,111
the person today and uh ladies and Gentlemen please tell me you're welcome.

926
01:31:08,111 --> 01:31:09,366
paper speaker

927
01:31:09,366 --> 01:31:13,366
um...

928
01:31:14,200 --> 01:31:15,930
Dr John shervin Dean for the Philippines

929
01:31:15,930 --> 01:31:19,930
he's going to

930
01:31:21,767 --> 01:31:23,401
uh printed about uh the leveraging technology for Low Vision

931
01:31:23,401 --> 01:31:24,777
. We have

932
01:31:24,777 --> 01:31:25,316
he likes

933
01:31:25,316 --> 01:31:27,044
what

934
01:31:27,044 --> 01:31:31,044
um we have.

935
01:31:33,291 --> 01:31:36,188
.. limitation. I'm sorry and life skill developments in resource Limited

936
01:31:36,188 --> 01:31:40,188
setting welcome.

937
01:32:09,731 --> 01:32:12,298
um good afternoon everyone thank you for joining us today at the ninth

938
01:32:12,298 --> 01:32:16,298
National Symposium on special education

939
01:32:17,127 --> 01:32:19,504
I'm Dr John Dean um optometrist and founder of

940
01:32:19,504 --> 01:32:23,504
JD in gisha care in the Philippines

941
01:32:24,374 --> 01:32:28,374
today I will be discussing leveraging technology for Low Vision.

942
01:32:29,174 --> 01:32:33,174
Rehabilitation and life skills development in resource limited settings

943
01:32:35,173 --> 01:32:38,771
before we delve into the details uh we want to be fully transparent

944
01:32:38,771 --> 01:32:40,910
JD visual care has no financial interest

945
01:32:40,910 --> 01:32:43,888
in or affiliation

946
01:32:43,888 --> 01:32:46,898
with any of the specific app Developers

947
01:32:46,898 --> 01:32:50,898
or Brands mentioned in this presentation.

948
01:32:52,608 --> 01:32:55,153
these Technologies are highlighted solely based on their General availability

949
01:32:55,153 --> 01:32:59,153
their accessibility features

950
01:32:59,627 --> 01:33:03,227
and their observed utility in our low vision Rehabilitation practice

951
01:33:03,227 --> 01:33:04,233
. Our aim is purely educational and

952
01:33:04,233 --> 01:33:08,233
informational.

953
01:33:10,959 --> 01:33:14,959
so let's start by acknowledging the immense Global challenge we face

954
01:33:17,084 --> 01:33:21,084
over 2.2 billion people worldwide live with some form of vision impairment.

955
01:33:22,990 --> 01:33:26,427
Disturbingly at the least 1 billion of these cases are either preventable

956
01:33:26,427 --> 01:33:30,427
or remain unaddressed so that's still a big number.

957
01:33:32,681 --> 01:33:34,971
This burden this proportionately affects children in resource limited settings where

958
01:33:34,971 --> 01:33:38,971
access to care is scarce.

959
01:33:41,133 --> 01:33:45,133
personally we had this experience in the Philippines we visit different provinces and we go

960
01:33:45,372 --> 01:33:49,372
places wherein they never had eye exams

961
01:33:50,853 --> 01:33:52,761
we had a case wherein uh a person's like 75 80 years old never had an eye exam

962
01:33:52,761 --> 01:33:55,253
ever in his life

963
01:33:55,253 --> 01:33:58,441
so it's across all ages

964
01:33:58,441 --> 01:34:02,441
the impact is profound.

965
01:34:03,984 --> 01:34:07,244
We see significant educational delays and limited opportunities for these children

966
01:34:07,244 --> 01:34:09,231
. They often experience social isolation

967
01:34:09,231 --> 01:34:13,231
reduced Independence

968
01:34:13,240 --> 01:34:16,120
and the severe lack of access to traditional specialized

969
01:34:16,120 --> 01:34:19,225
services and costly assisted devices

970
01:34:19,225 --> 01:34:22,247
by assisted devices I mean the traditional

971
01:34:22,247 --> 01:34:23,373
low vision devices the magnifiers and other

972
01:34:23,373 --> 01:34:27,373
sort of stuff

973
01:34:30,002 --> 01:34:32,366
Recognizing these barriers our study at JD and visual care is focused on ident

974
01:34:32,366 --> 01:34:36,366
an accessible solution

975
01:34:37,960 --> 01:34:38,734
. Our objective is to demonstrate how readily available and affordable

976
01:34:38,734 --> 01:34:42,734
ology

977
01:34:44,266 --> 01:34:45,188
can empower children and adolescents with low vision in these challenging

978
01:34:45,188 --> 01:34:48,271
environments

979
01:34:48,271 --> 01:34:49,035
to give you my experience

980
01:34:49,035 --> 01:34:53,035
um

981
01:34:53,932 --> 01:34:56,317
whenever we do the low vision assessment we explain the management plan to

982
01:34:56,317 --> 01:35:00,317
the the parents the families

983
01:35:01,843 --> 01:35:02,974
and then to the point wherein we say this is the best solution um your child needs

984
01:35:02,974 --> 01:35:06,974
that expensive

985
01:35:08,318 --> 01:35:09,571
uh digital magnifier the the answer will always be it's too expensive

986
01:35:09,571 --> 01:35:10,631
. We cannot afford

987
01:35:10,631 --> 01:35:12,422
so

988
01:35:12,422 --> 01:35:15,249
as a practitioner

989
01:35:15,249 --> 01:35:17,777
it it is a burden with that we need to uh

990
01:35:17,777 --> 01:35:19,635
need to always carry so we have to find some way

991
01:35:19,635 --> 01:35:23,635
. Like you know, to help these people

992
01:35:24,826 --> 01:35:28,826
our core approach involves leveraging existing smartphones

993
01:35:30,336 --> 01:35:34,336
. And simple do-it-yourself or DIY adaptations for Effective Rehabilitation.

994
01:35:38,349 --> 01:35:42,349
And vital life skills development this this approach directly addresses and the challenges

995
01:35:43,788 --> 01:35:47,788
specific to Resource constrained areas aiming for interventions that are both scalable and

996
01:35:50,003 --> 01:35:51,524
sustainable so smartphones are you know very widely used nowadays uh we had patients

997
01:35:51,524 --> 01:35:55,085
been using smartphones

998
01:35:55,085 --> 01:35:57,928
but not to a point that they can maximize the feature so

999
01:35:57,928 --> 01:36:01,928
that gave us an idea hey that's maximized that

1000
01:36:02,765 --> 01:36:05,736
. Let's look at how these affordable Technologies translate into action

1001
01:36:05,736 --> 01:36:09,736
smartphones are Central to our strategy

1002
01:36:09,980 --> 01:36:13,928
. They are built-in accessibility features like magnification

1003
01:36:13,928 --> 01:36:16,052
screen readers such as voice over in iOS and Apple

1004
01:36:16,052 --> 01:36:18,360
and talk back on Android

1005
01:36:18,360 --> 01:36:22,360
. And high contrast modes

1006
01:36:22,484 --> 01:36:26,484
are incredibly powerful and often underutilized

1007
01:36:28,630 --> 01:36:32,630
Beyond built-in features dedicated mobile apps offers specialized functions.

1008
01:36:33,692 --> 01:36:37,692
If you will go to your app store or uh I don't know, Play Store and search

1009
01:36:40,542 --> 01:36:42,906
low vision apps or or Vision AIDS you will see lots of these apps but uh for for the interest of

1010
01:36:42,906 --> 01:36:46,906
presentation I just featured the the 3 of them

1011
01:36:46,907 --> 01:36:50,907
. Seeing AI by Microsoft excels at reading texts

1012
01:36:51,836 --> 01:36:55,227
. Identifying objects and describing scenes in real time,

1013
01:36:55,227 --> 01:36:58,976
essentially giving a voice to the visual world

1014
01:36:58,976 --> 01:37:01,864
look out by Google offer similar assistance

1015
01:37:01,864 --> 01:37:04,886
with reading and environmental exploration

1016
01:37:04,886 --> 01:37:08,886
making daily tasks more accessible

1017
01:37:10,767 --> 01:37:13,206
and of course be my eyes connects users to a Global Network of cited

1018
01:37:13,206 --> 01:37:15,826
volunteers via live video call

1019
01:37:15,826 --> 01:37:19,826
. For real-time visual assistance,

1020
01:37:20,316 --> 01:37:22,795
which is invaluable for Unique situations

1021
01:37:22,795 --> 01:37:26,222
so the technology right now. It is

1022
01:37:26,222 --> 01:37:30,222
very different from what we had like 5-10 years ago

1023
01:37:31,099 --> 01:37:33,449
the the challenge right now is for us to maximize the technology

1024
01:37:33,449 --> 01:37:37,449
these resources to help people

1025
01:37:38,526 --> 01:37:42,526
and I think that's you know the same across the disciplines that we have today.

1026
01:37:45,082 --> 01:37:49,082
Beyond sophisticated apps simple DIY adaptations can make a significant

1027
01:37:51,073 --> 01:37:53,165
... A smartphone itself can be a portable digital magnifier

1028
01:37:53,165 --> 01:37:56,260
utilizing its camera zoom

1029
01:37:56,260 --> 01:37:59,975
for close-up viewing of texts or objects

1030
01:37:59,975 --> 01:38:03,862
now with the integration of AI we can do so much more

1031
01:38:03,862 --> 01:38:04,676
. Not just with the magnification, and there are lots of things that we can

1032
01:38:04,676 --> 01:38:07,629
discover

1033
01:38:07,629 --> 01:38:11,629
high contrast textile markers.

1034
01:38:12,833 --> 01:38:16,104
Easily made from common materials can be applied to appliances or containers

1035
01:38:16,104 --> 01:38:19,552
greatly enhancing Independence in daily living

1036
01:38:19,552 --> 01:38:22,467
and finally simply optimizing lighting

1037
01:38:22,467 --> 01:38:26,151
strategically using natural light

1038
01:38:26,151 --> 01:38:27,870
or affordable lamps can dramatically improve visibility

1039
01:38:27,870 --> 01:38:31,870
various tasks.

1040
01:38:32,647 --> 01:38:36,647
And in the Philippines we after the assessment um part of the rehabilitation is to help

1041
01:38:37,098 --> 01:38:38,367
um people with the orientation and Mobility training wherein

1042
01:38:38,367 --> 01:38:42,367
we teach them skills.

1043
01:38:42,623 --> 01:38:46,623
How to navigate inside the house, how to uh cook

1044
01:38:47,826 --> 01:38:48,888
are you seeing these tactile markers um using their other senses to make sure that

1045
01:38:48,888 --> 01:38:52,845
if it is safe.

1046
01:38:52,845 --> 01:38:53,964
And they their efficient and effective in working around

1047
01:38:53,964 --> 01:38:57,964
their places.

1048
01:39:03,127 --> 01:39:05,113
Our work at JD visual care is an observational case series drawing Upon. Our

1049
01:39:05,113 --> 01:39:08,105
extensive clinical experiences

1050
01:39:08,105 --> 01:39:12,105
we focus on a diverse participant

1051
01:39:12,495 --> 01:39:14,336
group children and adults has been very slow vision ethology

1052
01:39:14,336 --> 01:39:18,336
. Because of low vision

1053
01:39:19,543 --> 01:39:23,543
um we say that they are visually appeared but there are different kinds of visual impairment

1054
01:39:24,645 --> 01:39:27,418
so it's it's always a case-to-case basis. We have to make sure that our solution

1055
01:39:27,418 --> 01:39:28,811
it's the specific case of

1056
01:39:28,811 --> 01:39:32,811
of that person

1057
01:39:33,455 --> 01:39:36,236
. Our trading approach is Hands-On, directly educating both

1058
01:39:36,236 --> 01:39:40,236
participants and their caregivers.

1059
01:39:41,151 --> 01:39:45,151
By caregivers, I mean their familie,s uh even the teachers

1060
01:39:46,825 --> 01:39:50,825
because based on our experience after providing these the assessment after giving the uh

1061
01:39:51,309 --> 01:39:55,131
they need support on a daily basis.

1062
01:39:55,131 --> 01:39:56,811
And the people who can provide that would be their families

1063
01:39:56,811 --> 01:40:00,811
would be the teachers

1064
01:40:01,126 --> 01:40:05,126
so we have to make sure that the solution the management is is continuous.

1065
01:40:08,235 --> 01:40:10,839
We emphasize community-based models and collaborative strategies to ensure the sustainability

1066
01:40:10,839 --> 01:40:14,334
of these interventions

1067
01:40:14,334 --> 01:40:15,348
our data collection involves careful observational

1068
01:40:15,348 --> 01:40:17,933
notes

1069
01:40:17,933 --> 01:40:20,966
qualitative feedback from families

1070
01:40:20,966 --> 01:40:24,966
. And relevant clinical metrics to track progress.

1071
01:40:29,728 --> 01:40:32,193
So let's illustrate this with a transformative case. uh Maria a 12 year old

1072
01:40:32,193 --> 01:40:36,193
female diagnosed with congenital cataract,

1073
01:40:36,450 --> 01:40:40,450
underwent surgery with iol or intraocular lens implantation

1074
01:40:42,375 --> 01:40:43,766
so for both eyes with cataracts and then they were the the cataracts were removed and

1075
01:40:43,766 --> 01:40:45,381
replaced with

1076
01:40:45,381 --> 01:40:49,381
the artificial limbs.

1077
01:40:50,128 --> 01:40:53,000
Before our intervention, Maria struggled significantly

1078
01:40:53,000 --> 01:40:56,057
she was in a special education class

1079
01:40:56,057 --> 01:41:00,057
unable to catch up with mainstream education. So

1080
01:41:01,196 --> 01:41:05,196
even with the special education class um the teacher reported that

1081
01:41:05,335 --> 01:41:08,059
um she's having difficulty identifying letters and numbers

1082
01:41:08,059 --> 01:41:11,792
and and that's difficult for Maria

1083
01:41:11,792 --> 01:41:15,792
. You know to have that confidence in the class

1084
01:41:17,618 --> 01:41:21,618
despite trying eyeglasses for additional hand magnifiers and large print materials

1085
01:41:22,258 --> 01:41:24,789
. She reported persistent reading difficulties and saw no significant Improvement

1086
01:41:24,789 --> 01:41:28,789
. Just on a side note,

1087
01:41:29,836 --> 01:41:30,931
most of the patients that we've handled aside from the visual impairment

1088
01:41:30,931 --> 01:41:34,931
we

1089
01:41:35,221 --> 01:41:39,221
you know we always hear that they are having that confidence issues.

1090
01:41:41,565 --> 01:41:44,351
Thay hear that people are talking about them um there there's this barrier

1091
01:41:44,351 --> 01:41:48,351
that they face on a daily basis.

1092
01:41:50,044 --> 01:41:51,158
So as I Care Professionals we we have to always remind ourselves that we're not just

1093
01:41:51,158 --> 01:41:53,396
treating the eyes

1094
01:41:53,396 --> 01:41:57,396
. We're helping a whole person.

1095
01:42:00,465 --> 01:42:04,465
At her initial visit to JD in visual care, Maria had difficulty identifying letters and numbers

1096
01:42:05,366 --> 01:42:08,506
necessitating the use of Leia shapes so instead of letters and numbers we use the shapes

1097
01:42:08,506 --> 01:42:09,389
. To make sure that we are we're getting a credible

1098
01:42:09,389 --> 01:42:13,389
measurement

1099
01:42:16,597 --> 01:42:20,597
. Her near visual Acuity with updated glasses was about 3.2 M at 30 cm.

1100
01:42:21,828 --> 01:42:24,411
For reference this is as big as the large print materials for for children's books

1101
01:42:24,411 --> 01:42:25,297
that's how big it is that's the best

1102
01:42:25,297 --> 01:42:28,985
she can have

1103
01:42:28,985 --> 01:42:30,979
. We introduced her to smartphone-based magnification

1104
01:42:30,979 --> 01:42:34,979
um specifically the visor app

1105
01:42:35,133 --> 01:42:39,133
at that initial assessment here near visual Acuity with the visor app

1106
01:42:40,957 --> 01:42:44,957
was 1.0 cm at 30 cm so that's equivalent to a regular size

1107
01:42:46,267 --> 01:42:48,939
text the the printouts that we have in our in our handles right now so that's how big it is

1108
01:42:48,939 --> 01:42:51,978
. So initially it is good,

1109
01:42:51,978 --> 01:42:53,155
it looks significant really nice

1110
01:42:53,155 --> 01:42:55,805
however

1111
01:42:55,805 --> 01:42:58,153
we have to consider that

1112
01:42:58,153 --> 01:43:01,801
Maria say with other

1113
01:43:01,801 --> 01:43:03,420
person with visual impairment will use their vision of daily basis

1114
01:43:03,420 --> 01:43:07,420
they will be fatigued

1115
01:43:08,133 --> 01:43:12,133
there will be environmental issues elements that we have to anticipate.

1116
01:43:13,286 --> 01:43:17,286
So what we did is um, we provided a 4-week plan

1117
01:43:17,704 --> 01:43:19,570
. So every week the parent would have to

1118
01:43:19,570 --> 01:43:23,570
work together with us

1119
01:43:25,167 --> 01:43:27,900
. Series of exercises with Maria introducing her with different visual targets

1120
01:43:27,900 --> 01:43:31,243
to make sure that the vision is being stimulated

1121
01:43:31,243 --> 01:43:35,243
so aside from the tool

1122
01:43:35,271 --> 01:43:37,296
. We make sure that there's this approach which will help her

1123
01:43:37,296 --> 01:43:41,296
um build the skills for it.

1124
01:43:43,956 --> 01:43:47,492
Just 1 month after implementing the visor app and integrating it into her daily

1125
01:43:47,492 --> 01:43:51,492
. We observe transformative results

1126
01:43:51,515 --> 01:43:55,102
her near visual Acuity with a visor app significantly improved

1127
01:43:55,102 --> 01:43:57,681
from 1.0 to 0.8 m

1128
01:43:57,681 --> 01:44:01,681
. So for reference

1129
01:44:02,604 --> 01:44:03,744
we started with the target as big as a large print material for children

1130
01:44:03,744 --> 01:44:07,744
. Very big

1131
01:44:09,540 --> 01:44:12,842
. Right? And then after 1 month, she started identifying as small as those telephone

1132
01:44:12,842 --> 01:44:16,842
directories nowadays, we don't have them anymor,e we have the smart folks

1133
01:44:18,924 --> 01:44:22,806
beyond the numbers the qualitative impact was profound

1134
01:44:22,806 --> 01:44:26,806
clinicians observed a significant Improvement in her near vision

1135
01:44:27,766 --> 01:44:31,422
. And she became more confident in recognizing letters and numbers

1136
01:44:31,422 --> 01:44:35,189
performing significantly better than her last visit

1137
01:44:35,189 --> 01:44:37,474
. Uh we also asked the teacher about her

1138
01:44:37,474 --> 01:44:40,780
interaction with the classmates

1139
01:44:40,780 --> 01:44:44,780
. So we're happy to hear that she became more confident.

1140
01:44:47,387 --> 01:44:50,172
This led to enhanced Independence. Maria started catching up with class discussions

1141
01:44:50,172 --> 01:44:54,172
was more confident interacting with peers

1142
01:44:54,494 --> 01:44:56,980
. Her goal of being included in mainstream education became more realistic

1143
01:44:56,980 --> 01:44:58,148
. So 1 month is

1144
01:44:58,148 --> 01:45:01,955
not enough

1145
01:45:01,955 --> 01:45:05,347
it's not enough it it it's a continuous process

1146
01:45:05,347 --> 01:45:06,436
. So we have to make sure that we are there to support

1147
01:45:06,436 --> 01:45:08,321
um

1148
01:45:08,321 --> 01:45:12,321
uh the people who need our help

1149
01:45:14,811 --> 01:45:16,680
. So in conclusion, our study highlights that affordable technology offers

1150
01:45:16,680 --> 01:45:18,585
highly promising and scalable

1151
01:45:18,585 --> 01:45:22,565
approach for Low Vision Rehabilitation

1152
01:45:22,565 --> 01:45:26,565
and life skills development particularly in resource limited settings.

1153
01:45:27,522 --> 01:45:29,554
We offer key uh 3 key recommendations for impact. First

1154
01:45:29,554 --> 01:45:32,261
for the Educators and practitioners

1155
01:45:32,261 --> 01:45:34,305
to integrate these accessible Technologies

1156
01:45:34,305 --> 01:45:37,260
into your practice and curriculum

1157
01:45:37,260 --> 01:45:39,727
for the organizations and policy makers

1158
01:45:39,727 --> 01:45:43,727
invest in Awareness campaigns

1159
01:45:44,691 --> 01:45:47,614
accessible digital literacy programs to support broader adoption

1160
01:45:47,614 --> 01:45:51,614
. And of course, for Community engagement

1161
01:45:53,457 --> 01:45:56,777
Foster strong local Partnerships. I think this is 1 of the key ingredients, really

1162
01:45:56,777 --> 01:46:00,777
and training initiatives for sustainable impact

1163
01:46:03,040 --> 01:46:04,592
Empowering individuals with low vision to unlock their full potential is a

1164
01:46:04,592 --> 01:46:07,057
shared responsibility

1165
01:46:07,057 --> 01:46:11,057
leading to more inclusive features.

1166
01:46:13,845 --> 01:46:16,647
Thank you for your attention and we are committed to fostering Clarity and comfort for those with low vision

1167
01:46:16,647 --> 01:46:20,647
welcome any questions you may have thank you once again

1168
01:46:22,236 --> 01:46:24,521
.. Thank you Dr Dean um

1169
01:46:24,521 --> 01:46:27,146
just uh please don't stop

1170
01:46:27,146 --> 01:46:28,887
with your passion keep going on

1171
01:46:28,887 --> 01:46:31,785
. A lot of kids need you,

1172
01:46:31,785 --> 01:46:35,785
please continue with your passion. Thank you so very much

1173
01:46:38,172 --> 01:46:41,964
. Our next

1174
01:46:41,964 --> 01:46:45,425
speaker is uh Mr. Nguyen Trong Dan

1175
01:46:45,425 --> 01:46:48,656
from the National Institute of Education Sciences in Vietnam,

1176
01:46:48,656 --> 01:46:52,656
let's give him a round of applaus,e thank you very much.

1177
01:47:06,637 --> 01:47:10,637
Just a moment please.

1178
01:48:16,928 --> 01:48:20,928
All good,

1179
01:48:23,225 --> 01:48:27,225
a bit of an IT glitch, sorry everyone.

1180
01:49:18,557 --> 01:49:22,557
good afternoon everyone

1181
01:49:22,961 --> 01:49:26,334
yes uh my name is I'm working under the

1182
01:49:26,334 --> 01:49:29,365
National Center for special education in Vietnam

1183
01:49:29,365 --> 01:49:33,365
. Uh under the Ministry of Education and Training

1184
01:49:35,134 --> 01:49:35,737
. So uh I'm parents, so you are also parents and will be parents

1185
01:49:35,737 --> 01:49:39,737
future

1186
01:49:40,658 --> 01:49:43,115
so my research is on the skills of the parent

1187
01:49:43,115 --> 01:49:47,115
in Vietnam.

1188
01:49:49,148 --> 01:49:53,148
So in my opinion I think that if we improve the balance skill

1189
01:49:54,903 --> 01:49:58,903
in interacting with the children with autism so the children with autism will develop

1190
01:50:00,245 --> 01:50:03,982
so that's my research um and I'm very honored to be here to

1191
01:50:03,982 --> 01:50:07,982
is then 1 of our research during 3 years.

1192
01:50:09,819 --> 01:50:10,690
uh with the and research content the methodology and

1193
01:50:10,690 --> 01:50:14,690
writings.

1194
01:50:16,060 --> 01:50:18,067
So the amount of our research is my current state

1195
01:50:18,067 --> 01:50:22,067
and invention skill

1196
01:50:22,353 --> 01:50:25,258
quality and with ASD through 3 to 6 years

1197
01:50:25,258 --> 01:50:27,703
who are diagnosed with ISD

1198
01:50:27,703 --> 01:50:31,703
and for the sample

1199
01:50:32,321 --> 01:50:36,321
and the population so you can see on the slide that we

1200
01:50:36,478 --> 01:50:38,077
we do the research on total 280

1201
01:50:38,077 --> 01:50:42,077
parents.

1202
01:50:42,792 --> 01:50:46,792
and high city

1203
01:50:47,277 --> 01:50:49,235
. So you can see that we do some uh methodology that like

1204
01:50:49,235 --> 01:50:50,801
we have the

1205
01:50:50,801 --> 01:50:54,117
... assessment,

1206
01:50:54,117 --> 01:50:57,546
we do the survey form and we

1207
01:50:57,546 --> 01:50:59,310
we will have the observation for the parents

1208
01:50:59,310 --> 01:51:03,310
who have children with

1209
01:51:04,880 --> 01:51:06,669
I actually in in Vietnam. So for example the statistics of

1210
01:51:06,669 --> 01:51:09,107
the parents who

1211
01:51:09,107 --> 01:51:11,029
do the questionnaire provided by the

1212
01:51:11,029 --> 01:51:12,541
providing in the city

1213
01:51:12,541 --> 01:51:16,541
and um

1214
01:51:19,381 --> 01:51:23,255
is very important that uh most of the parents in Vietnam. When we do the research

1215
01:51:23,255 --> 01:51:27,255
they have the intervention for the children at home

1216
01:51:28,015 --> 01:51:31,385
like them for at the 85% of the

1217
01:51:31,385 --> 01:51:33,381
parent determine that they do the

1218
01:51:33,381 --> 01:51:37,381
intervention for the children

1219
01:51:37,931 --> 01:51:41,931
at home in the activities ,and

1220
01:51:42,753 --> 01:51:46,753
they get the children to go to the Early Intervention Center is very important

1221
01:51:47,964 --> 01:51:48,570
so mostly the children with autism in Vietnam. are in the Wind

1222
01:51:48,570 --> 01:51:52,570
now

1223
01:51:54,250 --> 01:51:54,984
uh but uh some factors affect the effectiveness of the intervention of the

1224
01:51:54,984 --> 01:51:57,985
hands

1225
01:51:57,985 --> 01:52:01,985
for example the balance in the v method

1226
01:52:03,258 --> 01:52:07,258
they don't have enough methodology to to teach and to intervene their children

1227
01:52:07,881 --> 01:52:09,237
at home Um they have some, they don't know uh

1228
01:52:09,237 --> 01:52:13,231
what is the

1229
01:52:13,231 --> 01:52:15,316
specific security of the children for example, the language

1230
01:52:15,316 --> 01:52:16,757
the behaviors and

1231
01:52:16,757 --> 01:52:20,757
some of the

1232
01:52:22,378 --> 01:52:23,131
the diagnose although this other for example they don't have the economics

1233
01:52:23,131 --> 01:52:27,131
call distance

1234
01:52:28,243 --> 01:52:32,243
. Apparently to work all day so they don't have time to teach the children at home

1235
01:52:32,829 --> 01:52:34,611
. So on our surveys and our...

1236
01:52:34,611 --> 01:52:38,520
We focus on the fact,

1237
01:52:38,520 --> 01:52:42,520
so you can see on the slid,e and there are some

1238
01:52:44,400 --> 01:52:47,415
main group a skill that the parent need to have when they have the children with autism

1239
01:52:47,415 --> 01:52:50,840
for example they need to focus on the child

1240
01:52:50,840 --> 01:52:52,507
. They need to adjust the communication

1241
01:52:52,507 --> 01:52:54,283
. They need to create the

1242
01:52:54,283 --> 01:52:57,964
opportunity to

1243
01:52:57,964 --> 01:53:00,223
to have more connection with their children at all the time

1244
01:53:00,223 --> 01:53:02,798
. And they need to teach the new skill

1245
01:53:02,798 --> 01:53:05,946
quality and and they said the skill

1246
01:53:05,946 --> 01:53:09,946
for all the activities in the whole day.

1247
01:53:13,157 --> 01:53:16,191
So that's 5 group of skill that we do the research on the pattern. For example when we do the

1248
01:53:16,191 --> 01:53:19,054
still buy on we focus on the child's skill,

1249
01:53:19,054 --> 01:53:21,435
so for um the post-season

1250
01:53:21,435 --> 01:53:22,948
also the position that the parent

1251
01:53:22,948 --> 01:53:26,948
uh often use

1252
01:53:27,086 --> 01:53:30,795
for example they they see face to face to the children

1253
01:53:30,795 --> 01:53:31,637
and the the the ice level

1254
01:53:31,637 --> 01:53:34,662
and

1255
01:53:34,662 --> 01:53:38,662
and the object they take out of the children.

1256
01:53:40,193 --> 01:53:44,193
So most of the baron is the position very very good in Vietnam.

1257
01:53:45,856 --> 01:53:49,856
So uh so other people will sit behind the children to bribe

1258
01:53:49,858 --> 01:53:52,683
Provide support or see at the same level of the children

1259
01:53:52,683 --> 01:53:54,164
And uh the

1260
01:53:54,164 --> 01:53:55,293
parent

1261
01:53:55,293 --> 01:53:59,293
often

1262
01:54:00,844 --> 01:54:04,844
any test the interaction between their children for example they will let the children play first and then...

1263
01:54:07,673 --> 01:54:11,673
They follow the chair and lead and in the involvement with the children but uh but you can see here

1264
01:54:12,199 --> 01:54:16,199
most of the parent of often questioning

1265
01:54:17,752 --> 01:54:21,752
and giving instruction to the children even they the children don't understand what

1266
01:54:30,085 --> 01:54:34,085
... they answer and the question.

1267
01:54:37,927 --> 01:54:37,928
Um sometimes the the parent will imitate the body

1268
01:54:37,928 --> 01:54:37,929
facial like passion and the body movement of the children

1269
01:54:37,929 --> 01:54:37,930
body language and

1270
01:54:37,930 --> 01:54:38,276
to get the connection between the parent and the children

1271
01:54:38,276 --> 01:54:41,724
so

1272
01:54:41,724 --> 01:54:45,724
uh the children will have more developments.

1273
01:54:45,737 --> 01:54:48,008
Um

1274
01:54:48,008 --> 01:54:49,352
the band will um

1275
01:54:49,352 --> 01:54:53,352
in

1276
01:54:59,374 --> 01:55:00,422
We will make more retro and body language for the children and

1277
01:55:00,422 --> 01:55:03,798
may I use the facial expression more and more and the toner The Voice

1278
01:55:03,798 --> 01:55:07,798
. will be used in the chat and interaction with the children

1279
01:55:08,675 --> 01:55:12,675
. They um,

1280
01:55:14,704 --> 01:55:18,109
about the position that they um put the toys, they will um

1281
01:55:18,109 --> 01:55:22,109
select the toy within the children Ed ric

1282
01:55:25,150 --> 01:55:26,564
ks. And teaching new skill for example the parent will often comment on what

1283
01:55:26,564 --> 01:55:30,245
the children are doing

1284
01:55:30,245 --> 01:55:33,736
joying in The Children Play and guiding the children play

1285
01:55:33,736 --> 01:55:37,736
. Yes

1286
01:55:38,152 --> 01:55:40,835
and I also found that most of the band will

1287
01:55:40,835 --> 01:55:43,285
participate in the trainings

1288
01:55:43,285 --> 01:55:47,007
of the teacher and all the ...

1289
01:55:47,007 --> 01:55:51,007
and In Vietnam, we also have a very good support

1290
01:55:51,620 --> 01:55:55,620
of the community community live Vietnam autism Network

1291
01:55:55,641 --> 01:55:57,764
live Community for my full parent of special need

1292
01:55:57,764 --> 01:56:00,163
a blue light

1293
01:56:00,163 --> 01:56:01,486
. So the support of the community

1294
01:56:01,486 --> 01:56:04,178
has the parent

1295
01:56:04,178 --> 01:56:05,629
to have more skill and skill to

1296
01:56:05,629 --> 01:56:07,690
to live with the children

1297
01:56:07,690 --> 01:56:11,690
. So on on discussion

1298
01:56:11,940 --> 01:56:15,940
so how can we develop the parent right now

1299
01:56:16,160 --> 01:56:18,883
not only the policy but also the community

1300
01:56:18,883 --> 01:56:22,038
. The committee needs to be involved

1301
01:56:22,038 --> 01:56:26,038
intending the skill for the parents

1302
01:56:26,483 --> 01:56:30,483
. So that's all my my res

1303
01:56:30,700 --> 01:56:33,351
eaches. So uh if you have any question related to my resource

1304
01:56:33,351 --> 01:56:37,351
all the parents still related to

1305
01:56:37,476 --> 01:56:39,522
the chair then with autism I can answer all the question to you

1306
01:56:39,522 --> 01:56:43,522
thank you very much for listening.

1307
01:56:51,378 --> 01:56:55,378
thank you very much Mr uh William from Vietnam and um

1308
01:56:57,080 --> 01:57:01,080
our participants so do you have any question for the session

1309
01:57:01,841 --> 01:57:02,798
no question I'm sorry because we have no time no more time

1310
01:57:02,798 --> 01:57:06,798
like that

1311
01:57:09,215 --> 01:57:10,908
... Okay and I would like to say thank you very much, Dr Union from Vietnam, and

1312
01:57:10,908 --> 01:57:14,908
are right now

1313
01:57:16,165 --> 01:57:17,568
. everybody, could you please uh

1314
01:57:17,568 --> 01:57:18,854
and

1315
01:57:18,854 --> 01:57:22,854
QR code

1316
01:57:23,404 --> 01:57:26,616
to if uh evaluate uh our event

1317
01:57:26,616 --> 01:57:28,295
and um give her some feedback

1318
01:57:28,295 --> 01:57:29,743
for 10 minutes

1319
01:57:29,743 --> 01:57:33,743
. Thank you very much.

1320
01:57:42,341 --> 01:57:44,062
Everyone this is really very important uh please scan the QR code and give us your evaluation

1321
01:57:44,062 --> 01:57:48,062
it will help us to do the next

1322
01:57:50,656 --> 01:57:54,656
uh Symposium thank you very much.

1323
01:57:55,690 --> 01:57:59,690
[Thai Spoken]

1324
01:58:00,376 --> 01:58:04,376

1325
02:04:55,513 --> 02:04:58,052
hi everyone I hope you've had your break

1326
02:04:58,052 --> 02:05:01,670
.

1327
02:05:01,670 --> 02:05:05,670
before we go to this next speaker

1328
02:05:07,388 --> 02:05:08,643
I want you to see this video. all of you listen to Dr basha talking

1329
02:05:08,643 --> 02:05:09,874
as a

1330
02:05:09,874 --> 02:05:11,236
a teacher

1331
02:05:11,236 --> 02:05:15,236
teaching

1332
02:05:15,785 --> 02:05:19,785
kids how to use their cochlear implant and helping parents

1333
02:05:20,256 --> 02:05:21,985
but this video is is the other version of how a parent

1334
02:05:21,985 --> 02:05:25,038
and what he's done

1335
02:05:25,038 --> 02:05:27,746
to help his child with a cochlear implant

1336
02:05:27,746 --> 02:05:31,746
. Can we please show the video? thank you

1337
02:05:43,421 --> 02:05:46,418
. hello my name is will now I used to a cochlear implants I

1338
02:05:46,418 --> 02:05:49,872
uh have that since 3 years old

1339
02:05:49,872 --> 02:05:53,798
and I start

1340
02:05:53,798 --> 02:05:57,034
the first side and the left side and later on I

1341
02:05:57,034 --> 02:05:58,831
the second implant

1342
02:05:58,831 --> 02:06:00,771
l

1343
02:06:00,771 --> 02:06:04,771
ater

1344
02:06:11,431 --> 02:06:14,384
in 3:00 at 3 years old and uh

1345
02:06:14,384 --> 02:06:17,999
we

1346
02:06:17,999 --> 02:06:21,925
bring him to a health checkup

1347
02:06:21,925 --> 02:06:23,678
and at Rhema Hospital

1348
02:06:23,678 --> 02:06:27,497
uh we realize that

1349
02:06:27,497 --> 02:06:31,497
my son has a hearing impairment.

1350
02:06:33,264 --> 02:06:37,264
And that time we are shocked I and my wife tried to find more information as

1351
02:06:38,844 --> 02:06:42,144
much as possible at the time 15 years ago it has a very limited

1352
02:06:42,144 --> 02:06:46,144
information about quickly Cochlear Implant and

1353
02:06:49,331 --> 02:06:53,066
finally we found that the best way is to do the operation and at that time

1354
02:06:53,066 --> 02:06:55,285
we consult with doctor and

1355
02:06:55,285 --> 02:06:58,787
the doctor also check about

1356
02:06:58,787 --> 02:07:00,137
his physical condition His um

1357
02:07:00,137 --> 02:07:04,137
mental

1358
02:07:06,470 --> 02:07:08,417
condition and also uh do assessment and at that time. My son is only 3 years

1359
02:07:08,417 --> 02:07:11,647
and

1360
02:07:11,647 --> 02:07:15,647
um

1361
02:07:19,208 --> 02:07:23,208
So his language development is delay comparing to other children.

1362
02:07:26,855 --> 02:07:30,486
So as fast as he start to hear he can't do a lot

1363
02:07:30,486 --> 02:07:34,486
his language skill.

1364
02:07:36,062 --> 02:07:40,062
My mom and my dad really helped me and supported me. You bring me to

1365
02:07:41,270 --> 02:07:45,270
the Center to learn to pronounce the word, and he helped correct me

1366
02:07:47,002 --> 02:07:51,002
when I not speak clear and he helped to guide me how to pronounce it.

1367
02:07:53,235 --> 02:07:54,756
More properly after I hear after I speak more I began

1368
02:07:54,756 --> 02:07:58,756
to

1369
02:08:00,267 --> 02:08:04,267
relationship with my friend Joy them in many activities I play football with my

1370
02:08:06,266 --> 02:08:07,300
pray and go out and buy things hang out with others I hear many

1371
02:08:07,300 --> 02:08:11,300
things and

1372
02:08:12,948 --> 02:08:15,370
bring me me attention to other things and I really

1373
02:08:15,370 --> 02:08:19,370
appreciate my support for my mom and my dad

1374
02:08:21,670 --> 02:08:24,177
and if I'm thinking about this situation and I think

1375
02:08:24,177 --> 02:08:25,971
because if I am I'm very glad that

1376
02:08:25,971 --> 02:08:29,297
uh I'm very glad

1377
02:08:29,297 --> 02:08:31,433
and happy with the result I'm glad that

1378
02:08:31,433 --> 02:08:35,433
my son be able to

1379
02:08:35,945 --> 02:08:38,920
um leave his life and

1380
02:08:38,920 --> 02:08:42,920
in the beginning

1381
02:08:43,842 --> 02:08:46,201
I see that uh it's not easy and

1382
02:08:46,201 --> 02:08:50,201
could we also say that

1383
02:08:51,597 --> 02:08:53,283
1 of the success um point for my life is

1384
02:08:53,283 --> 02:08:56,711
be able to get the

1385
02:08:56,711 --> 02:09:00,117
driving license and I also

1386
02:09:00,117 --> 02:09:02,906
be able to drive a car with a license and

1387
02:09:02,906 --> 02:09:06,906
as a parent

1388
02:09:09,039 --> 02:09:13,039
you need to support your child of the cock implant and

1389
02:09:14,881 --> 02:09:18,881
hearing is very important for your children

1390
02:09:20,563 --> 02:09:21,908
when they gain their hearing skill they will be able to continue

1391
02:09:21,908 --> 02:09:25,908
in his life

1392
02:09:26,426 --> 02:09:30,373
fluently and I learned about

1393
02:09:30,373 --> 02:09:34,363
the cooking, I learned about bakery, and

1394
02:09:34,363 --> 02:09:38,363
I hear the

1395
02:09:39,795 --> 02:09:43,795
things that moving around in the kitchen and you know here the sound

1396
02:09:45,055 --> 02:09:47,200
when I do cooking it's um make me more enjoy

1397
02:09:47,200 --> 02:09:51,200
and I enjoy

1398
02:09:52,510 --> 02:09:56,510
uh cooking with my friends and I also love to eat a lot of food.

1399
02:10:05,135 --> 02:10:08,577
The thing that

1400
02:10:08,577 --> 02:10:12,577
we all parents who have

1401
02:10:14,583 --> 02:10:15,752
kids who are in cock that want to happen so Steve's son is a good example is once you have the

1402
02:10:15,752 --> 02:10:19,752

1403
02:10:21,205 --> 02:10:22,272

1404
02:10:22,272 --> 02:10:24,525
Cochlear Implant

1405
02:10:24,525 --> 02:10:28,525

1406
02:10:30,941 --> 02:10:32,522
your name is very difficult. Steve is the vice president of the

1407
02:10:32,522 --> 02:10:33,934
Cochlear Implant  Association

1408
02:10:33,934 --> 02:10:35,807
Thailand

1409
02:10:35,807 --> 02:10:38,681
uh and uh

1410
02:10:38,681 --> 02:10:42,681
I am connected with this because of my son

1411
02:10:44,136 --> 02:10:46,971
but the work that Steve and the association is doing to advocate for

1412
02:10:46,971 --> 02:10:48,302
children with hearing loss to get a cock implant

1413
02:10:48,302 --> 02:10:52,302
for them to

1414
02:10:52,992 --> 02:10:54,206
go to normal schools for them to have a very normal life is the work

1415
02:10:54,206 --> 02:10:57,557
of our

1416
02:10:57,557 --> 02:11:00,291
uh Association so let's give a hand to Steve

1417
02:11:00,291 --> 02:11:04,291
he can start his presentation thank you.

1418
02:11:06,923 --> 02:11:10,923
how the process you know here first thing I have to tell the

1419
02:11:12,217 --> 02:11:16,217
translator behind uh could you be translate my English to be the English.

1420
02:11:17,536 --> 02:11:21,536
Because of my English is not influence I have to thank you to the

1421
02:11:24,970 --> 02:11:28,970
Foundation to give out the opportunity invoice our association Commission.

1422
02:11:31,034 --> 02:11:32,542
Experience to everyone uh I'm I'm I'm will not talking all the debt

1423
02:11:32,542 --> 02:11:36,542
will follow all

1424
02:11:39,011 --> 02:11:43,011
uh because of you can see all the detail in in the books already. But I I going to tell you what

1425
02:11:44,545 --> 02:11:45,992
Association we did we are doing and what is our association

1426
02:11:45,992 --> 02:11:46,846
uh vision

1427
02:11:46,846 --> 02:11:50,846
uh.

1428
02:11:51,514 --> 02:11:53,705
In the future, and what we are doing in the future uh talking about

1429
02:11:53,705 --> 02:11:56,876
uh 20 years ago

1430
02:11:56,876 --> 02:11:57,806
uh-huh since my son uh was born

1431
02:11:57,806 --> 02:11:59,146
uh

1432
02:11:59,146 --> 02:12:03,146
born

1433
02:12:03,485 --> 02:12:06,732
and during that time there's a we are just realized that the thigh

1434
02:12:06,732 --> 02:12:07,231
men

1435
02:12:07,231 --> 02:12:11,231
not

1436
02:12:11,456 --> 02:12:12,246
uh subsidi for the operation for the core

1437
02:12:12,246 --> 02:12:12,958
yoohoo

1438
02:12:12,958 --> 02:12:14,287
so

1439
02:12:14,287 --> 02:12:18,157
20 years ago.

1440
02:12:18,157 --> 02:12:22,157
my son uh doing the cock clearing pan on the first size

1441
02:12:22,900 --> 02:12:25,624
at that time the court is 1.2 million B

1442
02:12:25,624 --> 02:12:27,227
1.2

1443
02:12:27,227 --> 02:12:28,891
but

1444
02:12:28,891 --> 02:12:32,891
so

1445
02:12:35,180 --> 02:12:36,510
after we did the operate for my son I just talked with my wife hey so this kind of thing is a

1446
02:12:36,510 --> 02:12:39,260
for the social with

1447
02:12:39,260 --> 02:12:41,850
they are not cover all the Thai people or the

1448
02:12:41,850 --> 02:12:44,366
children so what they are doing

1449
02:12:44,366 --> 02:12:47,698
how how they operate

1450
02:12:47,698 --> 02:12:51,061
. So that time we are just and my wife just talking with

1451
02:12:51,061 --> 02:12:54,525
the ministry uh Governor. That

1452
02:12:54,525 --> 02:12:57,157
uh start from the all the global Governor people

1453
02:12:57,157 --> 02:12:59,513
who who have the dept born

1454
02:12:59,513 --> 02:13:01,416
so they better

1455
02:13:01,416 --> 02:13:02,787
Italy and

1456
02:13:02,787 --> 02:13:05,146
so finally

1457
02:13:05,146 --> 02:13:06,698
the ministry and the minister

1458
02:13:06,698 --> 02:13:10,698
. They agree

1459
02:13:13,527 --> 02:13:15,180
approved for all the governor during that time that they can reimburse 85% But after that again I just

1460
02:13:15,180 --> 02:13:18,280
tell my wife that I told my wife

1461
02:13:18,280 --> 02:13:22,280
it is unfair also how is normal people

1462
02:13:24,215 --> 02:13:26,982
who work with like a low low slightly they cannot effort for like a 1.2 million baht.

1463
02:13:26,982 --> 02:13:27,766
So after that I decide to operate

1464
02:13:27,766 --> 02:13:30,329
my son

1465
02:13:30,329 --> 02:13:31,923
on the second size because of

1466
02:13:31,923 --> 02:13:32,709
we need to pushing

1467
02:13:32,709 --> 02:13:36,709
who

1468
02:13:37,948 --> 02:13:39,559
post more the governor or the prime minister at that time and I don't want the people to gossip me that

1469
02:13:39,559 --> 02:13:41,864
uh we are pushing for my son

1470
02:13:41,864 --> 02:13:45,864
. So after we operate on the second size

1471
02:13:47,194 --> 02:13:51,194
we are just like lighting the letter to the Prime Minister and the pushing all the ministry in public health

1472
02:13:51,756 --> 02:13:53,042
. uh-huh We fighting for almost like a 12 year until last 2 year

1473
02:13:53,042 --> 02:13:54,612
we can get

1474
02:13:54,612 --> 02:13:57,006
the proper law

1475
02:13:57,006 --> 02:14:00,896
they approved all the

1476
02:14:00,896 --> 02:14:04,896
people everyone that who dept born

1477
02:14:05,130 --> 02:14:09,130
they can do the operation 1 side fee of charge

1478
02:14:10,002 --> 02:14:11,730
this is what our association doing. But after we

1479
02:14:11,730 --> 02:14:14,241
we realize that

1480
02:14:14,241 --> 02:14:17,539
uh many children

1481
02:14:17,539 --> 02:14:19,933
they did the Cochlear Implant

1482
02:14:19,933 --> 02:14:22,094
the problem is coming to us

1483
02:14:22,094 --> 02:14:23,854
uh not

1484
02:14:23,854 --> 02:14:26,856
not uh how to say

1485
02:14:26,856 --> 02:14:30,856
we just realized the problem is not only the how to

1486
02:14:31,020 --> 02:14:32,798
how to operate how to do the cockpit and but the problem is

1487
02:14:32,798 --> 02:14:35,368
The transition

1488
02:14:35,368 --> 02:14:39,254
after the call clear implant

1489
02:14:39,254 --> 02:14:42,819
to the normal school to the to the school get the

1490
02:14:42,819 --> 02:14:45,659
get the children to the school. Most of the parents

1491
02:14:45,659 --> 02:14:48,251
they don't have like the idea they don't know

1492
02:14:48,251 --> 02:14:52,251
the mindset of the balance that that

1493
02:14:53,644 --> 02:14:54,696
thought that after the children doing the Cochlear Implant and then they can put the children to the normal school

1494
02:14:54,696 --> 02:14:57,601
immediately

1495
02:14:57,601 --> 02:15:01,426
they thought that the student can speak immediately

1496
02:15:01,426 --> 02:15:05,426
. But in fact is no because of

1497
02:15:07,543 --> 02:15:09,823
just like uh the children after the operate they just like a baby just born they just hearing

1498
02:15:09,823 --> 02:15:13,228
they just uh listening

1499
02:15:13,228 --> 02:15:14,623
so they need the time to transition

1500
02:15:14,623 --> 02:15:17,376
study

1501
02:15:17,376 --> 02:15:20,054
how to speak study how to

1502
02:15:20,054 --> 02:15:22,021
read study how to write first

1503
02:15:22,021 --> 02:15:23,277
. Before get to the normal school

1504
02:15:23,277 --> 02:15:25,343
. So

1505
02:15:25,343 --> 02:15:26,653
we try to push

1506
02:15:26,653 --> 02:15:29,951
everything

1507
02:15:29,951 --> 02:15:33,951
even the to go to talking with the

1508
02:15:34,410 --> 02:15:36,679
uh this is the governor of Bangkok home Metro

1509
02:15:36,679 --> 02:15:40,679
. Our association go to

1510
02:15:41,778 --> 02:15:44,070
meeting with them that's hey we know there are many many school the families who

1511
02:15:44,070 --> 02:15:45,794
under the Bangkok metal present

1512
02:15:45,794 --> 02:15:47,282
already check the

1513
02:15:47,282 --> 02:15:49,046
always check the children

1514
02:15:49,046 --> 02:15:53,046
that doing the calculating time

1515
02:15:56,077 --> 02:16:00,077
so we just talk with them hey can you do uh like a project of the

1516
02:16:00,278 --> 02:16:03,434
for the cocking pain children until that the Lord May

1517
02:16:03,434 --> 02:16:07,434
uh Mr chat right now. He

1518
02:16:09,195 --> 02:16:13,195
uh he commit to us and doing the project that the reject uh zero reject

1519
02:16:14,008 --> 02:16:16,179
for the Cochlear Implant of uh of the primary school Under the Bangkok rate of return

1520
02:16:16,179 --> 02:16:17,336
uh

1521
02:16:17,336 --> 02:16:21,336
Also

1522
02:16:22,668 --> 02:16:24,842
uh we we are try to uh make

1523
02:16:24,842 --> 02:16:28,842
our our own project

1524
02:16:28,948 --> 02:16:32,948
under under the how to say under the support

1525
02:16:33,813 --> 02:16:37,346
from uh debt Foundation Dr Mallika that we open our

1526
02:16:37,346 --> 02:16:39,573
AVT not AVT the speed Therapy Center

1527
02:16:39,573 --> 02:16:41,551
. In our association

1528
02:16:41,551 --> 02:16:45,353
offer to all the children

1529
02:16:45,353 --> 02:16:47,423
or uh just doing the Cochlear Implant and

1530
02:16:47,423 --> 02:16:48,486
need to study to

1531
02:16:48,486 --> 02:16:52,093
to speak

1532
02:16:52,093 --> 02:16:53,259
so they can come to our association every Saturday

1533
02:16:53,259 --> 02:16:54,729
free of charge

1534
02:16:54,729 --> 02:16:58,729
. This kind of thing that

1535
02:17:00,593 --> 02:17:03,770
uh we our association we have we can we we can support right now. But

1536
02:17:03,770 --> 02:17:04,640
a problem another problem that after we talked with the

1537
02:17:04,640 --> 02:17:06,797
uh

1538
02:17:06,797 --> 02:17:10,461
depth Foundation that

1539
02:17:10,461 --> 02:17:12,103
right now in Thailand we don't have much for the speech therapy

1540
02:17:12,103 --> 02:17:14,430
. So we have to set up

1541
02:17:14,430 --> 02:17:15,642
the avt center

1542
02:17:15,642 --> 02:17:17,675
and the

1543
02:17:17,675 --> 02:17:21,675
uh all the people

1544
02:17:23,692 --> 02:17:26,873
to know all the teacher specialized teacher how to know uh to know how to

1545
02:17:26,873 --> 02:17:30,873
uh the teach Cochlear Implant children

1546
02:17:32,482 --> 02:17:35,857
. This is the project for the future and yesterday that's we went to the

1547
02:17:35,857 --> 02:17:39,857
hospital so I had to talk with them

1548
02:17:41,784 --> 02:17:45,784
. Because of what she like uh hospital they going to be start from uh they are going to be start

1549
02:17:47,300 --> 02:17:48,081
support check I had the first project for like a center and also talk with

1550
02:17:48,081 --> 02:17:52,081
uh

1551
02:17:54,487 --> 02:17:56,020
. We are try to uh

1552
02:17:56,020 --> 02:18:00,020
not only how to say

1553
02:18:00,054 --> 02:18:03,497
... uh Try to ask all the pilots of the children

1554
02:18:03,497 --> 02:18:07,497
who did the Cochlear Implant come to learn also

1555
02:18:07,762 --> 02:18:11,762
this is uh the the thing that uh our association

1556
02:18:12,460 --> 02:18:16,460
uh we're going to do in the future. S

1557
02:18:20,357 --> 02:18:24,357
o that's all I will Association we are doing. Thank you

1558
02:18:31,015 --> 02:18:34,506
. Thank you very much Steve

1559
02:18:34,506 --> 02:18:38,506
thank you.

1560
02:18:43,541 --> 02:18:47,541
contact

1561
02:18:55,566 --> 02:18:59,566
this

1562
02:19:08,062 --> 02:19:12,062
okay uh

1563
02:19:15,249 --> 02:19:18,320
from China via Zoom Dr tatone are you

1564
02:19:18,320 --> 02:19:21,347
in Zoom right now can we see you yes

1565
02:19:21,347 --> 02:19:25,347
. Yes I will

1566
02:19:28,314 --> 02:19:31,343
. Oh great so how are you good thank you

1567
02:19:31,343 --> 02:19:35,343
yeah I will share my slide now.

1568
02:19:41,537 --> 02:19:42,165
Can you see me my my my slide yes yes you can see your slide in here as well audio is very

1569
02:19:42,165 --> 02:19:46,165
thank you.

1570
02:19:47,540 --> 02:19:50,162
Okay thank you so my name is I am

1571
02:19:50,162 --> 02:19:53,305
dat 30 and add content University

1572
02:19:53,305 --> 02:19:57,305
. Sorry that I can join the meeting

1573
02:19:57,974 --> 02:20:00,742
website because uh today is my outpatient clinic

1574
02:20:00,742 --> 02:20:03,299
is 5 BC to

1575
02:20:03,299 --> 02:20:04,362
travel to Bangkok

1576
02:20:04,362 --> 02:20:08,362
. Anyway

1577
02:20:09,534 --> 02:20:13,534
uh What uh is it my partner to to be speaking

1578
02:20:15,123 --> 02:20:17,228
. For this conference uh my title today is from

1579
02:20:17,228 --> 02:20:21,228
ing to learning

1580
02:20:23,046 --> 02:20:23,692
from the uh educational outcomes in their children both

1581
02:20:23,692 --> 02:20:26,415

1582
02:20:26,415 --> 02:20:30,415
Cochlear Implant. So

1583
02:20:35,188 --> 02:20:39,058
we know that uh the hearing loss is uh By common problem

1584
02:20:39,058 --> 02:20:43,058
up from the data from the BHO

1585
02:20:45,367 --> 02:20:47,242
. uh They found that uh over 1.5 billion people worldwide is have

1586
02:20:47,242 --> 02:20:48,846
some degree of

1587
02:20:48,846 --> 02:20:52,846
having impairment

1588
02:20:53,964 --> 02:20:57,964
. And in Thailand we also have a study

1589
02:20:58,601 --> 02:21:01,059
uh this uh significant study is conducted by

1590
02:21:01,059 --> 02:21:05,059
for professo

1591
02:21:06,863 --> 02:21:10,863

1592
02:21:11,032 --> 02:21:12,959
r ... not only in Bangkok but but in the rural area also

1593
02:21:12,959 --> 02:21:14,635
. S

1594
02:21:14,635 --> 02:21:15,507

1595
02:21:15,507 --> 02:21:18,621

1596
02:21:18,621 --> 02:21:20,029

1597
02:21:20,029 --> 02:21:21,478
he found that population

1598
02:21:21,478 --> 02:21:25,082
have

1599
02:21:25,082 --> 02:21:28,069
that's already near say neural

1600
02:21:28,069 --> 02:21:30,588
and file that in the rural area

1601
02:21:30,588 --> 02:21:31,969
the the incident is increasing

1602
02:21:31,969 --> 02:21:35,450
2356

1603
02:21:35,450 --> 02:21:39,103
and so uh in this study

1604
02:21:39,103 --> 02:21:42,012
Professor say that

1605
02:21:42,012 --> 02:21:44,337
the the real different environments

1606
02:21:44,337 --> 02:21:46,294
in Thailand should be around

1607
02:21:46,294 --> 02:21:47,382
2.5

1608
02:21:47,382 --> 02:21:51,108
to 5%

1609
02:21:51,108 --> 02:21:55,108
operation is that if like surprising time

1610
02:21:57,786 --> 02:22:01,382
and uh from the previous uh presenter we we already know about the

1611
02:22:01,382 --> 02:22:05,382
operating implant uh the cockran time is the

1612
02:22:05,690 --> 02:22:09,690
uh surgically implant electronic device.

1613
02:22:10,792 --> 02:22:12,627
That uh that the 13th insert into the inner ear to let the

1614
02:22:12,627 --> 02:22:16,071
the deaf patient

1615
02:22:16,071 --> 02:22:18,210
looking at again but it is not all

1616
02:22:18,210 --> 02:22:21,466
necessary is not all

1617
02:22:21,466 --> 02:22:23,260
. We need to do the rehabilitation

1618
02:22:23,260 --> 02:22:27,260
after the surgery

1619
02:22:27,814 --> 02:22:31,814
. It is the

1620
02:22:32,408 --> 02:22:33,576
what we have try to do in

1621
02:22:33,576 --> 02:22:35,187
previous

1622
02:22:35,187 --> 02:22:37,251
10 years ago

1623
02:22:37,251 --> 02:22:41,251
. Is the we try to

1624
02:22:42,065 --> 02:22:43,312
have a great day we call this regret the co-creating primary disease

1625
02:22:43,312 --> 02:22:47,312
of Thailand

1626
02:22:47,493 --> 02:22:49,651
. It is the National Database that collect data

1627
02:22:49,651 --> 02:22:52,220
in the

1628
02:22:52,220 --> 02:22:53,483
University Hospital

1629
02:22:53,483 --> 02:22:57,483
that

1630
02:22:57,997 --> 02:22:59,459
performed the Cochlear Implant surgery and collect data

1631
02:22:59,459 --> 02:23:03,459
from

1632
02:23:03,802 --> 02:23:05,808
past 10 years we have in this we can see we have

1633
02:23:05,808 --> 02:23:08,602
the

1634
02:23:08,602 --> 02:23:10,806
the database around 500

1635
02:23:10,806 --> 02:23:14,806
. uh patient in District

1636
02:23:16,584 --> 02:23:19,381
uh For the outcome that we have a published in

1637
02:23:19,381 --> 02:23:23,381
2021.

1638
02:23:24,736 --> 02:23:26,208
We found that this is the surgical Improvement we found that the hearing level

1639
02:23:26,208 --> 02:23:27,068
technically

1640
02:23:27,068 --> 02:23:30,025
improve

1641
02:23:30,025 --> 02:23:32,494
and we also found that the speech

1642
02:23:32,494 --> 02:23:33,793
mailing level is also improved

1643
02:23:33,793 --> 02:23:37,769
also

1644
02:23:37,769 --> 02:23:41,358
. That

1645
02:23:41,358 --> 02:23:44,956
uh that is the surgical outcome

1646
02:23:44,956 --> 02:23:48,956
. We don't know about after the surgery

1647
02:23:49,319 --> 02:23:53,319
. What is the learning outcome of the patient.

1648
02:23:55,801 --> 02:23:58,417
So as we already have the registry

1649
02:23:58,417 --> 02:24:00,214
. So we try to use

1650
02:24:00,214 --> 02:24:04,109
uh existing

1651
02:24:04,109 --> 02:24:07,246
... to collect the data about

1652
02:24:07,246 --> 02:24:09,916
the academic performance

1653
02:24:09,916 --> 02:24:13,916
of this patient. So

1654
02:24:15,586 --> 02:24:19,586
so the objective of this this study is to

1655
02:24:19,913 --> 02:24:23,913
find the outcome of the learning of the pages

1656
02:24:24,128 --> 02:24:28,102
we collect

1657
02:24:28,102 --> 02:24:30,822
the participant from for

1658
02:24:30,822 --> 02:24:34,822
University contact University.

1659
02:24:35,989 --> 02:24:39,989
And we got

1660
02:24:40,447 --> 02:24:42,649
for 47 participants that uh

1661
02:24:42,649 --> 02:24:44,661
that uh agree to participate in

1662
02:24:44,661 --> 02:24:48,661
in the data collection.

1663
02:24:52,547 --> 02:24:56,547
This is the age group of the patient that

1664
02:24:56,682 --> 02:24:59,171
agree to pass the pair most of the patient is in the

1665
02:24:59,171 --> 02:25:00,437
early year from

1666
02:25:00,437 --> 02:25:01,398
6-12

1667
02:25:01,398 --> 02:25:03,953
And

1668
02:25:03,953 --> 02:25:07,650
the next half is from

1669
02:25:07,650 --> 02:25:11,650
12-18 and more than 18.

1670
02:25:16,226 --> 02:25:17,994
And the female and male is quite far

1671
02:25:17,994 --> 02:25:21,994
50 and 47

1672
02:25:24,077 --> 02:25:27,856
. This is what we found from the

1673
02:25:27,856 --> 02:25:31,856
that that current uh GPA

1674
02:25:31,941 --> 02:25:34,735
. Most of the patient have the GPS

1675
02:25:34,735 --> 02:25:36,967
around 3 to 4

1676
02:25:36,967 --> 02:25:38,855
.

1677
02:25:38,855 --> 02:25:42,855
Some of them have

1678
02:25:43,130 --> 02:25:47,130
the GPA from 2 to 3 and

1679
02:25:47,270 --> 02:25:50,221
only a small portion allow 20% have

1680
02:25:50,221 --> 02:25:54,221
the GPA that is not not quite good.

1681
02:25:57,075 --> 02:26:01,015
When we as as the

1682
02:26:01,015 --> 02:26:03,557
we also file file that most of the patient is

1683
02:26:03,557 --> 02:26:07,557
quite good at learning

1684
02:26:09,184 --> 02:26:13,184
. So we

1685
02:26:14,424 --> 02:26:17,217
try to use that that GPA to during knowing the

1686
02:26:17,217 --> 02:26:21,217
vacation Model 25

1687
02:26:23,828 --> 02:26:24,714
for from the 77 patient if they have some of the significant

1688
02:26:24,714 --> 02:26:25,831
factor that

1689
02:26:25,831 --> 02:26:28,413
that

1690
02:26:28,413 --> 02:26:32,295
affect the GPA.

1691
02:26:32,295 --> 02:26:34,385
We found that only the

1692
02:26:34,385 --> 02:26:38,385
1 Factor

1693
02:26:38,577 --> 02:26:42,033
that at the communication method that

1694
02:26:42,033 --> 02:26:45,712
that is the significant factor for

1695
02:26:45,712 --> 02:26:49,712
to be uh better learn learner

1696
02:26:53,550 --> 02:26:57,550
for the fact getting a intelligent level .. score

1697
02:26:57,599 --> 02:27:00,142
for method it's called for training

1698
02:27:00,142 --> 02:27:04,142
Guardian a number of families

1699
02:27:05,372 --> 02:27:07,737
member .. member type of school and this time of

1700
02:27:07,737 --> 02:27:10,482
is not significant

1701
02:27:10,482 --> 02:27:12,656
but uh I would like to say that

1702
02:27:12,656 --> 02:27:15,928
this is the

1703
02:27:15,928 --> 02:27:18,373
eliminate the data from from only

1704
02:27:18,373 --> 02:27:22,373
less than 100 patient.

1705
02:27:22,668 --> 02:27:25,216
So uh it may be significant if we

1706
02:27:25,216 --> 02:27:26,638
contact the larger

1707
02:27:26,638 --> 02:27:30,638
study population

1708
02:27:34,268 --> 02:27:38,268
So uh what if can can what we can conclude from this st

1709
02:27:39,797 --> 02:27:43,598
udy is... uh This is uh just a preliminary data that you saw that

1710
02:27:43,598 --> 02:27:46,172
uh the patient in in our registry is

1711
02:27:46,172 --> 02:27:50,000
put in at learning

1712
02:27:50,000 --> 02:27:51,518
and found also file that is uh communication working language

1713
02:27:51,518 --> 02:27:55,308
communication is

1714
02:27:55,308 --> 02:27:56,746
the factor that it contribute to improved public

1715
02:27:56,746 --> 02:27:59,641
academic performance

1716
02:27:59,641 --> 02:28:02,360
. Okay

1717
02:28:02,360 --> 02:28:04,230
that is out of my presentation

1718
02:28:04,230 --> 02:28:08,230
. Thank you.

1719
02:28:15,353 --> 02:28:19,353
Thank you Dr pathan. uh For your outstanding presentation. Thank you very much

1720
02:28:26,439 --> 02:28:27,803
. no um Our next speaker today is uh Dr

1721
02:28:27,803 --> 02:28:31,150
Jennifer

1722
02:28:31,150 --> 02:28:33,452
from uh the Philippines

1723
02:28:33,452 --> 02:28:37,452
. Welcome to the state.

1724
02:30:09,653 --> 02:30:12,390
point out

1725
02:30:12,390 --> 02:30:16,390
today you got a very interesting experience

1726
02:30:16,927 --> 02:30:18,815
. uh At 1:00 you got to got to see Dr Basa

1727
02:30:18,815 --> 02:30:20,590
as a a specialist

1728
02:30:20,590 --> 02:30:22,817
how she's teaching

1729
02:30:22,817 --> 02:30:26,817
a Cochlear Implant tp kids

1730
02:30:29,068 --> 02:30:30,043
then you got to see the real thing which these presentation how his child is with the cock leaving a

1731
02:30:30,043 --> 02:30:34,043
totally normal life

1732
02:30:35,680 --> 02:30:36,227
. And then to end it we have Dr pathan talking about cock plans are you getting from the medical

1733
02:30:36,227 --> 02:30:40,227
you

1734
02:30:40,516 --> 02:30:42,212
getting from the parent view getting from a specialist view so it's

1735
02:30:42,212 --> 02:30:46,212
complete package today.

1736
02:30:46,332 --> 02:30:48,002
So I think we were very lucky today now don't you agree Dr maliwan

1737
02:30:48,002 --> 02:30:52,002
should I call you Dr Mallika.

1738
02:31:01,113 --> 02:31:05,113
Okay.

1739
02:31:26,155 --> 02:31:30,155
Okay we're ready Dr Jen.

1740
02:31:47,405 --> 02:31:51,405
Good afternoon everyone.

1741
02:31:55,266 --> 02:31:57,169
I'm a faculty member at the essential University College of Optometry in the Philippines

1742
02:31:57,169 --> 02:32:01,169
and I'm here

1743
02:32:03,307 --> 02:32:04,392
to present an ongoing collaborative case study with Dr Seline feeble Conte

1744
02:32:04,392 --> 02:32:08,392
entitled

1745
02:32:09,116 --> 02:32:13,116
. Apologetic in developmental case study of a child with autism

1746
02:32:13,629 --> 02:32:17,629
understanding developmental challenges and interventions.

1747
02:32:19,315 --> 02:32:23,315
According to World Health Organization

1748
02:32:23,392 --> 02:32:27,392
autism spectrum disorders are a diverse group of conditions.

1749
02:32:29,401 --> 02:32:33,401
They are characterized by some degree of difficulty with social interactions and communication.

1750
02:32:33,942 --> 02:32:37,942
And about 1 in 100 children has autism

1751
02:32:38,356 --> 02:32:42,356
. In the Philippines according to Autism Society Philippines

1752
02:32:42,741 --> 02:32:44,814
also 1 in 100 Filipino childrens

1753
02:32:44,814 --> 02:32:48,672
are on the autism spectrum.

1754
02:32:48,672 --> 02:32:49,738
It's translates approximately 1.2 million

1755
02:32:49,738 --> 02:32:53,738
Filipinos

1756
02:32:53,856 --> 02:32:57,856
as an optometrist um

1757
02:32:59,428 --> 02:33:00,611
I know how important to understand how to deal with different types of patients with

1758
02:33:00,611 --> 02:33:04,611
and conditions

1759
02:33:04,748 --> 02:33:08,748
and um autism is 1 of them.

1760
02:33:10,848 --> 02:33:14,848
Assessing them with the primary goal of improving their quality of life.

1761
02:33:16,694 --> 02:33:20,694
And enhancing their cooperation during assessment and evaluation.

1762
02:33:22,822 --> 02:33:23,887
To get the most accurate result possible and to provide them with the best

1763
02:33:23,887 --> 02:33:27,887
proper management.

1764
02:33:29,697 --> 02:33:32,210
It also promotes inclusivity and equitability

1765
02:33:32,210 --> 02:33:35,308
because everyone has the right to

1766
02:33:35,308 --> 02:33:39,203
quality I Healthcare

1767
02:33:39,203 --> 02:33:43,134
. The case study that I'm about to present

1768
02:33:43,134 --> 02:33:44,832
comprehensive assessment

1769
02:33:44,832 --> 02:33:48,660
change his name with autism

1770
02:33:48,660 --> 02:33:51,200
to identify not only developmental the delays

1771
02:33:51,200 --> 02:33:53,100
but also how visual behavior

1772
02:33:53,100 --> 02:33:54,279
affects overall learning

1773
02:33:54,279 --> 02:33:58,279
and interaction.

1774
02:34:04,953 --> 02:34:08,186
For the patient's profile or CVS a 4-year-old and 4 month

1775
02:34:08,186 --> 02:34:12,186
both meal residing in Venezuela City Philippines.

1776
02:34:14,096 --> 02:34:15,234
He underwent his first comprehensive I envisioned examination due to concerns 3

1777
02:34:15,234 --> 02:34:19,234
his grandmother

1778
02:34:21,216 --> 02:34:23,130
. It's gone by the reported that the child has always watches very near the television

1779
02:34:23,130 --> 02:34:27,130
and has 4 eye contact.

1780
02:34:31,979 --> 02:34:33,321
He was born on April 1513 on full-term via cesarean section with no

1781
02:34:33,321 --> 02:34:37,321
started complication.

1782
02:34:40,192 --> 02:34:41,804
The patient is primarily cared for by his grandmother after his parents separated

1783
02:34:41,804 --> 02:34:45,804
said when he was 1 year old.

1784
02:34:47,181 --> 02:34:51,181
And his grandmother lacks details on maternal health practices during pregnancy

1785
02:34:52,825 --> 02:34:56,825
for the early developmental concerns the grandmother

1786
02:34:57,844 --> 02:35:01,170
reported that she observed significant speech delays

1787
02:35:01,170 --> 02:35:02,456
no thing that he was not the patient is not talking

1788
02:35:02,456 --> 02:35:06,456
by the age of 2.

1789
02:35:08,585 --> 02:35:11,222
Despite the initial denial by his parents the grandmother insisted on consulting

1790
02:35:11,222 --> 02:35:12,570
education regarding the patient

1791
02:35:12,570 --> 02:35:16,570
unusual behaviors.

1792
02:35:19,841 --> 02:35:23,841
in May 2017 the patient was diagnosed with autism.

1793
02:35:25,036 --> 02:35:29,036
Speed delay and communication disorder by a behavioral pediatrician

1794
02:35:30,789 --> 02:35:34,681
. He's currently enrolled in a special education school in an apple Learning Center

1795
02:35:34,681 --> 02:35:38,681
. reflecting his need for the Lord educational support

1796
02:35:43,083 --> 02:35:47,083
according to his grandmother the patient exhibits 4 eye contact

1797
02:35:47,152 --> 02:35:51,152
. Prefer solitary play and is drawn to repetitive movements.

1798
02:35:54,180 --> 02:35:57,497
His communication is limited although he has shown improvement with speech therapy verbalizing more

1799
02:35:57,497 --> 02:36:01,497
since his enrollment in educational programs.

1800
02:36:07,320 --> 02:36:11,320
During his visit in the clinic.

1801
02:36:12,936 --> 02:36:13,818
It is very um evident that the patient exhibits significant difficulty making

1802
02:36:13,818 --> 02:36:17,818
eye contact

1803
02:36:19,711 --> 02:36:23,711
often staring at certain objects or patterns instead of engaging with people.

1804
02:36:26,654 --> 02:36:30,654
Upon conducting tests that needs illumination the patient exhibits sensitivity to light.

1805
02:36:33,037 --> 02:36:35,952
His pushing or rubbing his eyes and shows fascination with lights and shadows

1806
02:36:35,952 --> 02:36:39,952
indicating possible sensory integration challenges.

1807
02:36:43,492 --> 02:36:44,895
The patient also demonstrates restrictive and repetitive behavior such as fixed

1808
02:36:44,895 --> 02:36:47,359
on moving objects

1809
02:36:47,359 --> 02:36:50,530
you're engaging in repetitive motions

1810
02:36:50,530 --> 02:36:54,104
This behavior is reflexes need for your team

1811
02:36:54,104 --> 02:36:58,104
predictability which is typical in autism spectrum disorder.

1812
02:37:01,830 --> 02:37:05,830
These are some of the actual response of the patient during the assessment.

1813
02:37:08,503 --> 02:37:09,521
um He becomes upset with slight changes in routine or he makes little or inconsistent

1814
02:37:09,521 --> 02:37:13,521
eye contact

1815
02:37:13,767 --> 02:37:15,472
. ... shares enjoyment by pointing out or show showing things

1816
02:37:15,472 --> 02:37:19,472
and the others

1817
02:37:22,911 --> 02:37:25,220
. For the assessment results we use The Shining Oak assessment tool which is standard

1818
02:37:25,220 --> 02:37:29,220
adopted for Filipino children.

1819
02:37:30,822 --> 02:37:34,822
To assess growth and developmental Milestones which comes from civilian Asia Institute.

1820
02:37:36,021 --> 02:37:37,753
Which consists of or assess 5 domains which is the motor cognitive language

1821
02:37:37,753 --> 02:37:38,093
self-help and socialization

1822
02:37:38,093 --> 02:37:41,759

1823
02:37:41,759 --> 02:37:45,759
skills. For the motor skills evaluation

1824
02:37:47,934 --> 02:37:49,639
the patient demonstrated significant limitations in motor skills achieving only 2 out of

1825
02:37:49,639 --> 02:37:50,277
16 essential tasks

1826
02:37:50,277 --> 02:37:52,538
. Such

1827
02:37:52,538 --> 02:37:53,829
as working in a balance beam

1828
02:37:53,829 --> 02:37:56,697
jumping

1829
02:37:56,697 --> 02:37:58,201
um forward 10 times

1830
02:37:58,201 --> 02:38:02,201
without falling.

1831
02:38:05,642 --> 02:38:07,995
It's results in performance rating of 12.5% and this indicates a critical

1832
02:38:07,995 --> 02:38:10,131
need for targeted interventions

1833
02:38:10,131 --> 02:38:14,131
to enhance his growth and fine motor ability.

1834
02:38:17,158 --> 02:38:21,158
For the cognitive skills assessment

1835
02:38:21,235 --> 02:38:25,235
22 cognitive skills

1836
02:38:27,523 --> 02:38:30,110
which consists of picking up specified number of objects requested

1837
02:38:30,110 --> 02:38:31,026
copying triangle let's just work

1838
02:38:31,026 --> 02:38:33,983
requested

1839
02:38:33,983 --> 02:38:37,683
. The patient show difficulties in

1840
02:38:37,683 --> 02:38:41,683
in structured thinking and task completion.

1841
02:38:42,108 --> 02:38:45,334
This cognitive abilities require nurturing through tailored

1842
02:38:45,334 --> 02:38:49,334
educational strategies and cognitive gains.

1843
02:38:49,860 --> 02:38:53,860
For the language skills performance

1844
02:38:56,050 --> 02:38:56,783
the patients scored only 1 out of 14 in language skills it consists of caring

1845
02:38:56,783 --> 02:38:59,197
out

1846
02:38:59,197 --> 02:39:01,840
a series of 3 directions

1847
02:39:01,840 --> 02:39:03,279
telling a familiar story without

1848
02:39:03,279 --> 02:39:07,279
close.

1849
02:39:09,718 --> 02:39:11,201
It represents 7.14% so this is a substantial deficit

1850
02:39:11,201 --> 02:39:12,265
intensive speech

1851
02:39:12,265 --> 02:39:16,107
therapy for

1852
02:39:16,107 --> 02:39:17,741
focusing on vocabulary expansion and sentence structure

1853
02:39:17,741 --> 02:39:19,411
enhancement to facilitate

1854
02:39:19,411 --> 02:39:23,411
effective communication

1855
02:39:27,438 --> 02:39:28,974
For self-help skills treating the patient managed 4 out of 20

1856
02:39:28,974 --> 02:39:31,441
test

1857
02:39:31,441 --> 02:39:35,441
. Such as buttoning and unbuttoning um

1858
02:39:35,961 --> 02:39:39,961
his clothing um combing his hair

1859
02:39:42,136 --> 02:39:45,042
So it it is a greeting to a performance rating of 17.39% and

1860
02:39:45,042 --> 02:39:47,526
and this suggests a reliance on caregivers

1861
02:39:47,526 --> 02:39:48,560
for daily activities and emphasizes

1862
02:39:48,560 --> 02:39:50,315
the importance of

1863
02:39:50,315 --> 02:39:51,567
teaching self-care

1864
02:39:51,567 --> 02:39:55,567
self-care routines

1865
02:39:59,413 --> 02:40:03,413
For the socialization skills review the patients achieved the score of 2

1866
02:40:04,803 --> 02:40:07,185
of 9 in socialization skills such as contributing to adult conversations

1867
02:40:07,185 --> 02:40:11,185
. Differently to

1868
02:40:13,230 --> 02:40:17,230
22% so this indicates the struggles of the patients with peer interaction

1869
02:40:18,288 --> 02:40:19,369
highlighting the need for social skills training in cooperative and

1870
02:40:19,369 --> 02:40:23,369
based context.

1871
02:40:24,926 --> 02:40:28,926
For the intervention plan for child with autism.

1872
02:40:33,869 --> 02:40:37,715
Our primary goal is of course to identify the primary problem so the primary issue identified by the patient

1873
02:40:37,715 --> 02:40:40,865
. Significant is the significant line language skills deficit

1874
02:40:40,865 --> 02:40:44,865
impacting his ability to communicate effectively.

1875
02:40:47,586 --> 02:40:48,279
So this challenge necessities are focused approach to facilitate language development in everyday

1876
02:40:48,279 --> 02:40:52,279
context.

1877
02:40:57,923 --> 02:41:01,923
For a long-term developmental goals which focus on a long-term process.

1878
02:41:03,472 --> 02:41:07,234
To achieve so it is to help the patient achieve optimal developmental milestones

1879
02:41:07,234 --> 02:41:10,015
. across 5 areas which is again the cognitive motor

1880
02:41:10,015 --> 02:41:13,768
language self-help and socialization.

1881
02:41:13,768 --> 02:41:15,734
And each area will be targeted through tailored interventions

1882
02:41:15,734 --> 02:41:17,080
aiming for each appropriate

1883
02:41:17,080 --> 02:41:21,080
capabilities.

1884
02:41:26,136 --> 02:41:30,136
For the short term objectives it focuses on immediate achievement

1885
02:41:31,875 --> 02:41:35,875
the goal. So it focuses it will be focusing on enhancing the patient's language

1886
02:41:38,876 --> 02:41:42,876
with supplementary strategies for cognitive motor self-help and social skills.

1887
02:41:45,094 --> 02:41:46,516
So this is um to set tangible measurable objectives that will facilitate tracking

1888
02:41:46,516 --> 02:41:48,284
progress effectively

1889
02:41:48,284 --> 02:41:49,071
. Over at the

1890
02:41:49,071 --> 02:41:53,071
timeline.

1891
02:41:57,184 --> 02:42:01,184
For the language skills top goals so it includes enabling the patient to follow.

1892
02:42:01,737 --> 02:42:04,522
Follow directions demonstrate understanding of complex sentences

1893
02:42:04,522 --> 02:42:07,233
and engage in conversation

1894
02:42:07,233 --> 02:42:10,562
using each appropriate vocabulary

1895
02:42:10,562 --> 02:42:12,777
active this will focus on naturalistic teaching

1896
02:42:12,777 --> 02:42:16,777
reinforced learning in context.

1897
02:42:21,564 --> 02:42:22,681
For the cognitive and self-help skills strategies targeted strategies will involve structured

1898
02:42:22,681 --> 02:42:23,846
for cognitive

1899
02:42:23,846 --> 02:42:27,433
acquisition

1900
02:42:27,433 --> 02:42:31,330
and routines that encourage self-help

1901
02:42:31,330 --> 02:42:34,038
independent So this includes enhancing decision making

1902
02:42:34,038 --> 02:42:36,466
and providing opportunities for

1903
02:42:36,466 --> 02:42:40,466
share tasks with verbal and visual cues.

1904
02:42:43,324 --> 02:42:47,028
for the socialization developmental development plans

1905
02:42:47,028 --> 02:42:50,311
. So cooperative

1906
02:42:50,311 --> 02:42:54,311
to improve the patient's ability to engage with peers.

1907
02:42:56,294 --> 02:42:57,528
Active this will include turn taking games and group tasks designed to Foster communication and

1908
02:42:57,528 --> 02:43:01,528
social awareness.

1909
02:43:02,386 --> 02:43:06,386
So this is the um

1910
02:43:08,301 --> 02:43:08,862
the example of the upcoming Optimum activities that will be given to the that was given to the

1911
02:43:08,862 --> 02:43:12,862
the patient.

1912
02:43:13,249 --> 02:43:15,458
So we're just waiting for the hopefully during the follow-up check up

1913
02:43:15,458 --> 02:43:17,567
um we will see Improvement

1914
02:43:17,567 --> 02:43:20,953
for the to the patient.

1915
02:43:20,953 --> 02:43:24,953
So um thank you for ...

1916
02:43:26,726 --> 02:43:30,593
for the committee of the International Symposium on special education

1917
02:43:30,593 --> 02:43:34,593
For giving us the opportunity to present our paper

1918
02:43:35,362 --> 02:43:39,362
. Someone do it University Bangkok Thailand

1919
02:43:39,412 --> 02:43:43,412
and again [Thai Spoken]

1920
02:43:52,054 --> 02:43:56,054
Thank you very much Dr Jennifer and I really appreciate

1921
02:43:56,433 --> 02:44:00,433
hearing me

1922
02:44:03,030 --> 02:44:05,665
Dr Jennifer thank you so much and I really appreciate you accommodating us

1923
02:44:05,665 --> 02:44:06,550
by switching timings I know you were prepared yet

1924
02:44:06,550 --> 02:44:09,455
thank you again

1925
02:44:09,455 --> 02:44:13,455
a big round of applause for Dr Jennifer please.

1926
02:44:18,025 --> 02:44:22,025
Our next presenter

1927
02:44:24,731 --> 02:44:26,117
. Our next presenter is Father Reverend Father Peter

1928
02:44:26,117 --> 02:44:29,959
Bora

1929
02:44:29,959 --> 02:44:30,857
CRI I hope I uh pronounce that correctly

1930
02:44:30,857 --> 02:44:34,857
father...

1931
02:44:39,504 --> 02:44:43,504

1932
02:44:46,506 --> 02:44:49,060

1933
02:44:49,060 --> 02:44:50,342
it has

1934
02:44:50,342 --> 02:44:51,702
3 languages

1935
02:44:51,702 --> 02:44:55,702
that we use

1936
02:44:55,983 --> 02:44:59,983
. I will you speak in Thai.

1937
02:45:03,611 --> 02:45:06,800
Speaking Thai because data type audience and we speaking in English and uh but I'll be presenting tomorrow as well so

1938
02:45:06,800 --> 02:45:10,800
place to stay tuned and also we have the sign language interpreter.

1939
02:45:18,538 --> 02:45:22,538
nothing to so I mean I'm my my team is also bringing the best regard

1940
02:45:24,840 --> 02:45:28,840
Catholic.

1941
02:45:33,503 --> 02:45:37,503
I'll be talking about my lessons learned from the death Catholic Pastor programming Titan

1942
02:45:43,279 --> 02:45:47,279
the plowing somber what if ...

1943
02:45:49,266 --> 02:45:50,798
Over 2,000 years ago Jesus healed a death man a death man by his own means and said

1944
02:45:50,798 --> 02:45:51,436
Father which means

1945
02:45:51,436 --> 02:45:55,436
be open.

1946
02:45:56,854 --> 02:46:00,854

1947
02:46:10,203 --> 02:46:13,517
According to the Catholic Church teachings affirmed that from the moment of conception human life comprises

1948
02:46:13,517 --> 02:46:17,517
body so and and passing for human dignity.

1949
02:46:20,132 --> 02:46:24,132

1950
02:46:28,826 --> 02:46:31,229
The the death pastoral ministry under the Catholic bishop Conference of Thailand joins in

1951
02:46:31,229 --> 02:46:34,823
I had an answer the quality of life

1952
02:46:34,823 --> 02:46:35,475
and uh for the death individuals opening minds of hearts and

1953
02:46:35,475 --> 02:46:39,475
standing.

1954
02:46:43,113 --> 02:46:47,113

1955
02:46:48,486 --> 02:46:52,112

1956
02:46:52,112 --> 02:46:55,812
... through sign language interpretation and inclusive pastoral approaches

1957
02:46:55,812 --> 02:46:59,812
.

1958
02:46:59,884 --> 02:47:03,884

1959
02:47:03,981 --> 02:47:06,895
... for

1960
02:47:06,895 --> 02:47:10,895
to enable test people to understand the teachings

1961
02:47:11,260 --> 02:47:12,836
. O

1962
02:47:12,836 --> 02:47:16,836
kay next up

1963
02:47:17,882 --> 02:47:21,882
answer and this ...

1964
02:47:26,450 --> 02:47:30,450

1965
02:47:30,943 --> 02:47:32,196

1966
02:47:32,196 --> 02:47:36,196

1967
02:47:37,802 --> 02:47:41,802
So the ministry we can in 2008 at Our Lady Fatima Church in the

1968
02:47:43,047 --> 02:47:44,620
bank account in response to the individual seeking access to sacrament of the matrimony and faith

1969
02:47:44,620 --> 02:47:47,408
information in the Thai language

1970
02:47:47,408 --> 02:47:49,835
. A

1971
02:47:49,835 --> 02:47:53,835
nd we use Ty sign language to train them.

1972
02:48:02,140 --> 02:48:04,031
And after that we use uh we have developed and used more Thai language in the mass on Sundays

1973
02:48:04,031 --> 02:48:04,966
.

1974
02:48:04,966 --> 02:48:08,966

1975
02:48:12,799 --> 02:48:14,573
All prayers and hymns led by death members

1976
02:48:14,573 --> 02:48:18,573
and income...

1977
02:48:21,509 --> 02:48:24,345
And I saw this study about the other Duty a Bible study catches some classes and I saw

1978
02:48:24,345 --> 02:48:28,345
monthly will be called ecclesial Community gatherings.

1979
02:48:39,305 --> 02:48:41,995
As a result deaf Catholics now take active leadership roles in liturgy collaborating with

1980
02:48:41,995 --> 02:48:43,239
and also in cultural death way

1981
02:48:43,239 --> 02:48:44,847
s.

1982
02:48:44,847 --> 02:48:48,847

1983
02:48:53,022 --> 02:48:55,648
Even serve as mentors and advisors to younger deaf participants

1984
02:48:55,648 --> 02:48:58,732
.

1985
02:48:58,732 --> 02:48:59,712

1986
02:48:59,712 --> 02:49:03,712

1987
02:49:05,952 --> 02:49:08,819
So these efforts to build greater confidence and stronger faith and a culture of mutual uh

1988
02:49:08,819 --> 02:49:10,293
uh in carespan and also exemplary leadership among

1989
02:49:10,293 --> 02:49:14,293
dept members

1990
02:49:18,026 --> 02:49:22,026
.

1991
02:49:22,865 --> 02:49:26,865
The key learning point is that sign language is essential not optional

1992
02:49:27,348 --> 02:49:27,896
so empowerment replies a real opportunities for uh deaf people to actually

1993
02:49:27,896 --> 02:49:31,896
to take action.

1994
02:49:39,337 --> 02:49:43,337
interpreters may serve as the breaches but deaf voices must lead

1995
02:49:48,124 --> 02:49:52,124
and also inclusion must be intentional and committed.

1996
02:50:08,674 --> 02:50:12,674
So you can see that the our ongoing challenges include a limited number of closure proficient in

1997
02:50:22,260 --> 02:50:26,260
I'm able to train satisi language interpreters.

1998
02:50:29,312 --> 02:50:33,312
Also talking about the national coverage as well.

1999
02:50:35,042 --> 02:50:39,042

2000
02:50:39,734 --> 02:50:41,955
And also we need more the funding and institutional supports

2001
02:50:41,955 --> 02:50:45,955
.

2002
02:50:59,092 --> 02:51:01,978
looking at the future so we have to train the closure and also lay leaders in order to understand

2003
02:51:01,978 --> 02:51:05,978
and

2004
02:51:10,877 --> 02:51:11,934
in close to stop it placement of the death accessible.

2005
02:51:11,934 --> 02:51:15,934

2006
02:51:25,152 --> 02:51:26,808
but outside you mean the physically uh deaf people have access uh have the access to any social

2007
02:51:26,808 --> 02:51:30,730
services but what about in

2008
02:51:30,730 --> 02:51:30,907
inside them they don't have access to the internal or faith-based

2009
02:51:30,907 --> 02:51:34,907
service.

2010
02:51:41,453 --> 02:51:45,453
That's why we try to expand our coverage throughout the country.

2011
02:51:49,736 --> 02:51:53,736
And also we build a clinical and Global partnership across the across the world.

2012
02:52:04,330 --> 02:52:06,285
So recently I have good news that we have the Catholic Network in uh in mainland China

2013
02:52:06,285 --> 02:52:10,285
as joining our Global Network as well.

2014
02:52:18,256 --> 02:52:20,368
Because the uh deaf people in China had no access to this kind of information

2015
02:52:20,368 --> 02:52:20,924
loudest I will start to have to

2016
02:52:20,924 --> 02:52:22,069
Global access

2017
02:52:22,069 --> 02:52:26,069
information.

2018
02:52:39,985 --> 02:52:43,985
So all this is to lead to the uh uh holistic and inclusiveness so everybody

2019
02:52:45,505 --> 02:52:49,505

2020
02:52:55,733 --> 02:52:59,733
... good for our personal uh social Community developments.

2021
02:53:03,543 --> 02:53:07,543
In order to enhance the uh deaf people to exercise their full capacity

2022
02:53:07,558 --> 02:53:11,558
.

2023
02:53:11,784 --> 02:53:15,784
Staying together in the society with a dignity and without fears

2024
02:53:16,559 --> 02:53:20,559
.

2025
02:53:26,465 --> 02:53:30,465

2026
02:53:30,625 --> 02:53:34,625
Who are at present here today.

2027
02:53:36,137 --> 02:53:40,137
for

2028
02:53:40,726 --> 02:53:42,659
this is not only only about the intellectual exchanges but also it's about the

2029
02:53:42,659 --> 02:53:46,430
mentality and also the

2030
02:53:46,430 --> 02:53:50,238
to call emotion and emotion and a Sentimental exchanges as well

2031
02:53:50,238 --> 02:53:52,736
. Be happy.

2032
02:53:52,736 --> 02:53:56,736

2033
02:54:09,616 --> 02:54:13,465
Thank you very much

2034
02:54:13,465 --> 02:54:17,465
. I was very informative presentation thank you so much.

2035
02:54:27,083 --> 02:54:31,083
Before we go to our final uh presentation today.

2036
02:54:31,391 --> 02:54:35,064
I wanted to tell you a little bit about our our keynote speaker.

2037
02:54:35,064 --> 02:54:36,566
We often hear about importance of inclusion

2038
02:54:36,566 --> 02:54:40,244
what does it truly

2039
02:54:40,244 --> 02:54:44,244
look like in practice how can we move forward.

2040
02:54:53,062 --> 02:54:56,186
How can we create more supportive and inclusive communities that Empower youth

2041
02:54:56,186 --> 02:55:00,186
and with the disabilities to strive

2042
02:55:01,071 --> 02:55:04,001
... to explore the vital question we are honored to welcome Dr Sachin

2043
02:55:04,001 --> 02:55:08,001
so I see president of workability Thailand

2044
02:55:08,359 --> 02:55:12,107
. Dr. sutin dedication to fostering Community integration

2045
02:55:12,107 --> 02:55:14,104
and creating meaningful opportunities for youth with disabilities

2046
02:55:14,104 --> 02:55:18,104
is truly inspiring

2047
02:55:18,627 --> 02:55:21,325
Please join me in welcoming Dr Sachin to present on live transitioning

2048
02:55:21,325 --> 02:55:25,325
process in special education.

2049
02:55:32,898 --> 02:55:36,898

2050
02:56:02,913 --> 02:56:06,400

2051
02:56:06,400 --> 02:56:10,400

2052
02:56:11,138 --> 02:56:13,950

2053
02:56:13,950 --> 02:56:17,950

2054
02:56:19,075 --> 02:56:23,075
today I would like to

2055
02:56:24,085 --> 02:56:28,085
present about a live transitioning process in special education.

2056
02:56:32,332 --> 02:56:35,646
I am a chairman of the workability Thailand

2057
02:56:35,646 --> 02:56:39,646
. Work ability Thailand is the

2058
02:56:39,698 --> 02:56:42,070
a group of people a group of person to help

2059
02:56:42,070 --> 02:56:45,330
person with disabilit

2060
02:56:45,330 --> 02:56:49,330
ies to get an employment in Thailand

2061
02:56:49,343 --> 02:56:53,343
. I'm

2062
02:56:54,181 --> 02:56:54,985
vice president of sport Association for person with disability

2063
02:56:54,985 --> 02:56:58,985
Thailand

2064
02:56:59,461 --> 02:57:00,991
and president volleyball sport for the discipline of Thailand

2065
02:57:00,991 --> 02:57:04,991
sitting volleyball.

2066
02:57:05,927 --> 02:57:09,927
and executive manager of Jaifa Farm in Loburi.

2067
02:57:14,875 --> 02:57:17,950
and this is a professor Dr hiloi Okawa

2068
02:57:17,950 --> 02:57:20,058
a chairman of job coach network in Japan

2069
02:57:20,058 --> 02:57:24,058
he is my teacher

2070
02:57:24,859 --> 02:57:27,412
got the training program about Job coach

2071
02:57:27,412 --> 02:57:31,025
about transition in Japan

2072
02:57:31,025 --> 02:57:35,025
.

2073
02:57:36,588 --> 02:57:39,864
My teacher Dr Hiroshi graduate from America 30 years ago

2074
02:57:39,864 --> 02:57:42,731
about a support

2075
02:57:42,731 --> 02:57:45,258
back to Japan and setting up

2076
02:57:45,258 --> 02:57:47,152
system in Japan and successful

2077
02:57:47,152 --> 02:57:50,832
and he helped Thailand

2078
02:57:50,832 --> 02:57:52,653
he went to Malaysia

2079
02:57:52,653 --> 02:57:55,426
about 10 years ago

2080
02:57:55,426 --> 02:57:58,969
to set up a Job Corps Network in Malaysia

2081
02:57:58,969 --> 02:58:00,183
in China in Mongolia

2082
02:58:00,183 --> 02:58:04,183
in Thailand.

2083
02:58:06,088 --> 02:58:10,088

2084
02:58:10,558 --> 02:58:13,221
I got retired from Lobburi School

2085
02:58:13,221 --> 02:58:15,965
. W

2086
02:58:15,965 --> 02:58:19,965

2087
02:58:22,503 --> 02:58:24,846
hen they graduate from my school how

2088
02:58:24,846 --> 02:58:26,971
to make them get an employment

2089
02:58:26,971 --> 02:58:30,971
person with this really

2090
02:58:31,539 --> 02:58:34,134
especially for intellectual disability and autism

2091
02:58:34,134 --> 02:58:36,968
, when he graduated from my school

2092
02:58:36,968 --> 02:58:40,968
. This is the model

2093
02:58:42,524 --> 02:58:44,287
work in L

2094
02:58:44,287 --> 02:58:48,287
obburi Panyanukul. in the center

2095
02:58:48,471 --> 02:58:50,962
uh special education school we have 4 steps

2096
02:58:50,962 --> 02:58:54,127
a carrier awareness

2097
02:58:54,127 --> 02:58:58,127
a second step is Carrier expiration

2098
02:58:58,642 --> 02:59:01,228
and it says that with career preparation

2099
02:59:01,228 --> 02:59:03,778
and carry estimation

2100
02:59:03,778 --> 02:59:07,375
and we have career escalation with the

2101
02:59:07,375 --> 02:59:11,375
a Medical Institution to help our student

2102
02:59:12,177 --> 02:59:14,055
and we have special education center in Thailand

2103
02:59:14,055 --> 02:59:18,055
for every provinces

2104
02:59:18,687 --> 02:59:19,822
uh vocational college or Vocational School

2105
02:59:19,822 --> 02:59:23,453
to

2106
02:59:23,453 --> 02:59:27,248
the place where our student

2107
02:59:27,248 --> 02:59:29,722
to work to

2108
02:59:29,722 --> 02:59:31,660
get trainings from

2109
02:59:31,660 --> 02:59:35,185
vocational College

2110
02:59:35,185 --> 02:59:38,962
s and Welfare facilities

2111
02:59:38,962 --> 02:59:42,962
. and employment offices

2112
02:59:43,430 --> 02:59:47,430
. And home and parents want

2113
02:59:48,730 --> 02:59:52,730
a job. so they will get a job when they finish my school

2114
02:59:55,281 --> 02:59:58,781
. Home Care from family and community

2115
02:59:58,781 --> 03:00:02,781
and Medical Institution services

2116
03:00:03,420 --> 03:00:07,420
: early intervention in special education center.

2117
03:00:10,545 --> 03:00:11,101
and special education School teaching and learning as follows: career awareness

2118
03:00:11,101 --> 03:00:13,211

2119
03:00:13,211 --> 03:00:15,268
awareness

2120
03:00:15,268 --> 03:00:17,334
exploration

2121
03:00:17,334 --> 03:00:20,589
career preparation

2122
03:00:20,589 --> 03:00:24,589
the last is the career estimation

2123
03:00:26,224 --> 03:00:30,224
welfare for Ministry of Social Development and human security

2124
03:00:31,710 --> 03:00:35,710
and uh number 6 is employment support from Ministry of Labor

2125
03:00:37,378 --> 03:00:38,574
and the last 1 Number 7 internship in workplaces around

2126
03:00:38,574 --> 03:00:42,472
my school

2127
03:00:42,472 --> 03:00:46,472
and today

2128
03:00:47,634 --> 03:00:51,634

2129
03:00:52,379 --> 03:00:53,387
how to make them uh stay with the future life

2130
03:00:53,387 --> 03:00:56,855
happy

2131
03:00:56,855 --> 03:01:00,855
ily. get to work get some job

2132
03:01:06,111 --> 03:01:10,111
sorry it's not clear

2133
03:01:15,361 --> 03:01:19,361

2134
03:01:22,758 --> 03:01:26,758
It is not clear so sorry

2135
03:01:29,377 --> 03:01:31,364
. this is a a model set many years ago about how to

2136
03:01:31,364 --> 03:01:35,364
to make

2137
03:01:36,339 --> 03:01:40,339
them get an employment when they finish school

2138
03:01:42,304 --> 03:01:46,304
.

2139
03:01:54,093 --> 03:01:55,652
uh from the left to right

2140
03:01:55,652 --> 03:01:57,715
, career awareness

2141
03:01:57,715 --> 03:02:00,136
careerexpiration

2142
03:02:00,136 --> 03:02:02,070
careerpreparation

2143
03:02:02,070 --> 03:02:06,070
and career aspiration.

2144
03:02:12,587 --> 03:02:16,041
and this is 3 areas of transition emphasis for student with disability

2145
03:02:16,041 --> 03:02:19,871
. start from the left post secondary education

2146
03:02:19,871 --> 03:02:23,270
. and the center transition usually refer to

2147
03:02:23,270 --> 03:02:27,270
movement from special education in high school

2148
03:02:27,649 --> 03:02:31,649
to employment to Independent Living.

2149
03:02:35,052 --> 03:02:37,074
and how can student be actively involved in determining their

2150
03:02:37,074 --> 03:02:39,800
futuer. from the left

2151
03:02:39,800 --> 03:02:43,800
, student elected transition plan

2152
03:02:44,409 --> 03:02:45,965
and then transition to adulthood

2153
03:02:45,965 --> 03:02:48,593
in the

2154
03:02:48,593 --> 03:02:52,593
above parents and family

2155
03:02:52,817 --> 03:02:56,596
. occupational of physical Therapies

2156
03:02:56,596 --> 03:03:00,025
speech and language therapist

2157
03:03:00,025 --> 03:03:02,498
and under special education teacher

2158
03:03:02,498 --> 03:03:04,846
general education teacher

2159
03:03:04,846 --> 03:03:06,527
and healthy Medical Specialists

2160
03:03:06,527 --> 03:03:10,527
and CTE.

2161
03:03:15,242 --> 03:03:18,672
a transition or career education start many years ago

2162
03:03:18,672 --> 03:03:19,813
that's for those individual for 14 years

2163
03:03:19,813 --> 03:03:22,229
our o

2164
03:03:22,229 --> 03:03:24,571
lder an idea is

2165
03:03:24,571 --> 03:03:28,571
love of the American law e

2166
03:03:29,254 --> 03:03:33,254
1997 added a significant

2167
03:03:33,689 --> 03:03:36,101
components to the IEP know as the ITP

2168
03:03:36,101 --> 03:03:40,101
individual transition plan

2169
03:03:40,339 --> 03:03:43,901
these transition plan address the needs of the student

2170
03:03:43,901 --> 03:03:45,912
is he or she transitions

2171
03:03:45,912 --> 03:03:47,468
into the community

2172
03:03:47,468 --> 03:03:51,468
from the school City.

2173
03:03:54,673 --> 03:03:56,699
an idea 2004 stated that transition needs

2174
03:03:56,699 --> 03:04:00,699
should be considered

2175
03:04:01,615 --> 03:04:03,332
beginning no later than the first IEP in effect when the child

2176
03:04:03,332 --> 03:04:06,713
is 16

2177
03:04:06,713 --> 03:04:10,389
that should be updated annually

2178
03:04:10,389 --> 03:04:14,055
this IEP must include number o

2179
03:04:14,055 --> 03:04:15,629
ne  a list of appropriate measurable

2180
03:04:15,629 --> 03:04:19,112
secondary goals

2181
03:04:19,112 --> 03:04:22,487
that have been developed based upon age

2182
03:04:22,487 --> 03:04:23,649
appropriate transition assessment related to

2183
03:04:23,649 --> 03:04:27,649
training,

2184
03:04:29,297 --> 03:04:33,297
education employment and where appropriate Independent living skills

2185
03:04:37,634 --> 03:04:40,325
. number 2 at least after transition services including costs of study

2186
03:04:40,325 --> 03:04:41,794
needed to assist the child

2187
03:04:41,794 --> 03:04:45,794
in

2188
03:04:46,061 --> 03:04:49,844

2189
03:04:49,844 --> 03:04:51,280
reaching goals. a statement that the child has been informed

2190
03:04:51,280 --> 03:04:54,383
a fit of

2191
03:04:54,383 --> 03:04:58,383
rice transferring at the age of maturity

2192
03:04:58,784 --> 03:05:02,784
. my first impression

2193
03:05:04,136 --> 03:05:05,652
of my of my work at the School

2194
03:05:05,652 --> 03:05:09,652
intellectual disability

2195
03:05:11,282 --> 03:05:14,646
become my strong motivation to help person with d

2196
03:05:14,646 --> 03:05:16,126
isability to get employment

2197
03:05:16,126 --> 03:05:19,857
in the community

2198
03:05:19,857 --> 03:05:23,855
why are they staying home when finished school

2199
03:05:23,855 --> 03:05:27,855
they can work in the community, I think

2200
03:05:32,026 --> 03:05:33,538
. so the detail of transition from school to work or Career Education

2201
03:05:33,538 --> 03:05:37,505
education

2202
03:05:37,505 --> 03:05:39,414
: number 1 One Step the first step

2203
03:05:39,414 --> 03:05:41,749
about

2204
03:05:41,749 --> 03:05:45,749
funding

2205
03:05:45,805 --> 03:05:49,805
from G 1 to G 6 was not

2206
03:05:53,494 --> 03:05:57,494

2207
03:05:58,451 --> 03:06:01,043
begins at the elementary level and is intended to make student aware

2208
03:06:01,043 --> 03:06:03,267
of the existence of

2209
03:06:03,267 --> 03:06:05,640
paid or unpaid

2210
03:06:05,640 --> 03:06:09,640
, get money or not get money

2211
03:06:10,297 --> 03:06:12,427
and workers and how students will fit into the work oriented

2212
03:06:12,427 --> 03:06:16,427
Society in the future

2213
03:06:17,612 --> 03:06:18,820
. career awareness aspect of human development is occurring during

2214
03:06:18,820 --> 03:06:21,334
the elementary years.

2215
03:06:21,334 --> 03:06:25,334

2216
03:06:28,291 --> 03:06:30,857
Second Step the second step is to career expiration

2217
03:06:30,857 --> 03:06:34,374
how to explore how to find a job

2218
03:06:34,374 --> 03:06:38,374
.

2219
03:06:38,822 --> 03:06:40,970
the second stage emphasized

2220
03:06:40,970 --> 03:06:42,579
at the middle school

2221
03:06:42,579 --> 03:06:45,201
Midland School

2222
03:06:45,201 --> 03:06:49,201

2223
03:06:52,010 --> 03:06:54,061
high level is intended to help students explore their interests

2224
03:06:54,061 --> 03:06:56,823
in abilities

2225
03:06:56,823 --> 03:06:58,606
in relation to lifestyle

2226
03:06:58,606 --> 03:07:02,006
in  a few patients

2227
03:07:02,006 --> 03:07:05,114
. students should learn and examine

2228
03:07:05,114 --> 03:07:08,790
their own unique abilities and needs

2229
03:07:08,790 --> 03:07:11,657
be experts to many hands on experience

2230
03:07:11,657 --> 03:07:15,657
and be given the opportunity

2231
03:07:15,692 --> 03:07:19,692
to engage in several Community Based experiences.

2232
03:07:21,431 --> 03:07:24,009
and the third step in

2233
03:07:24,009 --> 03:07:26,004

2234
03:07:26,004 --> 03:07:30,004
High School

2235
03:07:34,097 --> 03:07:35,349
is a period career

2236
03:07:35,349 --> 03:07:38,213
decision making

2237
03:07:38,213 --> 03:07:41,041
and skills acquisition

2238
03:07:41,041 --> 03:07:42,808
student should be able to identify

2239
03:07:42,808 --> 03:07:46,477
as a specific interest

2240
03:07:46,477 --> 03:07:49,574
and aptitudes and the type of lifestyle

2241
03:07:49,574 --> 03:07:53,287
that we meet this characteristic

2242
03:07:53,287 --> 03:07:57,287
. The last step

2243
03:07:58,130 --> 03:08:00,248
career transmission is the transition of the students into post

2244
03:08:00,248 --> 03:08:04,248
secondary training

2245
03:08:04,446 --> 03:08:08,446
in community living and working adjustment environments

2246
03:08:09,574 --> 03:08:13,574
the student should be able to engage in satisfying vocational

2247
03:08:13,953 --> 03:08:16,772
family and Civic volunteer work activities

2248
03:08:16,772 --> 03:08:20,772
as well at gain paid employment

2249
03:08:22,413 --> 03:08:26,413
. Many student we need continuing education and follow up services at this time

2250
03:08:27,898 --> 03:08:30,801
. This is uh a transition

2251
03:08:30,801 --> 03:08:33,108
unit a transition Shop

2252
03:08:33,108 --> 03:08:34,957
for t

2253
03:08:34,957 --> 03:08:38,007
he school.

2254
03:08:38,007 --> 03:08:39,756

2255
03:08:39,756 --> 03:08:43,256

2256
03:08:43,256 --> 03:08:45,244

2257
03:08:45,244 --> 03:08:49,244
which I worked there

2258
03:08:50,586 --> 03:08:52,072
to work there

2259
03:08:52,072 --> 03:08:56,072
to practice

2260
03:08:58,363 --> 03:09:01,221
there. uh this is the photo of panda transition unit

2261
03:09:01,221 --> 03:09:03,817
transitions internship in Japan which I visited

2262
03:09:03,817 --> 03:09:07,817
.

2263
03:09:10,842 --> 03:09:13,590
there is no transitions in thailand. there so the school

2264
03:09:13,590 --> 03:09:16,978
should be a transition Center themselves

2265
03:09:16,978 --> 03:09:18,858
before the student

2266
03:09:18,858 --> 03:09:22,858
graduate from their school.

2267
03:09:29,045 --> 03:09:29,651
working for the readiness model I was in charge of probably for intellect

2268
03:09:29,651 --> 03:09:30,691
on disability

2269
03:09:30,691 --> 03:09:33,385
so I make

2270
03:09:33,385 --> 03:09:35,764
a reading is a Readiness model

2271
03:09:35,764 --> 03:09:37,161
to make them ready

2272
03:09:37,161 --> 03:09:41,161
to get to work

2273
03:09:41,556 --> 03:09:43,533
the nasc training system after 2 years of training

2274
03:09:43,533 --> 03:09:46,781
some student got a job

2275
03:09:46,781 --> 03:09:50,139
but many were impossible to find a job

2276
03:09:50,139 --> 03:09:52,303
. or fail to adjust themselves to real work

2277
03:09:52,303 --> 03:09:56,303
places at the employment.

2278
03:10:02,091 --> 03:10:03,557
The first step of supported employment in Thailand: the first practice of supported employment

2279
03:10:03,557 --> 03:10:06,724
, young men

2280
03:10:06,724 --> 03:10:10,155
with intellectual disability in order

2281
03:10:10,155 --> 03:10:10,868
was successfully employed in MK

2282
03:10:10,868 --> 03:10:13,404
restaurant

2283
03:10:13,404 --> 03:10:17,404
s

2284
03:10:19,513 --> 03:10:23,513
near the school.  The second part

2285
03:10:26,268 --> 03:10:27,979
supported employment was institutional right in the US in 1986

2286
03:10:27,979 --> 03:10:30,393
by The Rehabilitation Act

2287
03:10:30,393 --> 03:10:34,393
amended of 1986

2288
03:10:37,034 --> 03:10:38,211
A definition of supported employment okay you can read this from a paper

2289
03:10:38,211 --> 03:10:42,211
in your hand.

2290
03:10:46,289 --> 03:10:49,332
Important terms in the definition of supported employment

2291
03:10:49,332 --> 03:10:53,332
: the first thing is started people

2292
03:10:53,710 --> 03:10:57,710
. individual with the most significant disabilities

2293
03:10:58,529 --> 03:11:01,462
. a second one is competitive employment

2294
03:11:01,462 --> 03:11:04,451
integrated work setting

2295
03:11:04,451 --> 03:11:08,451
. and the last one

2296
03:11:09,748 --> 03:11:13,748
intensive initial support So visit and also extended services

2297
03:11:17,615 --> 03:11:19,538
supported in supported employment transformed the focus of vocation

2298
03:11:19,538 --> 03:11:23,538
Rehabilitation

2299
03:11:26,730 --> 03:11:28,604
. The left in the left assessment and training before employment

2300
03:11:28,604 --> 03:11:32,604
we call share the workshop

2301
03:11:33,957 --> 03:11:37,947
in the right 1 training

2302
03:11:37,947 --> 03:11:39,945
and continuous support as real work s

2303
03:11:39,945 --> 03:11:43,945
ite we say competitive work

2304
03:11:45,362 --> 03:11:47,583
. Traditional vocational rehabilitation

2305
03:11:47,583 --> 03:11:49,190
: assessment

2306
03:11:49,190 --> 03:11:51,058
training

2307
03:11:51,058 --> 03:11:52,651
and job placement

2308
03:11:52,651 --> 03:11:55,087
leave them

2309
03:11:55,087 --> 03:11:57,243
best

2310
03:11:57,243 --> 03:11:59,331
traditional vocational

2311
03:11:59,331 --> 03:12:03,331
Rehabilitation.

2312
03:12:08,412 --> 03:12:12,178
A problem in traditional Vocational Rehabilitation strategie

2313
03:12:12,178 --> 03:12:13,921
: the difficulties

2314
03:12:13,921 --> 03:12:17,542
in applying

2315
03:12:17,542 --> 03:12:19,019
work tasks, work environments

2316
03:12:19,019 --> 03:12:20,523
, pressure

2317
03:12:20,523 --> 03:12:23,628
co-workers

2318
03:12:23,628 --> 03:12:24,797
, to many factors and different between them

2319
03:12:24,797 --> 03:12:26,400
; that's the problem

2320
03:12:26,400 --> 03:12:30,400
that's the difficulty.

2321
03:12:33,192 --> 03:12:34,147
From preparation before employment to support after

2322
03:12:34,147 --> 03:12:36,795
employment

2323
03:12:36,795 --> 03:12:38,690
: working support by job coaches

2324
03:12:38,690 --> 03:12:42,690
, assessment

2325
03:12:43,550 --> 03:12:47,550
training job placement and assistant for retention

2326
03:12:48,500 --> 03:12:52,500
.A case study

2327
03:12:54,160 --> 03:12:58,160
: Somchai is 27 years old

2328
03:12:58,165 --> 03:13:01,075
moderate intellectual disability moderate in audism

2329
03:13:01,075 --> 03:13:05,075
long years in shelter Workshop

2330
03:13:06,019 --> 03:13:08,944
the expect expect to work in ordinary companies

2331
03:13:08,944 --> 03:13:12,944
not in childhood condition.

2332
03:13:18,388 --> 03:13:21,516
and uh the role of job coach like a bridge

2333
03:13:21,516 --> 03:13:25,247
from

2334
03:13:25,247 --> 03:13:26,996
person with disability and employer co-worker

2335
03:13:26,996 --> 03:13:29,550
job Crossing in the center

2336
03:13:29,550 --> 03:13:33,550
like a bridge

2337
03:13:34,079 --> 03:13:35,735
. How can we work as a bridge between

2338
03:13:35,735 --> 03:13:37,039
person with disability

2339
03:13:37,039 --> 03:13:41,039
and employers? T

2340
03:13:45,103 --> 03:13:49,103
his is the photo that's the Box the box as a work

2341
03:13:49,746 --> 03:13:52,842
and football like a person with disability

2342
03:13:52,842 --> 03:13:55,426
How to make them get to the Box

2343
03:13:55,426 --> 03:13:59,426
? to make them get a job

2344
03:14:00,820 --> 03:14:04,820
? so job coach is like this man

2345
03:14:07,770 --> 03:14:11,353
to produce good work environment job coaches should work closely

2346
03:14:11,353 --> 03:14:15,353
and what do they do

2347
03:14:17,944 --> 03:14:19,731
they want they have they have to know job duties for person with disability

2348
03:14:19,731 --> 03:14:21,544
how to work

2349
03:14:21,544 --> 03:14:24,742
requirement

2350
03:14:24,742 --> 03:14:27,418
, physical environments of work site

2351
03:14:27,418 --> 03:14:30,337
, co-workers understanding o

2352
03:14:30,337 --> 03:14:34,301
f disabilities

2353
03:14:34,301 --> 03:14:38,301
, interpersonal relationships with co-workers

2354
03:14:38,492 --> 03:14:40,313
, and work hours and work

2355
03:14:40,313 --> 03:14:41,488
regulations. this job

2356
03:14:41,488 --> 03:14:45,488
help them

2357
03:14:48,677 --> 03:14:51,443
. and the job code how to

2358
03:14:51,443 --> 03:14:54,030
help person with disability

2359
03:14:54,030 --> 03:14:58,030
: how to support person with disability

2360
03:14:58,642 --> 03:15:02,554
the yellow 1

2361
03:15:02,554 --> 03:15:05,763
before employment for the first 4 step

2362
03:15:05,763 --> 03:15:09,763
and the Pink one is have to get a job

2363
03:15:09,995 --> 03:15:11,464
the first step in assessment the person with disability

2364
03:15:11,464 --> 03:15:15,282
then

2365
03:15:15,282 --> 03:15:18,005
finding a workplaces and then

2366
03:15:18,005 --> 03:15:20,394
assessment of workplace environment

2367
03:15:20,394 --> 03:15:22,776
and job matching

2368
03:15:22,776 --> 03:15:24,243
a good job matching

2369
03:15:24,243 --> 03:15:27,178
to make them

2370
03:15:27,178 --> 03:15:30,852
get a real job

2371
03:15:30,852 --> 03:15:34,852
. and number 5 intensive support at the workplace

2372
03:15:34,957 --> 03:15:38,525
coordination and employment agreement

2373
03:15:38,525 --> 03:15:39,459
support fading

2374
03:15:39,459 --> 03:15:42,381

2375
03:15:42,381 --> 03:15:46,182
and follow up for the last step

2376
03:15:46,182 --> 03:15:50,182
u.

2377
03:15:55,160 --> 03:15:57,157
type A type B and this job coach

2378
03:15:57,157 --> 03:16:01,157
in Japan .

2379
03:16:04,003 --> 03:16:08,003
For type A

2380
03:16:09,882 --> 03:16:13,882
job coach to help

2381
03:16:14,270 --> 03:16:17,811
person with disability in other organization

2382
03:16:17,811 --> 03:16:19,461
.B and type B

2383
03:16:19,461 --> 03:16:20,813
is a job

2384
03:16:20,813 --> 03:16:23,952
in the company

2385
03:16:23,952 --> 03:16:27,952
.

2386
03:16:30,627 --> 03:16:33,217
Municipals like l

2387
03:16:33,217 --> 03:16:37,217
ocal district offices sorry for speaking

2388
03:16:46,941 --> 03:16:49,762

2389
03:16:49,762 --> 03:16:52,371
Thai. about Job coach in Thailand

2390
03:16:52,371 --> 03:16:56,255
workability Thailand

2391
03:16:56,255 --> 03:16:59,693
and Department of skill development

2392
03:16:59,693 --> 03:17:03,693
.

2393
03:17:04,547 --> 03:17:07,768
Ministry of Labour set up 5 days program curriculum

2394
03:17:07,768 --> 03:17:10,984
and give training program to

2395
03:17:10,984 --> 03:17:14,984
teachers in special education School.

2396
03:17:16,506 --> 03:17:18,364
Staff of Association of Association for the mentally

2397
03:17:18,364 --> 03:17:22,279
Thailand

2398
03:17:22,279 --> 03:17:24,618
, Staff of Bangkok Metropolitan

2399
03:17:24,618 --> 03:17:27,577
I give them

2400
03:17:27,577 --> 03:17:31,577
a program a training program about a job coach

2401
03:17:32,459 --> 03:17:35,647
and the next step for workability Thailand

2402
03:17:35,647 --> 03:17:38,400
for H

2403
03:17:38,400 --> 03:17:42,400
R  for the person in the companies

2404
03:17:42,866 --> 03:17:44,864
the job coach for the company so they can help

2405
03:17:44,864 --> 03:17:47,284
person with disability in the company

2406
03:17:47,284 --> 03:17:48,452
. this is

2407
03:17:48,452 --> 03:17:50,851
job c

2408
03:17:50,851 --> 03:17:54,851
oach situation in Thailand

2409
03:17:55,421 --> 03:17:59,421
. thank you for your attention.

2410
03:18:08,197 --> 03:18:09,983
thank you very much Dr Sujin.

2411
03:18:09,983 --> 03:18:13,983
Dr Maliwan would you please

2412
03:18:14,948 --> 03:18:18,948
give a token of appreciation to Dr Sajin. Could you come to the Center? thank you very much.

2413
03:18:55,403 --> 03:18:59,056
okay so we have reached the end of our first day

2414
03:18:59,056 --> 03:19:03,056
Thank you so much everyone

2415
03:19:03,286 --> 03:19:05,786
especially at deaf Community here you stayed right from the morning

2416
03:19:05,786 --> 03:19:09,678
till the last thank you so very much

2417
03:19:09,678 --> 03:19:13,678

2418
03:19:13,793 --> 03:19:17,793
I take this opportunity to say thank you to everyone

2419
03:19:19,030 --> 03:19:23,030
for today everybody did such a good job right from the beginning till the end

2420
03:19:23,377 --> 03:19:25,186
so let's say goodbye and see you tomorrow

2421
03:19:25,186 --> 03:19:28,934
F

2422
03:19:28,934 --> 03:19:32,934
oreign delegates will meet at the lobby at 5:30

2423
03:19:33,619 --> 03:19:37,619
. okay everyone thank you bye bye see you tomorrow