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is more than 19 years

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for

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let me people

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I hope you had a lot of rest yesterday and ready for today it was a long day yesterday

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today

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so to start our next session

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we often hear about the importance of inclusion

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what does it truly look like in practice.

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how can we move beyond words and create tangible opportunities

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for neuro Divergent

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individuals

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? as a parent I'm deeply grateful for organizations that truly understand and celebrate

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neurodiversity

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. Our next speaker has dedicated their work to answering those very questions

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putting those ideals into action each and every day. it was

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it is with great pleasure

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that I introduced M

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ax simpson CEO and co-founder of steps

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an organization at the Forefront of empowering neuro Divergent people and realizing those

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opportunities

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. Max's presentation steps into neuro inclusion

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personal and professional purpose will offer insights and actionable strategies for creating a more inclusive

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world

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. welcome.

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good morning. everybody

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. so this is the moment where I hope everything works.

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And it doesn't!

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sas Indra kindly uh introduced I'm Max I'm the CEO and founder of an organization

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Steps where based here in Thailand in Bangkok uh but we work across the region

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uh I'm also hold a masters in special education and inclusion and perhaps my most important role is that I'm

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parent of an autistic son.

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20% of the world's population is assumed to be neurodivergent

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and when we think about

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your classrooms your workplace your colleagues

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your community your family

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, that's

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probably somebody that you know.

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when we think about other identities that intersect of neurodiversity

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such as gender sexuality race

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class

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this number becomes a lot bigger.we're not talking about a minority

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or underserved group anymore

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, but we start to see who the world has been designed for and by whom.

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Meet A

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a movement towards creating a more inclusive community

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any Monsters Inc fans

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remember Sully the monster

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this is the pose he does in the movie

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which he used to like doing a lot when he was younger

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. but A's voice is just one voice that represents

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the thousands of individuals and families that we've had the privilege of working with at Steps over the years

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. For a long time

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he didn't use words

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to articulate what he wanted his preference his opinions

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, but he always had a voice

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. He had personality he had interests and ideas

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. but how do you get to know your child when they don't speak verbally

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? how do you understand their voice

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? how did we navigate School Family Life planning for the future with him?

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I love the term special interests

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; it's replaced

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obsessions restricted interests

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. special interest

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. so for us

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It is like boucing balls hidden everywhere I don't even know how many we have

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coloring pencils and lifts

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asked me about any lift in Bangkok I can tell you which floor it goes to the brand of it

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um who it was made by how fast it goes

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. but the point is that these special interests

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bring

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joy in a way that I don't think you or I could imagine

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and they bring something to him that

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it's hard to really capture.

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so why am I talking about this kid that for me a little bit of bias is I think

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is very cute.

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Because he is now 17 and we've been through early intervention

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we've been through grief and acceptance and schooling

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and now we're approaching employment

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. but to get there the journey is not straightforward.

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as many curves and twists along the road as other parents will understand.

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so when your child is mostly non-verbal how do you know when they're sad or anxious

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so frustrated

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or happy

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? how do you make decisions with them

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instead of for them?

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we learned to be a master investigator and You observe and you watch and you learn

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, and this is how you build trust with your child.

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That's how they know the home is safe and they can be who they are.

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these comments all came from a Tracker that he had when he was younger that was tracking his anxiety

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. so these are Specialists and parents and his family

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tracking

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things that we didn't know why they were happening

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, but we saw the emotions behind them.

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okay the quick stuff. early diagnosis 2 and a half little eye contact

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lined up his toys ticked all the boxes for a very stereotypical

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young man with autism.

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1 of the first things that we're told after diagnosis is he needs to be medicated

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. common story here for lots of families common story in this region

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. why would you medicate a 2 and a half year old

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? he's active because he's small; he's active because his body needs to move

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. and then comes therapy. therapy and therapy and therapy

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which therapy is the right therapy

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? how long should you be in therapy for

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? where's the line between supporting and fixing?

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social skills training was my biggest bug bear through his journey

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because it's so often used incorrectly to

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help somebody neuro Divergent fit

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in to neurotypical society

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. after years of watching that video approach

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mom and I decided to take him out of all the therapy

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, and just let him be who he is.

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also this stuff cost a lot of money as I'm sure many of you know.

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Over barriers we experienced

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, resources available. minimum resources

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if you're not an English speaker even less resources.

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A's mum translated books Journal articles everything in between

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enter type because she wanted to access the information in her first language.

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limited number of Specialists. there's a hierarchy through the medical system.

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at some point we felt who was educating who? are we educating the Specialists or the specialist educating us?

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we become a caseworker for your child and have to navigate between the medical system

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in the therapy system the education system

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family

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but we were never trained to do that. learn. we had to learn as we

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I am a specialist so I get to where these 2 Hats

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but I can't be my son specialist

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because he needs a parent he's got all the other Specialists waiting for him.

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so we've done diagnosis,

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we've got all the pieces of the puzzle, and then we try and find a school.

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we hear this story all the time.

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not just here but globally.

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rejection , waitin

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g list when did education become so exclusive? why is it only reserved for

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a child who looks or acts like a

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? when did we decide to stop following legislation that requires education for?

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and why do we do it when all research shows that it benefits all children

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when your divergent kids are in your class

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. by not having our kids in your classrooms,

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you're failing your kids because they learn from the experience of being with others; they grow up to be

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diverse and inclusive leaders members of the community, colleagues, friends.

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we found schools and there was the same pattern over and over again.

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he has to have a 1-to-1 he needs somebody glued to him at all times to be able to access educ

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ation. you're taught to feel lucky to be offered a space

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and to feel guilty if you ask for anything additional.

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you have to feel grateful for the chance to be there and you can't always voice the concerns you have

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is you know that they might be met with a school rejection

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. he didn't like school;

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and neither did we, and your child sharing that with you

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is probably 1 of the most heartbreaking moments right?

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School Community, this is the place where lots of parents make other friends your

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connect you get to be part of something

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. for parents like us that often looks different

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, you get a lot of looks

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; you're not part of the parent Club always

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. there's a fear that your child might impact their child's education or social skills.

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school events and anyone who works in the school probably agree there's so many of them

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, distracting you come off the timetable. it's overwhelming

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shouldn't these things be optional?

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his voice was silenced through exclusion over and over again.

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so if school is not listening to his voice and the medical system is not listening to his voice

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, who is listening to his voice?

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I think a lot of the time

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they think they're teaching your child something or they're teaching you something

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. but that's because they look at him as somebody that needs to change.

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lots of our kids end up being friends with younger kids because it's easier for them

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because there's less judgment.

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how will neurotypical kids or neurodivergent kids learn

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the social rules if they don't get to spend time together?

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religion is another identity that could intersect with neurodiversity

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, make an influencer beliefs and approaches.

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we had family members giving up beef because they thought it would be good karma

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. he was taken to famous temples that could heal him.

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I'm not sure who the healing was for, whether it was for him or for his family members

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, but it was important

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. and these things aren't bad or good

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, part of

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experience.

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we use this analogy all the time

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, in our world

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it makes everything seem so overwhelming

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that we build a thought

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around our family to protect ourselves protect our child

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and then when I wear my specialist hat and we're working with families who've built these thoughts

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that they don't feel safe to come out of the fort

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. but we have to take it down to get ready for work

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without taking it down

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doesn't happen.

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we all need allies and amplifiers.

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lots of these experiences they sound negative but they're just part of the experience

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, and

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you also find really good people along the way.

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it was hard to create Community for him

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especially when he was young

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, but

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a mix of own anxiety probably around imposing on other people

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another is not knowing how to interact with him

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put up some of those barriers

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. the safest people we found were families from our own community

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who just understand how to naturally be inclusive.

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so as a parent and a specialist and a person

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what do we do with all of this?

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well I stay up late at night looking at statistics and research on autism and employment

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because that's what I do for fun.

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80% of autistic people are estimated to be unemployed

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it's a huge number of people that includes college graduates that's includes people from vocational training

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, and this is from the UK.

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why have we not done better around this topic?

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so as the parent, Journey comes to an end and I switch into being a specialist.

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we still search for safe people and safe spaces.

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we still grieve and I think the grieving process is something that every family goes through with a neuro

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00:52:01,802 --> 00:52:04,340
urgent child

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00:52:04,340 --> 00:52:08,276
, and it's something every specialist should be aware of

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00:52:08,276 --> 00:52:12,276
. we are inundated with information all the time from different people,

283
00:52:16,466 --> 00:52:19,418
but we are also battling with different developmental Milestones. what does independent living look like

284
00:52:19,418 --> 00:52:21,306
? the friendships and family look like relationships

285
00:52:21,306 --> 00:52:25,306
? what this work look like?

286
00:52:31,943 --> 00:52:35,943
we always knew that his voice mattered.

287
00:52:37,529 --> 00:52:41,529
and we wanted to build something where we could at least be part of the change.

288
00:52:41,730 --> 00:52:45,730
this is where Steps began

289
00:52:45,737 --> 00:52:49,737
. 9 years ago, specialist

290
00:52:49,895 --> 00:52:53,895
and a group of people who wanted to change

291
00:53:02,381 --> 00:53:06,381
. lived experience, informs everything that we do and

292
00:53:07,083 --> 00:53:09,307
when I asked a a couple of nights ago what does he want

293
00:53:09,307 --> 00:53:13,307
this is what he shared with me.

294
00:53:15,094 --> 00:53:17,241
so he's been in a inclusive program for the past 3 years inside a mainstream

295
00:53:17,241 --> 00:53:21,241
school. and

296
00:53:21,874 --> 00:53:25,874
we've seen him Blossom there because he's accepted for who he is.

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00:53:29,276 --> 00:53:33,276
I'm really glad that he wants to earn money because he can start paying back everything that he owes us.

298
00:53:36,692 --> 00:53:40,692
so I take off the parent hat and I step into specialist.

299
00:53:43,249 --> 00:53:46,820
Steps founded 9 years ago based here in Thailand working across the region

300
00:53:46,820 --> 00:53:50,820
we work to

301
00:53:52,218 --> 00:53:56,218
empower employers and Educators to realize and embrace the potential of neuro Divergent people

302
00:53:57,493 --> 00:54:01,259
so whether they're students employees customers members of the community

303
00:54:01,259 --> 00:54:04,365
, we work together to create a more inclusive world

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00:54:04,365 --> 00:54:08,365
. big mission.

305
00:54:12,488 --> 00:54:16,118
and this is part of the why

306
00:54:16,118 --> 00:54:19,972
remember the earliest statistic, 20% of

307
00:54:19,972 --> 00:54:23,972
any classroom workplace likely to be a neurodivergent.

308
00:54:24,887 --> 00:54:26,357
70 to 80% of all disabilities are invisible

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00:54:26,357 --> 00:54:28,136
and

310
00:54:28,136 --> 00:54:32,136
yet it's rarely the focus

311
00:54:34,194 --> 00:54:35,393
. it's not that we disagreed that the other areas need Focus. accessibility accommodations

312
00:54:35,393 --> 00:54:37,663
these things

313
00:54:37,663 --> 00:54:40,152
I needed for other types to

314
00:54:40,152 --> 00:54:42,010
o. that this population is hugely underlooked

315
00:54:42,010 --> 00:54:43,769
in funding in research

316
00:54:43,769 --> 00:54:47,769
in safe spaces.

317
00:54:51,980 --> 00:54:55,980
when we talk about inclusion

318
00:54:56,436 --> 00:54:57,880
what do we really mean? I think everybody has a different interpretation

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00:54:57,880 --> 00:54:59,348
a different understanding

320
00:54:59,348 --> 00:55:03,334
, and I think that's okay

321
00:55:03,334 --> 00:55:05,763
. for us when we talk about inclusion and Steps

322
00:55:05,763 --> 00:55:09,763
, we're essentially talking about an ecosystem

323
00:55:09,878 --> 00:55:13,188
inclusion is everyone's responsibility all the time

324
00:55:13,188 --> 00:55:14,325
not just learning support not just HR

325
00:55:14,325 --> 00:55:17,176
not just the family

326
00:55:17,176 --> 00:55:21,176
is everyone we all need to be doing it

327
00:55:21,598 --> 00:55:25,598
. so we work with the private sector or government,

328
00:55:26,255 --> 00:55:30,129
we always show them this image to show who should be doing inclusion.

329
00:55:30,129 --> 00:55:33,899
it comes from your strategy, it's reflected in your policies

330
00:55:33,899 --> 00:55:35,569
. Human Resources play a role of course but so the leadership

331
00:55:35,569 --> 00:55:37,770
, so does your Communications

332
00:55:37,770 --> 00:55:41,770
, is your website accessible

333
00:55:44,408 --> 00:55:47,621
are you thinking forward to the future? are you seeing this as a value add for your business

334
00:55:47,621 --> 00:55:51,621
? is it in your supply chain too?

335
00:55:59,342 --> 00:56:03,342
this is the beautiful and complex nature of Steps

336
00:56:05,044 --> 00:56:07,595
. so we do many things to try and Achieve our mission; one of which

337
00:56:07,595 --> 00:56:10,547
is having social Enterprise businesses

338
00:56:10,547 --> 00:56:14,079
where we have coffee shops and bakeries

339
00:56:14,079 --> 00:56:17,720
that allow our trainees the opportunity to

340
00:56:17,720 --> 00:56:21,720
practice work have internships be an employment.

341
00:56:22,836 --> 00:56:24,955
we have vocational training centers where our trainees get to learn

342
00:56:24,955 --> 00:56:27,113
work Readiness skills, life skills

343
00:56:27,113 --> 00:56:31,113
self- advocacy.

344
00:56:33,043 --> 00:56:37,043
we do consultancy for workplaces and government so they learn how to be inclusive employers.

345
00:56:40,047 --> 00:56:43,198
we founded the first Research Center in this region that's dedicated to neurodiversity at work

346
00:56:43,198 --> 00:56:47,003
because there's such a lack of research here

347
00:56:47,003 --> 00:56:49,576
. and we want there to be a localized business case for why

348
00:56:49,576 --> 00:56:52,749
newer Divergent people should be included in employment

349
00:56:52,749 --> 00:56:56,749
. we need local Solutions so we need local data.

350
00:57:00,215 --> 00:57:01,892
and finally we have a business service center. this is where companies Outsource back office

351
00:57:01,892 --> 00:57:03,820
and digitization work

352
00:57:03,820 --> 00:57:06,132
, and it's completed by

353
00:57:06,132 --> 00:57:10,132
trainees and graduates.

354
00:57:12,760 --> 00:57:15,526
the training centers focus on 3 key skills

355
00:57:15,526 --> 00:57:16,700
: life skills preparation for the future

356
00:57:16,700 --> 00:57:20,700
transition to work.

357
00:57:24,940 --> 00:57:28,621
these are the 3 core areas that we see over and over again are missing from education

358
00:57:28,621 --> 00:57:32,621
. and they need to focusing on because

359
00:57:32,847 --> 00:57:36,847
as families like us know when your child hits 18 usually,

360
00:57:38,077 --> 00:57:42,077
all the support and services stop and you become responsible for your child's transition.

361
00:57:46,334 --> 00:57:47,526
when we talk about transition to work, we're thinking about work experience internships

362
00:57:47,526 --> 00:57:51,526
paid work.

363
00:57:53,794 --> 00:57:57,794
we're not talking about volunteering and giving your time for free this is real work and real companies.

364
00:58:00,587 --> 00:58:04,587
our social Enterprises follow a research-based approach

365
00:58:06,105 --> 00:58:08,337
we place people into employment within 6 weeks of being with us so they're working on the job

366
00:58:08,337 --> 00:58:10,197
acquiring the skills as they work

367
00:58:10,197 --> 00:58:12,870
, conceptualizing it

368
00:58:12,870 --> 00:58:14,348
. we train

369
00:58:14,348 --> 00:58:16,484
as they work

370
00:58:16,484 --> 00:58:19,932
, and then we start to fade out the support

371
00:58:19,932 --> 00:58:23,202
. so it's a very structured system that's proven to

372
00:58:23,202 --> 00:58:27,202
get people ready and confident in their employment

373
00:58:27,331 --> 00:58:31,210
. and it's not only for the neuro Divergent individual; it's for the employer too

374
00:58:31,210 --> 00:58:33,095
. they need support throughout this process but we have to fade ourselves out

375
00:58:33,095 --> 00:58:37,095
always they become dependent on us too.

376
00:58:41,120 --> 00:58:43,320
I work with companies look similar

377
00:58:43,320 --> 00:58:47,320
they want to know

378
00:58:49,284 --> 00:58:53,284
what are the current attitudes knowledge perceptions values of in their company around disability.

379
00:58:56,445 --> 00:58:59,148
we almost always find that HR are the most negative about hiring inclusive

380
00:58:59,148 --> 00:59:03,148
ly because they've had negative experiences

381
00:59:04,798 --> 00:59:07,295
, they haven't had the support they needed to be successful, so then they become a block for change

382
00:59:07,295 --> 00:59:11,295
. so we do a lot of work with HR.

383
00:59:14,093 --> 00:59:16,505
companies need a strategy; they all like a blueprint or a road map or something fancy to look at

384
00:59:16,505 --> 00:59:19,624
to Showcase how they're going to get through the process

385
00:59:19,624 --> 00:59:23,624
. and they need a lot of training.

386
00:59:26,976 --> 00:59:30,015
most adults that we work with in private sector and government have never met somebody of a disability

387
00:59:30,015 --> 00:59:31,500
before, let alone somebody who's newer Divergent

388
00:59:31,500 --> 00:59:34,738
. there's a fear

389
00:59:34,738 --> 00:59:38,738
around what to do what to say how to act

390
00:59:39,628 --> 00:59:43,628
. 1 training we find shifts confidence by 75%

391
00:59:44,215 --> 00:59:48,215
. so just 1 30 minute training can help somebody feel more confident.

392
00:59:48,612 --> 00:59:50,194
about working alongside, supporting somebody, managing somebody

393
00:59:50,194 --> 00:59:53,612
is neurodivergent

394
00:59:53,612 --> 00:59:57,612
. so every company has 30 minutes to give.

395
01:00:00,816 --> 01:00:04,277
when only half

396
01:00:04,277 --> 01:00:07,377
of your employees who you're a Divergent disclose

397
01:00:07,377 --> 01:00:10,591
, we know that there's not psychological safety

398
01:00:10,591 --> 01:00:14,591
. this is the same in the classroom this is the same

399
01:00:15,170 --> 01:00:16,874
at admission system where a family doesn't tell you what you want them to to share

400
01:00:16,874 --> 01:00:20,874
. they don't feel safe to do it.

401
01:00:27,878 --> 01:00:31,878
psychological safety is at the heart of creating inclusive workplaces.

402
01:00:33,992 --> 01:00:37,992
so when we're designing our programs, we make sure they're centered on lift experiences

403
01:00:40,120 --> 01:00:43,550
so our trainees our graduates our community are informing how we train how we teach

404
01:00:43,550 --> 01:00:46,207
. We harness diversity

405
01:00:46,207 --> 01:00:50,207
to help improve outcomes and processes

406
01:00:51,157 --> 01:00:55,157
; everything is connected back to Universal Design, and Universal Design principles

407
01:00:55,828 --> 01:00:57,462
and we work with parents and caregivers to connect education

408
01:00:57,462 --> 01:01:01,462
employment and advocacy together.

409
01:01:04,462 --> 01:01:08,462
this is our approach; it's not the only 1 but it's the 1 that we see that's working.

410
01:01:11,060 --> 01:01:15,060
I will go through 3 or 4 examples of our work over the past few years.

411
01:01:15,477 --> 01:01:19,477
last year we ran a program around empowering caregivers.

412
01:01:20,357 --> 01:01:23,613
why? because as I mentioned parents end up taking on

413
01:01:23,613 --> 01:01:25,464
transition to employment and working with employers themselves

414
01:01:25,464 --> 01:01:27,729
, and often have no idea how to do it

415
01:01:27,729 --> 01:01:31,729
. we went up having to

416
01:01:32,721 --> 01:01:36,721
be part of a recruitment process, select employees that look safe, support your child through that process

417
01:01:37,966 --> 01:01:41,966
. and the research we've done to date showed that parents are at high risk for mental health,

418
01:01:43,602 --> 01:01:47,602
conditions because of this thought that we've built through Society.

419
01:01:50,856 --> 01:01:51,810
this was a 3-day training and a toolkit that was given to families and we saw really really

420
01:01:51,810 --> 01:01:55,810
great results.

421
01:01:56,646 --> 01:02:00,646
and their confidence and their knowledge and their ability to navigate the next stages

422
01:02:00,910 --> 01:02:03,584
. so just like the private sector, families also need training

423
01:02:03,584 --> 01:02:07,166
too and the training that's often provided by schools

424
01:02:07,166 --> 01:02:11,166
is from the school side not looking at what the families really need.

425
01:02:14,019 --> 01:02:16,080
our Research Center developed

426
01:02:16,080 --> 01:02:20,080
an assessment tool

427
01:02:21,758 --> 01:02:23,625
it's the first tool that's fully accessible self-assessment for people who are neurodivergent

428
01:02:23,625 --> 01:02:27,625
to self assess their work readiness

429
01:02:27,748 --> 01:02:29,399
. we've had around 700 people go through

430
01:02:29,399 --> 01:02:33,284
the assessment so far.

431
01:02:33,284 --> 01:02:34,892
and it helps to pinpoint where somebody can be

432
01:02:34,892 --> 01:02:38,892
successful at work.

433
01:02:40,379 --> 01:02:44,379
such as work preference do you like working with people

434
01:02:45,031 --> 01:02:48,629
objects computers animals indoors Outdoors

435
01:02:48,629 --> 01:02:52,629
do you need to be socially motivated to work? do you like people

436
01:02:54,212 --> 01:02:58,212
? do you have sensory needs that mean you may need to have certain accommodations made for you?

437
01:03:00,170 --> 01:03:01,614
and its strengths Focus what are you good at so an employer can receive a 1-page profile

438
01:03:01,614 --> 01:03:02,966
that clearly indicates

439
01:03:02,966 --> 01:03:04,037
where this person

440
01:03:04,037 --> 01:03:07,057
can work

441
01:03:07,057 --> 01:03:11,057
. what support they might need how they can be successful.

442
01:03:17,425 --> 01:03:17,998
flipping to our work with corporate, we have an ongoing partnership with IHG, the hotel

443
01:03:17,998 --> 01:03:21,998
group

444
01:03:23,141 --> 01:03:27,141
. they are trying to go beyond the quota system.

445
01:03:27,728 --> 01:03:30,198
so in Thailand in many countries, there's a quota system for hiring people with disabilities

446
01:03:30,198 --> 01:03:33,661
. here it's 1% so 1 in 100

447
01:03:33,661 --> 01:03:36,026
. they want to go beyond that because they feel that

448
01:03:36,026 --> 01:03:40,026
hiring inclusively is key to their mission.

449
01:03:42,063 --> 01:03:43,826
this was a 6-month change management program across

450
01:03:43,826 --> 01:03:47,826
10 properties so far.

451
01:03:48,151 --> 01:03:51,890
with no previous experience of working with neuro Divergent people

452
01:03:51,890 --> 01:03:55,890
, and we saw the change happen really fast.

453
01:03:57,760 --> 01:04:01,723
I kind of love hotels for the reason that they're naturally inclusive by Nature

454
01:04:01,723 --> 01:04:05,723
. they work with such a diverse range of customers already that they're very open

455
01:04:07,558 --> 01:04:10,615
. but what we saw was the transformation of HR, going from the blockers

456
01:04:10,615 --> 01:04:14,331
to the champions of inclusive practice.

457
01:04:14,331 --> 01:04:17,355
they now teach anybody joining the company

458
01:04:17,355 --> 01:04:18,634
how to be inclusive why it's part of their values

459
01:04:18,634 --> 01:04:22,634
, why we need to do it

460
01:04:23,434 --> 01:04:27,345
. accommodations on our available across all the properties

461
01:04:27,345 --> 01:04:29,302
, there's an alternative recruitment process for people who need

462
01:04:29,302 --> 01:04:33,302
an alternative support,

463
01:04:35,247 --> 01:04:37,134
and it's just a really great example of what can be achieved when a company really wants to

464
01:04:37,134 --> 01:04:40,081
, and it doesn't cost that much

465
01:04:40,081 --> 01:04:43,608
. they see the return on investment in

466
01:04:43,608 --> 01:04:47,608
that they will be chosen by our community for places to stay.

467
01:04:48,197 --> 01:04:52,197
did they get the return from the daily lived and interactions that they have with their employees

468
01:04:52,452 --> 01:04:54,370
. we know things like the business case for doing this

469
01:04:54,370 --> 01:04:56,859
reduces attrition rates

470
01:04:56,859 --> 01:05:00,859
, boost morale increases innovation.

471
01:05:05,672 --> 01:05:09,672
but that data is not from this region is from the West, which is why our Research Center is so passionate about trying to create this in a localized way.

472
01:05:13,334 --> 01:05:17,334
this was 1 of my favorite ones to do just because I love Ikea.

473
01:05:17,966 --> 01:05:19,425
is 1 of those companies where you see they can cut and paste it anywhere in the world

474
01:05:19,425 --> 01:05:23,425
and it looks exactly the same.

475
01:05:25,257 --> 01:05:29,257
which for us screams good systems and processes, which means very neurodivergent friendly.

476
01:05:31,387 --> 01:05:35,341
also their stuff is nice alright Everyone likes shopping at Ikea.

477
01:05:35,341 --> 01:05:37,888
so we used a partnership with them to create

478
01:05:37,888 --> 01:05:41,888
an inclusive office model.

479
01:05:43,426 --> 01:05:47,426

480
01:05:47,505 --> 01:05:51,222
it takes you through 5 steps to create an inclusive office

481
01:05:51,222 --> 01:05:52,602
. from zoning to Furniture, to lighting

482
01:05:52,602 --> 01:05:56,579
to labeling and sorting

483
01:05:56,579 --> 01:06:00,579
this can be applied in a classroom in an office even at home.

484
01:06:02,528 --> 01:06:06,528
and just helps anybody do this in a low-cost, but still aesthetically pleasing way.

485
01:06:07,926 --> 01:06:11,194
there's a fear that we hear from lots of our partners that

486
01:06:11,194 --> 01:06:14,675
accommodations in the workplace cost a lot

487
01:06:14,675 --> 01:06:18,675
the reality is the majority cost less than $50.

488
01:06:21,051 --> 01:06:24,001
the other thing they share is that it doesn't look nice it doesn't look pretty

489
01:06:24,001 --> 01:06:28,001
; well Ikea can make it look pretty for you as well.

490
01:06:34,720 --> 01:06:36,266
we aren't true to ourselves if we don't reflect on our own learnings and process

491
01:06:36,266 --> 01:06:40,266
as we work with our clients.

492
01:06:42,291 --> 01:06:44,109
we see so many companies fearful to start

493
01:06:44,109 --> 01:06:46,649
inclusive hiring

494
01:06:46,649 --> 01:06:49,826
because they don't know where to start

495
01:06:49,826 --> 01:06:53,409
. what we've learned is just start somewhere

496
01:06:53,409 --> 01:06:56,164
. if it's a policy start of a policy; if it's hiring start of hiring

497
01:06:56,164 --> 01:07:00,152
you won't always get it right but you will learn

498
01:07:00,152 --> 01:07:04,152
. but don't keep the fear prevent you from starting.

499
01:07:04,862 --> 01:07:08,832
they tell us it's less complex than they think.

500
01:07:08,832 --> 01:07:10,424
but you do need to allocate time and resources, just like any project that you bring in

501
01:07:10,424 --> 01:07:14,424
. have the right people in place.

502
01:07:16,698 --> 01:07:20,698
another common fear that we hear is

503
01:07:21,489 --> 01:07:25,489
buildings aren't accessible or we can't hire somebody like that.

504
01:07:29,549 --> 01:07:30,184
you don't need to be accessible to all people with disabilities; you can pick which group you think you are best case

505
01:07:30,184 --> 01:07:31,322
to serve

506
01:07:31,322 --> 01:07:34,105
and focused on that

507
01:07:34,105 --> 01:07:38,105
. once we remove that barrier for the companies

508
01:07:38,916 --> 01:07:40,524
they totally rethink okay well maybe we are the best employers

509
01:07:40,524 --> 01:07:42,047
for people who are deaf

510
01:07:42,047 --> 01:07:43,741
people who are blind

511
01:07:43,741 --> 01:07:47,741
maybe we can't do

512
01:07:49,185 --> 01:07:53,185
our space for wheelchair users because our building doesn't allow that but we can work with these other demographics instead.

513
01:07:57,686 --> 01:08:00,218
they learned to think about abilities in a different way

514
01:08:00,218 --> 01:08:04,115
. we all have strengths we all have weakness

515
01:08:04,115 --> 01:08:06,613
. and so often with people with disabilities we only focus on the weakness

516
01:08:06,613 --> 01:08:10,379
. and we don't talk about the strengths.

517
01:08:10,379 --> 01:08:14,379
when we teach companies to think through a strength-based model,

518
01:08:17,067 --> 01:08:17,646
it flips the switch and they start to see how somebody can contribute rather than all the things that they

519
01:08:17,646 --> 01:08:21,646
can't do.

520
01:08:25,714 --> 01:08:26,297
a big part of the work is around redesigning recruitment processes and evaluating what successful

521
01:08:26,297 --> 01:08:30,297
looks like.

522
01:08:32,480 --> 01:08:35,135
any job description that you find out there is likely

523
01:08:35,135 --> 01:08:37,349
at least 50% of

524
01:08:37,349 --> 01:08:41,349
nice to have schools

525
01:08:45,251 --> 01:08:47,945
the job descriptions are just designed this way, and it doesn't make sense because

526
01:08:47,945 --> 01:08:49,715
you don't apply because you think you can't do everything

527
01:08:49,715 --> 01:08:53,230
but actually they don't need you to do it all

528
01:08:53,230 --> 01:08:57,230
. so we often talk about what they wanted skills versus needed.

529
01:09:01,456 --> 01:09:05,456
I'm going to try and play a video

530
01:09:10,359 --> 01:09:11,013
so this was created by our trainees and graduates talking about their experience

531
01:09:11,013 --> 01:09:15,013
of work.

532
01:09:27,026 --> 01:09:31,026
just a second

533
01:09:34,589 --> 01:09:38,266
I

534
01:09:38,266 --> 01:09:42,266
don't know how to get the sound maybe someone knows

535
01:09:46,405 --> 01:09:50,405
hi my name is Miss

536
01:09:53,267 --> 01:09:55,019
I've been working part time at steps kitchen hello my name is Nikki my current experience

537
01:09:55,019 --> 01:09:59,019
do a full-time

538
01:10:01,161 --> 01:10:05,052
Business Service Center.

539
01:10:05,052 --> 01:10:09,052
[Thai Spoken]

540
01:10:17,609 --> 01:10:21,609
I am office

541
01:10:23,279 --> 01:10:27,279
I do baking helping the chef with touching and

542
01:10:28,250 --> 01:10:32,250
and dry equipments

543
01:10:34,344 --> 01:10:36,363

544
01:10:36,363 --> 01:10:40,363

545
01:10:40,640 --> 01:10:44,640
I accept the way I am and I love being autistic

546
01:10:51,268 --> 01:10:53,976
. I learned to

547
01:10:53,976 --> 01:10:57,976
reespect everyone's strengths and challenges.

548
01:11:06,845 --> 01:11:10,845
I learn not to judge other people I compare everyone

549
01:11:12,034 --> 01:11:16,034
; either that people have different characteristics.

550
01:11:28,635 --> 01:11:32,192
diverse workplace can be very good for people who are different

551
01:11:32,192 --> 01:11:34,598
remember

552
01:11:34,598 --> 01:11:38,236
calendar 8 year and

553
01:11:38,236 --> 01:11:39,310
people's birthday and I like to take care

554
01:11:39,310 --> 01:11:43,310
of my friend

555
01:11:45,321 --> 01:11:46,912
who has difficulties. [Thai Spoken]

556
01:11:46,912 --> 01:11:50,912

557
01:11:53,696 --> 01:11:57,696
I have students in computer skills and using office equipment

558
01:12:11,552 --> 01:12:15,552

559
01:12:17,140 --> 01:12:20,296
I don't like talking to all the I am not doing eye contact

560
01:12:20,296 --> 01:12:24,296
I have a speaking challenge I have to use

561
01:12:25,749 --> 01:12:26,735
government kitchen app line WhatsApp and email to communicate with my coworker

562
01:12:26,735 --> 01:12:28,201
supervisor

563
01:12:28,201 --> 01:12:32,201
.[Thai Spoken]

564
01:12:32,518 --> 01:12:36,518

565
01:12:37,989 --> 01:12:41,989
I look to my jobs

566
01:12:42,605 --> 01:12:45,013
and I don't want the noise really loud I use noise cancelling

567
01:12:45,013 --> 01:12:49,013
so I can have more Focus.

568
01:12:50,712 --> 01:12:52,877
the temperature of the room that I prefer

569
01:12:52,877 --> 01:12:56,877
got to be too ho

570
01:12:58,688 --> 01:13:02,688
t or cold.

571
01:13:07,158 --> 01:13:11,158

572
01:13:12,220 --> 01:13:14,783
they respect my needs and

573
01:13:14,783 --> 01:13:18,783
use email to talk and communicate with me. is

574
01:13:20,576 --> 01:13:24,576
it allowed me 10 to 15 minutes to spend my time on writing my diary

575
01:13:25,568 --> 01:13:29,057
it helps me to feel better like doing exercise doing meditation praying

576
01:13:29,057 --> 01:13:32,794

577
01:13:32,794 --> 01:13:36,794

578
01:13:40,648 --> 01:13:44,648
[Thai Spoken]

579
01:13:46,021 --> 01:13:50,021

580
01:13:51,545 --> 01:13:55,545

581
01:14:00,099 --> 01:14:04,099
seeing and talking to colleague make me feel happy when I come to work

582
01:14:06,965 --> 01:14:10,965
I feel not good when other people insult me and treat me not like a grown up and this doesn't happen

583
01:14:12,519 --> 01:14:13,429
we are the people who have autism only it happens to everyone also the people who doesn't have

584
01:14:13,429 --> 01:14:17,429
autism

585
01:14:19,065 --> 01:14:23,065
. I don't want people to bully cyber bully about autism or other diagnosis.

586
01:14:24,361 --> 01:14:28,347
I wish you may work who have

587
01:14:28,347 --> 01:14:31,794
diversity should be hired by big or small companies

588
01:14:31,794 --> 01:14:35,487
. I want them to treat everyone equal

589
01:14:35,487 --> 01:14:38,950
understand about people who have autism and different more

590
01:14:38,950 --> 01:14:42,950
, showing respect to each other and be nice to each other.

591
01:14:51,315 --> 01:14:55,315

592
01:15:17,158 --> 01:15:20,230
even though we're all different we should be treated equally. I think that's the

593
01:15:20,230 --> 01:15:24,230
most powerful message for me in that and that's not

594
01:15:25,095 --> 01:15:29,095
just for the neuro Divergent Community, that's for all of us

595
01:15:30,488 --> 01:15:34,488
. when we think about the concept of belonging at work or in the community or at school,

596
01:15:34,999 --> 01:15:38,999
I think all of us just really want to be accepted for Who We Are.

597
01:15:40,955 --> 01:15:43,098
and I think our community is a good representation of that but if we just take it on a personal level

598
01:15:43,098 --> 01:15:47,098
, that's what we're all seeking.

599
01:15:51,874 --> 01:15:53,319
I like the young man who talks about he doesn't want to say good morning and make eye contact; I feel that way my

600
01:15:53,319 --> 01:15:57,319
too sometimes.

601
01:15:59,131 --> 01:16:01,160
you know as you walk through the office and it's like 20 people that you have to say hi too but you're stressed about your day

602
01:16:01,160 --> 01:16:05,160
just want to get to your desk and get on with it

603
01:16:06,875 --> 01:16:10,875
. there's so much we can learn from this about the Norms in society and how we're pushed to do

604
01:16:12,043 --> 01:16:14,877
but if we strip it back and think about what we really need each day at work or school

605
01:16:14,877 --> 01:16:18,877
. we're going to make the environment a lot nicer.

606
01:16:20,003 --> 01:16:24,003
final message:

607
01:16:27,723 --> 01:16:31,723
please help to set our kids up for success and move away from 1-to-1 models.

608
01:16:31,841 --> 01:16:35,841
we know why I want to 1 is often the preferred approach.

609
01:16:35,919 --> 01:16:39,919
but look at the research, it disables our kids

610
01:16:40,941 --> 01:16:44,941
. when an adult is glued to a child all day other kids that want to interact with them

611
01:16:45,875 --> 01:16:48,083
. the teachers not doing their job because they're deferring to somebody more Junior

612
01:16:48,083 --> 01:16:52,083
to do the work of differentiation

613
01:16:52,854 --> 01:16:55,703
,. as parents we often get segregated from other parents

614
01:16:55,703 --> 01:16:57,956
please try and help create spaces for us

615
01:16:57,956 --> 01:17:01,435
. talk to us like we're still people

616
01:17:01,435 --> 01:17:05,435
; we're not scary we have ideas. come ask us.

617
01:17:09,236 --> 01:17:13,236
if you're working in primary or middle school, please start thinking about life skills advocacy,

618
01:17:15,160 --> 01:17:17,081
employment skills from that age because it's so often doesn't get focused on until they're 15 plus

619
01:17:17,081 --> 01:17:21,081
and we need to be doing it sooner.

620
01:17:24,736 --> 01:17:28,736
create engagement be present communicate regularly with our families.

621
01:17:30,699 --> 01:17:32,759
sometimes we really have to form these very special relationships in schools to find out what's going on

622
01:17:32,759 --> 01:17:36,759
against the communication piece is missing.

623
01:17:38,481 --> 01:17:42,481
all of us here can be the difference.

624
01:17:43,453 --> 01:17:47,453
We can be allies and champions.

625
01:17:50,836 --> 01:17:53,245
I'm going to stop talking and see if there's any questions

626
01:17:53,245 --> 01:17:57,245
and then we will end for this morning

627
01:17:57,975 --> 01:18:01,975
. Will anybody like to ask anything anybody have any questions for Max?

628
01:18:32,006 --> 01:18:34,808
good morning

629
01:18:34,808 --> 01:18:38,808
good morning everyone

630
01:18:40,834 --> 01:18:44,834
then a school I am a teacher from the border

631
01:18:44,992 --> 01:18:47,007
it autistic students

632
01:18:47,007 --> 01:18:49,210
the most important thing is

633
01:18:49,210 --> 01:18:53,210
the teacher

634
01:18:54,881 --> 01:18:58,881
I teach hardof hearing I go with them I escort them so I take care of

635
01:19:01,365 --> 01:19:03,630
them. so there is 1 of them

636
01:19:03,630 --> 01:19:05,591
he is included with

637
01:19:05,591 --> 01:19:09,591
all all types of disabilities.

638
01:19:10,802 --> 01:19:14,802
H

639
01:19:15,600 --> 01:19:19,600
e's a teacher and h

640
01:19:22,726 --> 01:19:22,941

641
01:19:22,941 --> 01:19:24,625

642
01:19:24,625 --> 01:19:28,625
e's with autistic kid okay

643
01:19:32,789 --> 01:19:36,789
try to give you a translation as it goes along.

644
01:19:45,125 --> 01:19:46,252
and then I am responsible for the the a

645
01:19:46,252 --> 01:19:50,252
utistic kid and

646
01:19:51,234 --> 01:19:54,794
deployment is quite difficult because autistic students have severe Behavior

647
01:19:54,794 --> 01:19:56,426
as we we can see

648
01:19:56,426 --> 01:19:58,775
this morning

649
01:19:58,775 --> 01:20:02,498
but suppose that the the

650
01:20:02,498 --> 01:20:04,077
autistic students have severe uh Behavior

651
01:20:04,077 --> 01:20:05,354

652
01:20:05,354 --> 01:20:09,354
different

653
01:20:13,615 --> 01:20:16,763
students pin punches uh aggressive

654
01:20:16,763 --> 01:20:20,763
they have a lot of power

655
01:20:22,524 --> 01:20:23,769
so I cannot stop him, so a lot of teachers

656
01:20:23,769 --> 01:20:27,769
have to help me.

657
01:20:34,316 --> 01:20:35,948
parents know they've the the the behavior and they cannot help themselves but anyway he can

658
01:20:35,948 --> 01:20:39,948
help himself

659
01:20:41,212 --> 01:20:45,212
like taking a shower so or life skills daily skill but

660
01:20:46,807 --> 01:20:49,031
he's not interested .for example he know that he should mop the

661
01:20:49,031 --> 01:20:52,237
but he he doesn't want to

662
01:20:52,237 --> 01:20:53,376
it doesn't follow our instruction but he can

663
01:20:53,376 --> 01:20:57,376
help himself

664
01:20:59,515 --> 01:21:00,822
on a daily activity,washing his hand he doesn't

665
01:21:00,822 --> 01:21:02,224
I contact

666
01:21:02,224 --> 01:21:03,899
but

667
01:21:03,899 --> 01:21:07,899
trying to take care of him

668
01:21:07,979 --> 01:21:09,410
. but now he  has improved

669
01:21:09,410 --> 01:21:11,583
and I try

670
01:21:11,583 --> 01:21:14,682
to train him

671
01:21:14,682 --> 01:21:16,127
so I want him

672
01:21:16,127 --> 01:21:20,127
to have more abilities.

673
01:21:24,364 --> 01:21:26,183
this is autistic  in in in inclusive School

674
01:21:26,183 --> 01:21:30,183
a special

675
01:21:32,308 --> 01:21:33,338
uh so I like to support him on his career or employment because

676
01:21:33,338 --> 01:21:37,338

677
01:21:39,002 --> 01:21:43,002
I want him to have uh a career to take care of himself and his family.

678
01:21:46,380 --> 01:21:47,482
what could you

679
01:21:47,482 --> 01:21:49,511
recommend here Max

680
01:21:49,511 --> 01:21:53,511
?

681
01:21:54,018 --> 01:21:58,018
for specific case so it's very hard because I don't know the student but

682
01:21:58,096 --> 01:22:02,065
sound like maybe the work is not connected with the students interests

683
01:22:02,065 --> 01:22:06,065
. and this is something we see in school and we see it employment

684
01:22:08,042 --> 01:22:11,575
if we don't really understand what's motivating for somebody then there are likely to want to do it and when it comes to employment

685
01:22:11,575 --> 01:22:15,575
we all need to be motivated in our work otherwise we procrastinate the whole day.

686
01:22:18,427 --> 01:22:21,998
which I'm guilty of doing quite a lot um so maybe it's linked back to his interests or motivations to do it

687
01:22:21,998 --> 01:22:24,708
or maybe the environment is not as inclusive As It Seems

688
01:22:24,708 --> 01:22:27,280
um and they may need to be more accommodations in place

689
01:22:27,280 --> 01:22:28,953
but yeah it's difficult

690
01:22:28,953 --> 01:22:32,953
...

691
01:22:34,658 --> 01:22:38,658

692
01:23:06,593 --> 01:23:10,593
okay he understands what you're saying thank you very much

693
01:23:10,993 --> 01:23:12,402
. anybody else has questions for Max

694
01:23:12,402 --> 01:23:16,402
?

695
01:23:18,293 --> 01:23:22,292
The principal  from Bhutan

696
01:23:22,292 --> 01:23:24,247
good morning everyone good morning everyone here

697
01:23:24,247 --> 01:23:28,036
uh

698
01:23:28,036 --> 01:23:31,653
your presentation has moved us a lot

699
01:23:31,653 --> 01:23:33,370
as a parent and as

700
01:23:33,370 --> 01:23:35,456
n the school

701
01:23:35,456 --> 01:23:39,059
and educator in the school as well

702
01:23:39,059 --> 01:23:43,059
uh you you have a very great story

703
01:23:43,155 --> 01:23:47,155
to tell about a child with autism that actually

704
01:23:48,833 --> 01:23:51,676
and move all of us in this Hall how to actually how do you feel as a parent

705
01:23:51,676 --> 01:23:52,560
and how do you go about with a child

706
01:23:52,560 --> 01:23:56,492
autism.

707
01:23:56,492 --> 01:23:58,867
and that's something so great story thank you for sharing this story

708
01:23:58,867 --> 01:24:02,654
.

709
01:24:02,654 --> 01:24:05,493
with that story you also

710
01:24:05,493 --> 01:24:09,493
created a good initiative become a specialist.

711
01:24:12,001 --> 01:24:14,644
That's something so great. I think it is you are 1 of the motivators for all of us

712
01:24:14,644 --> 01:24:18,644
from a parent to a specialist

713
01:24:19,862 --> 01:24:23,862
and something uh the 1 message that I would we would take from here is

714
01:24:26,094 --> 01:24:28,208
sometimes a parent can be a specialist because Baron also need to take care of the family Rules

715
01:24:28,208 --> 01:24:32,208
that's something a strong message

716
01:24:32,836 --> 01:24:34,868
uh my question I have 3 questions

717
01:24:34,868 --> 01:24:38,868
my my question is

718
01:24:40,268 --> 01:24:41,828
writing from the step from the company or the initiative

719
01:24:41,828 --> 01:24:45,828
program that you have taken up,

720
01:24:47,705 --> 01:24:49,302
how do you align training for families and teachers to support children autism

721
01:24:49,302 --> 01:24:52,757
? because

722
01:24:52,757 --> 01:24:56,757
the environment the home

723
01:24:58,328 --> 01:25:02,328
and the school is so important for everyone of us specially for the children with autism.

724
01:25:03,243 --> 01:25:04,791
and these trainings have to be aligned so that they would always

725
01:25:04,791 --> 01:25:08,344
talk on the same page

726
01:25:08,344 --> 01:25:12,344
, support what is actually required and needed for the child.

727
01:25:13,853 --> 01:25:15,451
how do we actually align these trainings both for the teacher and the parent

728
01:25:15,451 --> 01:25:18,789
?

729
01:25:18,789 --> 01:25:22,789

730
01:25:29,277 --> 01:25:31,686
I think as an educator we make a lot of assumptions sometimes about what is happen

731
01:25:31,686 --> 01:25:33,011
spending at home what should be happening at home

732
01:25:33,011 --> 01:25:37,011
what's needed

733
01:25:38,932 --> 01:25:39,995
. so from Steps side we don't try to design anything without talking to all the states

734
01:25:39,995 --> 01:25:42,881
called us first

735
01:25:42,881 --> 01:25:46,881
because everybody's home or needs looks different

736
01:25:48,292 --> 01:25:52,292
so we will run focus groups or Round Table discussions and listen to the different needs,

737
01:25:54,382 --> 01:25:58,382
both sides. and align the training based on that because there's no point us coming with some evidence

738
01:25:59,117 --> 01:26:03,117
based approach that doesn't fit into the local context or the context of somebody's life.

739
01:26:03,674 --> 01:26:06,264
we want to hear where are the barriers for them what are they worried about what are their fears

740
01:26:06,264 --> 01:26:08,937
and then we use that feedback loop

741
01:26:08,937 --> 01:26:12,937
to change our training approach

742
01:26:17,736 --> 01:26:21,736
why is the system that Educators have decided we need to learn ABC?

743
01:26:23,320 --> 01:26:25,676
without actually talking to the students or the families about what that looks like for them outside of the school setting

744
01:26:25,676 --> 01:26:28,512
, which is where you're going to spend most of your life

745
01:26:28,512 --> 01:26:31,699
. it's an interesting system we've created

746
01:26:31,699 --> 01:26:34,457
. is that how to to answer your question? thank you

747
01:26:34,457 --> 01:26:38,457
uh the second question is uh

748
01:26:40,614 --> 01:26:41,242
now when you talk about the personal disabilities that is the biggest concern

749
01:26:41,242 --> 01:26:45,242
globally

750
01:26:47,321 --> 01:26:51,321
not only in 1 country or in 2 countries;it is globally it's a big concern.

751
01:26:53,450 --> 01:26:56,142
unless the state government gets into it and support those people with disabilities

752
01:26:56,142 --> 01:26:59,619
. and what your experiences

753
01:26:59,619 --> 01:27:03,528
, how is the state government in Thailand

754
01:27:03,528 --> 01:27:07,528
supporting children with disabilities specially the autism?

755
01:27:10,828 --> 01:27:12,881
I think that the education system in Thailand not

756
01:27:12,881 --> 01:27:14,417
even  talking about special education

757
01:27:14,417 --> 01:27:18,417
is having a hard time

758
01:27:21,202 --> 01:27:23,984
, and because of that it takes time for it to trickle balance to special education because there's an issue with Maine

759
01:27:23,984 --> 01:27:27,734
education already, so it's sort of

760
01:27:27,734 --> 01:27:31,734
forgotten field in some ways um

761
01:27:33,208 --> 01:27:37,208
we see pockets of really great practice some of the universities are running demonstration schools

762
01:27:40,268 --> 01:27:44,268
um working with families and students in different ways but it's not replicable it's happening here and here and here

763
01:27:44,733 --> 01:27:48,733
and not much communication around the good things that are coming out of it

764
01:27:48,779 --> 01:27:49,528
. um so I think it's a really good opportunity for Thailand to change

765
01:27:49,528 --> 01:27:53,528
, and

766
01:27:55,385 --> 01:27:59,385
maybe stop being informed so much from other countries and focus on what we are good at here.

767
01:27:59,595 --> 01:28:03,064
there's an innate kindness I think in Thailand, Thai people are kind

768
01:28:03,064 --> 01:28:05,680
and want to be supportive and want to create inclusive communities

769
01:28:05,680 --> 01:28:08,825
, so we should foster that into what we're doing

770
01:28:08,825 --> 01:28:11,997
.thank you for a very loaded question

771
01:28:11,997 --> 01:28:15,997
.the the final question the final question I have is

772
01:28:18,301 --> 01:28:19,392
uh we see that across the globe across the world we see there are many

773
01:28:19,392 --> 01:28:20,452
children who

774
01:28:20,452 --> 01:28:23,953
who

775
01:28:23,953 --> 01:28:27,953
disabilities are invisible

776
01:28:29,315 --> 01:28:30,994
. and then there are many personal disabilities who

777
01:28:30,994 --> 01:28:34,994
disability are visible.

778
01:28:37,687 --> 01:28:38,177
but uh for this we also need to take care of the children or person who are in

779
01:28:38,177 --> 01:28:42,177
visible

780
01:28:42,786 --> 01:28:46,786
and how in how inclusive are the schools in Thailand

781
01:28:47,207 --> 01:28:51,207
we actually welcome those students in their schools?

782
01:28:51,458 --> 01:28:55,458
do you have any some experiences to share on this?

783
01:28:59,224 --> 01:29:00,042
sure thank you another loaded question for me um I can see Indra nodding as well she has her own experience

784
01:29:00,042 --> 01:29:00,480
um

785
01:29:00,480 --> 01:29:03,146
okay

786
01:29:03,146 --> 01:29:07,146
from my own experience of my own son,

787
01:29:09,429 --> 01:29:10,201
lots of rejection from schools even the inclusive schools, there's maybe 10 or so in Bangkok

788
01:29:10,201 --> 01:29:14,201
on the list

789
01:29:15,461 --> 01:29:19,340
. every 1 of those who was rejected from so I think that tells 1 part of the story.

790
01:29:19,340 --> 01:29:23,340
for a lot of the families we work with that's been their experience too

791
01:29:24,580 --> 01:29:28,580
, where you're not able to access education and that's reflected in

792
01:29:29,797 --> 01:29:33,473
90% of children with disabilities in Thailand exit education at the end of primary

793
01:29:33,473 --> 01:29:37,473
, don't go on the secondary education because the schools aren't accepting them.

794
01:29:39,332 --> 01:29:42,349
so when we get to employment age there's this huge skills Gap because these kids have been home for years

795
01:29:42,349 --> 01:29:46,349
and haven't been in the community and they haven't been learning.

796
01:29:48,185 --> 01:29:52,185
so to fix the system we have to go back and for us we think we have to go back to the diagnosis.

797
01:29:53,967 --> 01:29:56,401
process because it begins from there, where the shame and all of these things start from that point

798
01:29:56,401 --> 01:29:57,644
where families are sort of taught to keep their child away

799
01:29:57,644 --> 01:30:01,644
. so

800
01:30:03,201 --> 01:30:07,201
lots of work to do would you like to add to that.

801
01:30:08,940 --> 01:30:12,940

802
01:30:14,151 --> 01:30:16,483

803
01:30:16,483 --> 01:30:20,325
[Thai Spoken]

804
01:30:20,325 --> 01:30:21,531

805
01:30:21,531 --> 01:30:25,531

806
01:30:37,699 --> 01:30:38,732

807
01:30:38,732 --> 01:30:40,366

808
01:30:40,366 --> 01:30:43,111
I'm just trying to say that

809
01:30:43,111 --> 01:30:45,143
my my son

810
01:30:45,143 --> 01:30:48,800
,  was born deaf and

811
01:30:48,800 --> 01:30:52,800
he got a cochlear implant and he was rejected from 5 schools

812
01:30:54,389 --> 01:30:58,389
kindergarten not even Norm like high school kindergarten rejected

813
01:31:00,212 --> 01:31:02,171
. and finally when I got through and got him up to Grade 9 I had to cut out the come out of the Main s

814
01:31:02,171 --> 01:31:03,475
tream in school because he couldn't handle it

815
01:31:03,475 --> 01:31:06,660
and

816
01:31:06,660 --> 01:31:10,630
God sent me a miracle in the form of steps

817
01:31:10,630 --> 01:31:14,630
my son now goes to Steps

818
01:31:15,756 --> 01:31:19,756
if it wasn't for Max. Thailand doesn't have what Max has done here

819
01:31:20,884 --> 01:31:24,361
this is something that I government should actually see and do very good example

820
01:31:24,361 --> 01:31:28,361
My son goes to Steps  and he has

821
01:31:28,510 --> 01:31:32,510
uh he's ready for employment he's now learning photography

822
01:31:33,000 --> 01:31:33,931
he can actually go to work he can communicate with people, he's got self-confidence

823
01:31:33,931 --> 01:31:37,931
, so

824
01:31:38,298 --> 01:31:42,298
thank you Max .

825
01:31:43,025 --> 01:31:47,025
there's 1 more question for you Max

826
01:31:47,579 --> 01:31:51,579
the last question please and the last question yeah last question yes

827
01:31:55,595 --> 01:31:59,595
so our last question please

828
01:32:05,990 --> 01:32:09,990
Direct

829
01:32:11,121 --> 01:32:14,227
of autistic autistic,  I'd like to share my experience

830
01:32:14,227 --> 01:32:18,227
the school autistics

831
01:32:19,696 --> 01:32:23,302
school was established in Thailand now we have t

832
01:32:23,302 --> 01:32:25,652
wo places in San and in Chiang Mai

833
01:32:25,652 --> 01:32:27,187
and now we have

834
01:32:27,187 --> 01:32:31,187

835
01:32:31,844 --> 01:32:35,844
from grade 1 to grade 2

836
01:32:36,942 --> 01:32:40,942
so and and 9 around 49

837
01:32:42,195 --> 01:32:45,836
students and we are creating this specific curriculum

838
01:32:45,836 --> 01:32:47,073
for autistic students so I bring the knowledge

839
01:32:47,073 --> 01:32:50,625
today

840
01:32:50,625 --> 01:32:52,416
to apply in our curriculum

841
01:32:52,416 --> 01:32:53,422
that

842
01:32:53,422 --> 01:32:57,422

843
01:33:01,062 --> 01:33:01,826
we can utilize it in Supan and Chiangmai.

844
01:33:01,826 --> 01:33:04,517
thank you

845
01:33:04,517 --> 01:33:08,517
thank you for sharing

846
01:33:09,835 --> 01:33:13,835
okay

847
01:33:14,342 --> 01:33:18,342
if you'd like to stay in touch or ask more questions or follow what we're doing,

848
01:33:19,756 --> 01:33:23,756
please connect with us uh this is my LinkedIn and this is for Steps newsletter which goes out every month

849
01:33:24,147 --> 01:33:28,147
if you can't catch it now catch me afterwards and happy to chat to anybody.

850
01:33:28,763 --> 01:33:32,763
thank you very very much for having me here today it's been a pleasure to talk to you.

851
01:33:36,656 --> 01:33:40,656
there a couple of questions that maybe you have to answer at the back side

852
01:33:40,928 --> 01:33:44,095
Dr money 1 may I invite you in front and Max

853
01:33:44,095 --> 01:33:47,111
may I invite you to the front Dr maliwan

854
01:33:47,111 --> 01:33:51,111
want to give you a gift.

855
01:33:59,196 --> 01:34:03,196

856
01:34:18,233 --> 01:34:22,233
A round of applause Max. Thank you

857
01:34:22,757 --> 01:34:24,753
. Just before we go to our next session

858
01:34:24,753 --> 01:34:26,145
.

859
01:34:26,145 --> 01:34:28,947

860
01:34:28,947 --> 01:34:31,251

861
01:34:31,251 --> 01:34:35,251

862
01:34:41,519 --> 01:34:45,352
there is a gift from Bhutan

863
01:34:45,352 --> 01:34:49,352
uh so this is traditional from Bhutan

864
01:34:53,301 --> 01:34:55,262
....

865
01:34:55,262 --> 01:34:57,793
deep sig

866
01:34:57,793 --> 01:35:01,793
nificant in civilizace respect.

867
01:35:16,582 --> 01:35:20,582
and also given to Dr. Maliwan.

868
01:35:40,792 --> 01:35:41,746
Actually this tradition of of keeping scarf is

869
01:35:41,746 --> 01:35:44,880
diverse

870
01:35:44,880 --> 01:35:48,880
depends on occasions and situations

871
01:35:50,438 --> 01:35:51,278
and special occasion so it's to respect so let's have a

872
01:35:51,278 --> 01:35:55,278
photo session

873
01:35:58,762 --> 01:36:01,421
. After this additionally this is also special occasion

874
01:36:01,421 --> 01:36:03,848
I like open

875
01:36:03,848 --> 01:36:07,848
congratulate 1 more person

876
01:36:12,499 --> 01:36:16,499
from someone to us

877
01:36:18,058 --> 01:36:22,058
we would like to invite everyone in the room to join us in celebrating

878
01:36:24,155 --> 01:36:27,275
birthday of Dr. Anucha

879
01:36:27,275 --> 01:36:31,275

880
01:36:51,223 --> 01:36:55,223
[Happ

881
01:36:55,289 --> 01:36:59,289
y Birthday Song]

882
01:36:59,446 --> 01:37:01,587

883
01:37:01,587 --> 01:37:03,378

884
01:37:03,378 --> 01:37:07,378

885
01:37:08,951 --> 01:37:12,951

886
01:37:14,312 --> 01:37:18,312

887
01:37:28,873 --> 01:37:32,873

888
01:37:37,123 --> 01:37:39,367

889
01:37:39,367 --> 01:37:41,892

890
01:37:41,892 --> 01:37:45,892
Next speaker

891
01:37:46,740 --> 01:37:48,431
. that'll be presenting with us today is Mr. Tanatchat

892
01:37:48,431 --> 01:37:52,354
um

893
01:37:52,354 --> 01:37:56,354
are you have you reached yet I'm not sure ah there you arT

894
01:37:57,202 --> 01:37:59,526
Mr Tara chat is from

895
01:37:59,526 --> 01:38:03,526
sorry sorry

896
01:38:07,567 --> 01:38:09,379
is from the concordian International School . when I read the program that

897
01:38:09,379 --> 01:38:13,001
yeah you're a student am I correct

898
01:38:13,001 --> 01:38:16,328
? Your student I was surprised that a student

899
01:38:16,328 --> 01:38:19,997
wanted to come and present here I think that's amazing

900
01:38:19,997 --> 01:38:23,769
we're usually seeing Educators and other people have been having a student

901
01:38:23,769 --> 01:38:25,379
seeing the importance of presenting here is fantastic welcome

902
01:38:25,379 --> 01:38:29,379
, go ahead, thank you

903
01:38:32,861 --> 01:38:36,861
. (Mr. Tanatchat) Hi thank you so much for the warm welcome. It's a pleasure and great honor to be her

904
01:38:46,528 --> 01:38:48,777
e. Okay

905
01:38:48,777 --> 01:38:52,757
so

906
01:38:52,757 --> 01:38:55,124
my story does not begin with a

907
01:38:55,124 --> 01:38:59,124
nap. it begins with my grandmother

908
01:39:00,647 --> 01:39:03,794
in retirement she chose to spend her mornings at Tung Hoang daycare

909
01:39:03,794 --> 01:39:07,794
a modest center near Don Wing Airport

910
01:39:08,106 --> 01:39:10,597
. run by the foundation of the welfare of the mentally special of Thailand

911
01:39:10,597 --> 01:39:14,507
. I followed her one day

912
01:39:14,507 --> 01:39:17,041
, and then another until the children themselves

913
01:39:17,041 --> 01:39:21,041
ordinary in their mischief

914
01:39:23,214 --> 01:39:27,214
... feel like a second home

915
01:39:28,812 --> 01:39:32,812
I watched them wrestle with a world that often misunderstood their silence

916
01:39:35,096 --> 01:39:35,612
. Autism spectrum disorder had not stolen their thoughts it is merely jammed their microphone

917
01:39:35,612 --> 01:39:39,612
.

918
01:39:41,539 --> 01:39:45,539
Many can process language but cannot reliably produce it

919
01:39:45,576 --> 01:39:49,208
they rely on gestures laminated flashcards

920
01:39:49,208 --> 01:39:53,208
or the intuitive guesses of devoted caregivers.

921
01:39:53,958 --> 01:39:55,618
The Picture Exchange communication system

922
01:39:55,618 --> 01:39:59,041
works wonders

923
01:39:59,041 --> 01:40:02,949
but physical cards get torn

924
01:40:02,949 --> 01:40:06,125
, loss and seldom leave the barriers of the classroom

925
01:40:06,125 --> 01:40:10,125
. For families in rural Thailand

926
01:40:11,090 --> 01:40:14,698
importing PCS can set them back an entire month's worth of salary

927
01:40:14,698 --> 01:40:18,396
the result a formidable barrier to education

928
01:40:18,396 --> 01:40:22,396
social integration and self-advocacy

929
01:40:23,028 --> 01:40:27,028
. When the IB personal project rolled around

930
01:40:28,792 --> 01:40:31,098
in my sophomore year. I saw more than a school requirement

931
01:40:31,098 --> 01:40:35,098
. I saw leverage

932
01:40:35,130 --> 01:40:36,942
. I framed a learning goal that was both scientific

933
01:40:36,942 --> 01:40:40,942
and human

934
01:40:43,116 --> 01:40:45,207
. To understand language production barriers in children with autism

935
01:40:45,207 --> 01:40:48,690
and build an intervention

936
01:40:48,690 --> 01:40:52,690
, that families could practically and excessively use

937
01:40:55,718 --> 01:40:59,718
. I split my research into 6 research questions ranging from what is language

938
01:41:00,139 --> 01:41:04,139
to what extent can we adapt existing tools rather than just admire them

939
01:41:05,737 --> 01:41:08,349
. I looked at journals on neural Linguistics interviewed Professor Stephanie

940
01:41:08,349 --> 01:41:10,182
Nelly about the Brokers area

941
01:41:10,182 --> 01:41:12,240
, and listen to Thai parents

942
01:41:12,240 --> 01:41:15,063
who will confess that sometimes

943
01:41:15,063 --> 01:41:19,063
they still do not know what to make their child for dinner

944
01:41:20,902 --> 01:41:24,902
. Research without Community Insight is sterile

945
01:41:24,985 --> 01:41:28,985
and Community Insight with our research is a sure misfire.

946
01:41:31,146 --> 01:41:33,591
I treated every interview, every literature review and every classroom observation

947
01:41:33,591 --> 01:41:35,161
as pieces

948
01:41:35,161 --> 01:41:39,161
of the same jigsaw

949
01:41:42,424 --> 01:41:46,424
. Isaac Newton once said : if I have seen further It Is by standing on the shoulder of giants

950
01:41:47,757 --> 01:41:51,102
. In my case, I would like to add I have stood on the shoulders of 2 Giants

951
01:41:51,102 --> 01:41:55,102
Academia and human connection

952
01:41:56,189 --> 01:41:59,696
. From this Fusion emerge speech Park

953
01:41:59,696 --> 01:42:03,696
. A mobile application

954
01:42:08,873 --> 01:42:12,747
. Primary operating system most

955
01:42:12,747 --> 01:42:13,854
app targets children aged 7 above

956
01:42:13,854 --> 01:42:16,908
with moderate

957
01:42:16,908 --> 01:42:19,528
to mild ASD who can tap into screens

958
01:42:19,528 --> 01:42:23,411
but struggle to tap into conversation

959
01:42:23,411 --> 01:42:27,411
. The app primary consists of

960
01:42:31,491 --> 01:42:35,491
...

961
01:42:39,051 --> 01:42:43,051
so the app's primary function is the communication kit

962
01:42:44,272 --> 01:42:47,125
essentially PEX it is a library of picture cards grouped into daily contacts

963
01:42:47,125 --> 01:42:50,081
such as food emotion or classroom items

964
01:42:50,081 --> 01:42:52,191
and each table speaks a higher English word

965
01:42:52,191 --> 01:42:56,191
flashing a large visual

966
01:42:57,955 --> 01:43:01,846
not only that it also allows parents and independent teachers

967
01:43:01,846 --> 01:43:04,953
to create their own personalized flashcards

968
01:43:04,953 --> 01:43:08,953
based on their own individual household contacts

969
01:43:10,384 --> 01:43:11,862
so for an instance a family with a certain set of dietary restrictions

970
01:43:11,862 --> 01:43:14,776
have their own set of flash cards

971
01:43:14,776 --> 01:43:18,776
and a different family has their own flashcards too

972
01:43:19,304 --> 01:43:22,461
and I hope that this personalized feature

973
01:43:22,461 --> 01:43:26,461
is much easier than laminating cards

974
01:43:26,838 --> 01:43:29,129
. And the interface itself I hope

975
01:43:29,129 --> 01:43:33,129
is not too unbatched

976
01:43:34,539 --> 01:43:38,117
, the royal blue backgrounds with orange accents I hope settles

977
01:43:38,117 --> 01:43:39,753
with maximal maximum contrast with

978
01:43:39,753 --> 01:43:43,753
minimum sensory overload

979
01:43:46,373 --> 01:43:47,993
. so throughout this process of reiteration

980
01:43:47,993 --> 01:43:51,202
and reprogramming

981
01:43:51,202 --> 01:43:52,783
um I judge speech bark on 4 primary

982
01:43:52,783 --> 01:43:55,534
target goals

983
01:43:55,534 --> 01:43:59,534
. The first 1 is user interface

984
01:44:01,124 --> 01:44:05,124
I really hope that this was intuitive legible and engaging

985
01:44:07,488 --> 01:44:10,356
and feedback does demonstrate it however 1 principal has stated that using the flash card

986
01:44:10,356 --> 01:44:14,356
so much more convenient than the app

987
01:44:15,876 --> 01:44:19,318
however I believe that through more optimization and reiteration we can definitely

988
01:44:19,318 --> 01:44:23,318
make the app a lot more optimized and user-friendly.

989
01:44:25,094 --> 01:44:27,948
in terms of the target audience um we've made some minor adjustments to our goals of age 7 and a plus

990
01:44:27,948 --> 01:44:30,044
to more IQ based index

991
01:44:30,044 --> 01:44:34,044
. In terms of function

992
01:44:34,523 --> 01:44:37,669
62% of feedback demonstrates that there are clear

993
01:44:37,669 --> 01:44:39,547
positivity in terms of the functions

994
01:44:39,547 --> 01:44:43,479
that resemble packs

995
01:44:43,479 --> 01:44:44,530
. And believe and I believe that more longitudinal studies are still required

996
01:44:44,530 --> 01:44:47,241
to

997
01:44:47,241 --> 01:44:51,241
confirm that this is an effective

998
01:44:51,531 --> 01:44:54,593
method and that involves implementing a curriculum as well

999
01:44:54,593 --> 01:44:58,593
. That is why I believe that this success

1000
01:45:00,335 --> 01:45:02,437
s not a Finish Line but rather a moving Target because these iterative Loops have taught me that

1001
01:45:02,437 --> 01:45:06,323
user centered methods

1002
01:45:06,323 --> 01:45:09,193
means listening even when it stings. And even it when

1003
01:45:09,193 --> 01:45:10,214
the teachers completely bash your ideas and say

1004
01:45:10,214 --> 01:45:12,977
they're horrible

1005
01:45:12,977 --> 01:45:16,568
. And that's when it matters the most because

1006
01:45:16,568 --> 01:45:20,568
these are the people that are going to be using the app not us

1007
01:45:21,479 --> 01:45:25,479
. In terms of

1008
01:45:30,031 --> 01:45:34,031
is always farther far greater than the cost of making any mistake

1009
01:45:34,593 --> 01:45:38,593
in an age where indirect service can masquerade as help.

1010
01:45:39,765 --> 01:45:43,367
research illuminates the path but is it is working with frustrated teachers

1011
01:45:43,367 --> 01:45:47,367
debugging code at 2 AM and filling out Google Play

1012
01:45:48,402 --> 01:45:52,402
37 if you had submission form that turns you empathy into utility.

1013
01:45:56,156 --> 01:45:58,071
I hope that through this process a mother and man can download speech bark for the

1014
01:45:58,071 --> 01:46:00,751
first time for zero bot

1015
01:46:00,751 --> 01:46:02,566
and your her daughter pressed 2 icon

1016
01:46:02,566 --> 01:46:04,994
, country and eat

1017
01:46:04,994 --> 01:46:08,991
, I know exactly what to make for dinner

1018
01:46:08,991 --> 01:46:12,621
. And this moment would be worth

1019
01:46:12,621 --> 01:46:16,621
all the work I've put in and all the work that everybody has put in

1020
01:46:17,123 --> 01:46:18,403
. Speech Park is just a prototype not a Panacea

1021
01:46:18,403 --> 01:46:22,403
just yet

1022
01:46:23,593 --> 01:46:24,319
we still need a lot more rigorous trials conclusive research and controlled

1023
01:46:24,319 --> 01:46:27,897
evidence

1024
01:46:27,897 --> 01:46:31,549
and also content localization

1025
01:46:31,549 --> 01:46:33,712
working with different dialects and more importantly different flashcards

1026
01:46:33,712 --> 01:46:37,712
to demonstrate that this actually works

1027
01:46:37,804 --> 01:46:41,354
using different open source modules working with

1028
01:46:41,354 --> 01:46:43,518
different countries and experts and specialization

1029
01:46:43,518 --> 01:46:44,464
means that we can continue to improve

1030
01:46:44,464 --> 01:46:48,464
on end

1031
01:46:49,688 --> 01:46:53,304
. I invite universities ngos and edtech firms to join this mission

1032
01:46:53,304 --> 01:46:55,740
share your data sets lend your UI designers

1033
01:46:55,740 --> 01:46:58,301
, and challenge our blind spots

1034
01:46:58,301 --> 01:47:01,767
. Perhaps very name Speech Sparks

1035
01:47:01,767 --> 01:47:05,059
implies ignition not Monopoly

1036
01:47:05,059 --> 01:47:08,531
let me Circle back to Tung Song Hong

1037
01:47:08,531 --> 01:47:12,531
, on my most recent visit

1038
01:47:13,047 --> 01:47:15,100
as we dance to the enthusiastic baby shark

1039
01:47:15,100 --> 01:47:19,100
. I realized something profound

1040
01:47:19,897 --> 01:47:23,315
technology is a conduit

1041
01:47:23,315 --> 01:47:27,315
but is it is the human connection that makes up the circuitry

1042
01:47:27,370 --> 01:47:31,370
. I stand before you with a simple plea.

1043
01:47:31,841 --> 01:47:33,337
When they clear issue arises do not merely admire the problem

1044
01:47:33,337 --> 01:47:34,733
, design against it

1045
01:47:34,733 --> 01:47:36,419
, tests against i,

1046
01:47:36,419 --> 01:47:39,781
t, iterate against it

1047
01:47:39,781 --> 01:47:42,410
the children we serve do not need another white paper

1048
01:47:42,410 --> 01:47:45,774
any tools that fit inside their hands

1049
01:47:45,774 --> 01:47:49,774
and unlock the voices inside their heads

1050
01:47:50,283 --> 01:47:54,283
. I believe we are all striving for a common goal here everyone here today

1051
01:47:55,442 --> 01:47:59,442
. And let us ignite more Sparks together. Thank you

1052
01:48:00,612 --> 01:48:03,577
.(Miss Alice) Thank you very much

1053
01:48:03,577 --> 01:48:07,101
it's actually very impressive

1054
01:48:07,101 --> 01:48:11,101
. Very proud here to see

1055
01:48:11,218 --> 01:48:15,218
your generation working to make the world better

1056
01:48:15,752 --> 01:48:17,842
and please don't stop keep fighting I'm sure you'll find what you need

1057
01:48:17,842 --> 01:48:21,842
. Thank you

1058
01:48:23,837 --> 01:48:27,837
.

1059
01:48:28,553 --> 01:48:32,553
(Miss Indra) Dr.Maliwan is the chair of the foundation for the Deaf.

1060
01:49:05,143 --> 01:49:09,143

1061
01:49:29,787 --> 01:49:33,787
(Miss Alice) Thank you for that

1062
01:49:34,279 --> 01:49:38,279
. Our next presenter

1063
01:49:42,041 --> 01:49:45,456
. Dr Rada Dara from tFaculty of Medicine Ramathibodi Hospital,Mahidol University. hospital mahito

1064
01:49:45,456 --> 01:49:48,043
may I uh request Dr

1065
01:49:48,043 --> 01:49:52,043
Rada data on stage please

1066
01:50:13,954 --> 01:50:17,954
cove.r

1067
01:50:20,156 --> 01:50:20,923
(Male Speaker) Good morning distinguished audience my name is chaitan upon and this is

1068
01:50:20,923 --> 01:50:22,607
today

1069
01:50:22,607 --> 01:50:25,998
so president of a project

1070
01:50:25,998 --> 01:50:28,488
the prevalence of hearing loss among primary school children

1071
01:50:28,488 --> 01:50:30,789
in Bangkok Metropolitan

1072
01:50:30,789 --> 01:50:34,789
so

1073
01:50:35,819 --> 01:50:37,857
out there

1074
01:50:37,857 --> 01:50:41,857
contribution to make this project happen

1075
01:50:46,187 --> 01:50:50,187
let begin with the uh the background behind it this project why we doing this project

1076
01:50:51,978 --> 01:50:54,207
So hearing loss is 1 of the common permanent disability that can happen

1077
01:50:54,207 --> 01:50:58,207
with our age range

1078
01:50:59,710 --> 01:51:01,303
. Here in the figure you're seeing that uh the estimated number

1079
01:51:01,303 --> 01:51:02,686
up hearing impaired

1080
01:51:02,686 --> 01:51:06,316
person's globally

1081
01:51:06,316 --> 01:51:09,517
, so at the current moment, the estimated number

1082
01:51:09,517 --> 01:51:11,333
in uh 2025

1083
01:51:11,333 --> 01:51:14,730
would be about

1084
01:51:14,730 --> 01:51:17,418
466 million people globally

1085
01:51:17,418 --> 01:51:21,418
and

1086
01:51:22,418 --> 01:51:26,418
interestingly about the win percents of those people were children

1087
01:51:27,762 --> 01:51:29,513
. Let's copy the number of hearing impaired people

1088
01:51:29,513 --> 01:51:33,513
in specific region

1089
01:51:35,143 --> 01:51:39,143
. The number of sharing loss people highest in Asian country

1090
01:51:40,339 --> 01:51:41,961
. Specifically, the higher number were in the low and middle income country

1091
01:51:41,961 --> 01:51:45,961
and

1092
01:51:49,228 --> 01:51:51,018
so because of the impact of hearing on the children's ability and

1093
01:51:51,018 --> 01:51:52,901
allow us

1094
01:51:52,901 --> 01:51:56,901
and burden on economics

1095
01:51:57,302 --> 01:51:57,854
uh the wsl1 to reduce those number by at least 20

1096
01:51:57,854 --> 01:51:59,436
sense

1097
01:51:59,436 --> 01:52:03,436
by 2030

1098
01:52:07,562 --> 01:52:08,707
. So let me review a little bit about our year as you can see that we have 3

1099
01:52:08,707 --> 01:52:12,034
parts of the year

1100
01:52:12,034 --> 01:52:16,034
. The outer ear middle ear and the inner ear

1101
01:52:17,490 --> 01:52:18,678
the impairment in their um outer and middle ear can be treated by medication

1102
01:52:18,678 --> 01:52:22,678
surgery

1103
01:52:23,208 --> 01:52:26,998
in contrast the impairment in the inner ear cannot be treated

1104
01:52:26,998 --> 01:52:30,998
the people with hearing loss in this part

1105
01:52:31,129 --> 01:52:35,129
need interventions such as uh hearing aid or cochlear implantation

1106
01:52:37,479 --> 01:52:38,798
. Luckily about 60% of uh the cost of hearing loss of pure

1107
01:52:38,798 --> 01:52:42,798
and treatable

1108
01:52:45,925 --> 01:52:47,019
. Before we go further let me ask you if this uh a fake game for

1109
01:52:47,019 --> 01:52:51,019
jumping competition

1110
01:52:53,666 --> 01:52:55,493
because you're saying that right so it is not fair game when 1 children has to

1111
01:52:55,493 --> 01:52:57,252
over a higher fence

1112
01:52:57,252 --> 01:53:01,252
then the other children

1113
01:53:03,396 --> 01:53:06,865
. So if you use the same metaphor for the children with hearing loss you seeing that

1114
01:53:06,865 --> 01:53:07,621
when the Children hearing loss has to

1115
01:53:07,621 --> 01:53:11,621
you know

1116
01:53:12,333 --> 01:53:16,333
using a lot of effort to overcome the speech perceptions in noisy environment

1117
01:53:16,975 --> 01:53:20,975
. Of course, hearing hearing is more difficult as for them

1118
01:53:22,161 --> 01:53:23,577
, right? And of course it going to be unfair for learning

1119
01:53:23,577 --> 01:53:25,323
care we are choosing

1120
01:53:25,323 --> 01:53:29,323
and also socialization

1121
01:53:31,901 --> 01:53:35,901
. So this figure shows the frequency range that is important for speech perceptions

1122
01:53:37,679 --> 01:53:39,735
. So the normal hearing children who have the hearing sensitivity on the top that you can see

1123
01:53:39,735 --> 01:53:42,557
above the green line

1124
01:53:42,557 --> 01:53:46,557
. So they be able to hear every signal

1125
01:53:47,259 --> 01:53:48,763
, every sound to develop uh normal speech and language

1126
01:53:48,763 --> 01:53:52,763
. Right

1127
01:53:52,870 --> 01:53:54,770
, here all the consonant in English

1128
01:53:54,770 --> 01:53:57,943
okay the frequencies

1129
01:53:57,943 --> 01:54:01,943
, and here our conversation level

1130
01:54:02,950 --> 01:54:03,945
. So normal hearing children don't have any problems to hear your voice to learn

1131
01:54:03,945 --> 01:54:07,945
language

1132
01:54:10,327 --> 01:54:14,327
. But what happening with the hearing impaired children

1133
01:54:16,058 --> 01:54:18,250
. As you see from below that even mild hearing loss

1134
01:54:18,250 --> 01:54:20,247
interrupt normal

1135
01:54:20,247 --> 01:54:23,325
development of speech and language

1136
01:54:23,325 --> 01:54:25,169
and the impact of hearing loss will get worse

1137
01:54:25,169 --> 01:54:26,290
when they get more hearing

1138
01:54:26,290 --> 01:54:28,363
impairment

1139
01:54:28,363 --> 01:54:32,363
so

1140
01:54:34,665 --> 01:54:38,665
the common... abnormal speech and language development

1141
01:54:39,885 --> 01:54:43,885
uh they have to put a lot more effort to develop the same intellectual competency

1142
01:54:44,769 --> 01:54:48,769
. And they have uh limitations in socialization

1143
01:54:50,167 --> 01:54:52,786
, career path and it's going to impact the economic When the Children cannot

1144
01:54:52,786 --> 01:54:56,786
find a job that they serve their competencies

1145
01:54:59,652 --> 01:55:00,723
fortunately at any project related to uh hearing loss in children in

1146
01:55:00,723 --> 01:55:04,619
Thailand will

1147
01:55:04,619 --> 01:55:06,050
support however we still need more research to make

1148
01:55:06,050 --> 01:55:10,050
even better and better

1149
01:55:10,409 --> 01:55:12,957
. So more research going to uh increase

1150
01:55:12,957 --> 01:55:16,957
awareness of hearing impairment in children

1151
01:55:17,564 --> 01:55:21,564
and going to support the detection and Intervention Program

1152
01:55:21,713 --> 01:55:25,713
, but due to the shortage of audiologists in Thailand

1153
01:55:25,901 --> 01:55:29,901
, accessibility to hearing Health Care might be really difficult.

1154
01:55:31,332 --> 01:55:33,464
imagine what if we can do it

1155
01:55:33,464 --> 01:55:37,464
detected

1156
01:55:39,584 --> 01:55:41,482
, treated, and prevented of the hearing loss so of course the hearing hearing

1157
01:55:41,482 --> 01:55:44,009
installation

1158
01:55:44,009 --> 01:55:45,880
and enhance learning skill for the children

1159
01:55:45,880 --> 01:55:47,851
and also improve social skill

1160
01:55:47,851 --> 01:55:51,851
and reduce economic birth

1161
01:55:52,927 --> 01:55:56,927
. So our project has to in first of all

1162
01:55:57,462 --> 01:56:01,462
to estimate the prevalence of hearing loss in primary school children in Central Bank

1163
01:56:02,516 --> 01:56:04,917
ok and the second to develop the awareness of hearing impairment and its effect

1164
01:56:04,917 --> 01:56:08,917
in the parents and the teachers

1165
01:56:09,199 --> 01:56:13,199
. Here how we conduct our research

1166
01:56:14,286 --> 01:56:18,286
. So the selections of the sample based on random method

1167
01:56:18,967 --> 01:56:22,967
so where student were randomly recruited from different grade and different classroom

1168
01:56:24,440 --> 01:56:25,782
. And we use 2 questionaire to collect the uh informations

1169
01:56:25,782 --> 01:56:29,782
. First questionaire

1170
01:56:30,469 --> 01:56:33,852
, to you why you at the risk of hearing loss where that will end just by the teacher

1171
01:56:33,852 --> 01:56:36,785
. The example of the question from the questiona

1172
01:56:36,785 --> 01:56:40,785
ire. D

1173
01:56:43,214 --> 01:56:47,214
o the turning around when they hear somebody calling them from behind

1174
01:56:47,834 --> 01:56:51,025
and do they have uh you know reported of middle ear problem

1175
01:56:51,025 --> 01:56:54,139
and do the using body language more than spoken language

1176
01:56:54,139 --> 01:56:58,139
. And another question here

1177
01:57:00,434 --> 01:57:03,133
, Answers by the parent related to uh demographic data for example marital status

1178
01:57:03,133 --> 01:57:07,133
sharing the educations and family income

1179
01:57:08,513 --> 01:57:11,897
. Here the uh the hearing screening that

1180
01:57:11,897 --> 01:57:14,630
run by audiologists

1181
01:57:14,630 --> 01:57:18,369
first screening would be um

1182
01:57:18,369 --> 01:57:19,458
otoscopic examination that to inspect the

1183
01:57:19,458 --> 01:57:21,640

1184
01:57:21,640 --> 01:57:25,640
outer ear

1185
01:57:27,455 --> 01:57:28,271
such as uh impacts you remain foreign body and also look at the m

1186
01:57:28,271 --> 01:57:32,271
embrain status

1187
01:57:34,492 --> 01:57:36,072
so we also did  Tempo tree which is in

1188
01:57:36,072 --> 01:57:40,072
the objective test

1189
01:57:41,819 --> 01:57:43,266
to evaluate the middle ear functions so the result from the temporary would be identified into

1190
01:57:43,266 --> 01:57:44,709
part

1191
01:57:44,709 --> 01:57:48,239
type first

1192
01:57:48,239 --> 01:57:49,352
uh type A which mean uh they have normal

1193
01:57:49,352 --> 01:57:53,352
video a functions

1194
01:57:55,177 --> 01:57:56,935
. type B they have abnormal which mostly related to middle ear

1195
01:57:56,935 --> 01:58:00,657
afferction and also type c

1196
01:58:00,657 --> 01:58:03,277
mostly related to uh usage to this functions

1197
01:58:03,277 --> 01:58:06,301
that commonly happen in children

1198
01:58:06,301 --> 01:58:10,301
who has a allergy and also coal

1199
01:58:14,219 --> 01:58:16,401
. And also do even the hearing sensitivity through the air conductions

1200
01:58:16,401 --> 01:58:20,227
signing hearing threshold

1201
01:58:20,227 --> 01:58:21,655
. so at screening

1202
01:58:21,655 --> 01:58:25,655
recommended by

1203
01:58:28,090 --> 01:58:32,090
share organizations we ran their The Test at 20 DB

1204
01:58:35,067 --> 01:58:36,639
in the frequency from 500 to 4,000 Hertz which most important for speech

1205
01:58:36,639 --> 01:58:40,639
and language perceptions

1206
01:58:42,483 --> 01:58:43,398
and uh if if they respond at the 20 DB so the student

1207
01:58:43,398 --> 01:58:47,398
have normal hearing

1208
01:58:49,357 --> 01:58:53,357
but if they respond to the uh the sound that higher than 20 DB

1209
01:58:54,757 --> 01:58:56,740
we consider that abnormal and the AI will find through hearing threshold

1210
01:58:56,740 --> 01:59:00,223
at each frequency is both here

1211
01:59:00,223 --> 01:59:03,021
he had our result

1212
01:59:03,021 --> 01:59:07,021
. So

1213
01:59:07,570 --> 01:59:10,202

1214
01:59:10,202 --> 01:59:13,542
This data in Central Bangkok area

1215
01:59:13,542 --> 01:59:17,542
children

1216
01:59:17,931 --> 01:59:21,253
and they all age rain from 7 years old to 9 years old

1217
01:59:21,253 --> 01:59:21,976
. The number of participant based on the size of the school

1218
01:59:21,976 --> 01:59:23,733
and

1219
01:59:23,733 --> 01:59:26,913
class

1220
01:59:26,913 --> 01:59:30,913
, number of the class and number of the student in that school

1221
01:59:31,320 --> 01:59:32,761
. So here a little bit of demographic data

1222
01:59:32,761 --> 01:59:36,761
. So the

1223
01:59:38,767 --> 01:59:39,914
person who answered these questions mostly mother, and around 60% of the family still in

1224
01:59:39,914 --> 01:59:43,656
married

1225
01:59:43,656 --> 01:59:47,656
. About the income

1226
01:59:48,290 --> 01:59:52,290
, most of them uh came from the lower income family

1227
01:59:54,253 --> 01:59:56,900
, so basically 70% of the family has a total income just under

1228
01:59:56,900 --> 02:00:00,900
slightly over the minimum wage.

1229
02:00:04,458 --> 02:00:06,041
The hearing are screening results performed by audiologists encoding otoscopic examination

1230
02:00:06,041 --> 02:00:07,814
tympanometry

1231
02:00:07,814 --> 02:00:08,863
and screening audio mean

1232
02:00:08,863 --> 02:00:11,240
audiometer

1233
02:00:11,240 --> 02:00:15,240
other fighting show that around

1234
02:00:15,260 --> 02:00:16,849
to 22% of the students have abnormal orthoscopic

1235
02:00:16,849 --> 02:00:20,549
so they might have

1236
02:00:20,549 --> 02:00:24,549
foreign body in the yearimpact silent

1237
02:00:25,159 --> 02:00:29,159
and 12% of the student had abnormal tympenometry

1238
02:00:30,520 --> 02:00:34,520
and uh 6% of uh the student had  abnormal audio

1239
02:00:36,875 --> 02:00:40,875
metry so even using um the audio as a go standard like in sophisticated

1240
02:00:41,608 --> 02:00:45,476
so we can infer the 6% of the student in this uh

1241
02:00:45,476 --> 02:00:49,476
project has a hearing loss and need further investigation

1242
02:00:50,068 --> 02:00:54,068
. So we refer all of them to the hospital and get further investigation.

1243
02:00:58,020 --> 02:01:00,865
And due to the uh the shortage of audiologists the accessibility to hearing

1244
02:01:00,865 --> 02:01:04,865
like I said would be really challenging

1245
02:01:05,405 --> 02:01:09,405
. So some school may be using the screening questionnaire

1246
02:01:10,549 --> 02:01:12,806
to... you know evaluate the risk of hearing loss. So

1247
02:01:12,806 --> 02:01:14,206
our data showing that

1248
02:01:14,206 --> 02:01:18,206
18%

1249
02:01:19,952 --> 02:01:22,839
of  the student had uncorrelated we saw between

1250
02:01:22,839 --> 02:01:26,839
screening questionnaire and the audiometric.

1251
02:01:27,778 --> 02:01:31,778
So beware if you're using just only the questionaire right now that

1252
02:01:31,872 --> 02:01:35,346
your student may having a hearing loss

1253
02:01:35,346 --> 02:01:39,346
. You know we cannot detect just only by the questioning

1254
02:01:41,569 --> 02:01:43,495
. And further, we uh see that the uncorrelated

1255
02:01:43,495 --> 02:01:44,739
out between the tympenometry

1256
02:01:44,739 --> 02:01:46,784
and the omitting

1257
02:01:46,784 --> 02:01:50,784
uh uh 10%

1258
02:01:51,373 --> 02:01:53,293
which mean that some student who has abnormal media functions

1259
02:01:53,293 --> 02:01:57,293
but still have normal hearing.

1260
02:01:59,226 --> 02:02:03,226
also we cannot use just only 1 1 uh 1 examination we got to do both

1261
02:02:05,447 --> 02:02:09,447
first of all to evaluate your functions and second of all to evaluate hearing ratio.

1262
02:02:09,904 --> 02:02:13,904
has come to the conclusion

1263
02:02:16,206 --> 02:02:20,206
so about 6% of the student in this project had hearing loss.

1264
02:02:23,082 --> 02:02:24,440
mostly the causes of hearing loss could be treatable

1265
02:02:24,440 --> 02:02:27,616
and preventable

1266
02:02:27,616 --> 02:02:31,616
. such as impact serum and

1267
02:02:32,292 --> 02:02:36,292
usage until this functions when they get called and made the your fusions

1268
02:02:36,987 --> 02:02:39,286
. And we cannot use the questionnaire alone

1269
02:02:39,286 --> 02:02:40,986
to evaluate the hearing in

1270
02:02:40,986 --> 02:02:44,721
the children

1271
02:02:44,721 --> 02:02:48,721
and if you're using their uh

1272
02:02:50,398 --> 02:02:54,398
uh you know if we we want to do the hearing screening project we suggest that

1273
02:02:54,784 --> 02:02:58,784
uh you know to test both Tympanometry and Audiometry

1274
02:03:01,729 --> 02:03:05,729
, so some student from this project went to hospital and get confirmed hearing loss

1275
02:03:06,972 --> 02:03:10,972
. And some of them get hearing devices such as hearing

1276
02:03:12,146 --> 02:03:14,580
aids. And also if any children that have a hearing loss

1277
02:03:14,580 --> 02:03:18,580
we tell them to bring their sibling

1278
02:03:19,665 --> 02:03:23,000
to come to the clinic in the same day to get the hearing evaluation because we concerned

1279
02:03:23,000 --> 02:03:25,778
about family history of hearing loss or genetic hearing loss

1280
02:03:25,778 --> 02:03:29,778
. Discussions

1281
02:03:31,822 --> 02:03:34,881
the hearing screening project couldn't be done with our uh contribution from

1282
02:03:34,881 --> 02:03:38,003
multidisciplinary team such as helping from teacher

1283
02:03:38,003 --> 02:03:38,967
. audiologist and also most importantly

1284
02:03:38,967 --> 02:03:42,967
from the parents

1285
02:03:43,399 --> 02:03:44,768
so uh hearing screening should be done

1286
02:03:44,768 --> 02:03:47,962
annually because

1287
02:03:47,962 --> 02:03:51,962
hearing loss could happen at any age, any time

1288
02:03:53,659 --> 02:03:56,866
. The screening uh should be covered like throughout the country

1289
02:03:56,866 --> 02:04:00,866
not just only in few areas of Bangkok

1290
02:04:03,482 --> 02:04:06,513
. So we suggest that the government should uh make the hearing screening

1291
02:04:06,513 --> 02:04:10,501
, and hearing Healthcare as a public policy

1292
02:04:10,501 --> 02:04:14,501
, and thank you for your attention.

1293
02:04:18,588 --> 02:04:20,419
(Miss Alice) Thank you very much for the very impressive presentation

1294
02:04:20,419 --> 02:04:24,419
. (Male Speaker) Thank you.

1295
02:04:43,320 --> 02:04:47,320
(Miss Indra) I just wanted to check with the team did you want to put up the QR code or are we doing that later.

1296
02:04:51,525 --> 02:04:54,336
Okay, yesterday we put this up but apparently not everybody has uh

1297
02:04:54,336 --> 02:04:57,895
again and we do this again please

1298
02:04:57,895 --> 02:05:01,471
give you about 10 minutes before we go to our next presenter

1299
02:05:01,471 --> 02:05:05,471
please can you scan

1300
02:05:06,932 --> 02:05:08,262
.

1301
02:05:08,262 --> 02:05:12,262
Thank you.

1302
02:06:10,765 --> 02:06:14,765
I hope everybody got their breaks also their coffee break

1303
02:06:15,569 --> 02:06:19,569
the topic cake is actually quite tasty have you all tried it

1304
02:06:56,569 --> 02:06:58,910
and

1305
02:06:58,910 --> 02:07:01,831
position in the morning we will

1306
02:07:01,831 --> 02:07:05,831
uh change our schedule a little bit.

1307
02:07:06,895 --> 02:07:08,182
Because we have a coffee break served in the snack box

1308
02:07:08,182 --> 02:07:12,029
. So

1309
02:07:12,029 --> 02:07:13,899
we will have the presenter to present

1310
02:07:13,899 --> 02:07:17,899
about

1311
02:07:19,089 --> 02:07:21,362
10.45. Start at 10:45 now is the time to do the

1312
02:07:21,362 --> 02:07:23,451
evaluation form

1313
02:07:23,451 --> 02:07:25,321
help us feel the

1314
02:07:25,321 --> 02:07:28,268
evaluation form

1315
02:07:28,268 --> 02:07:32,268
. If you cannot scan it, please let us know

1316
02:07:33,767 --> 02:07:37,767
. And the students also

1317
02:07:42,942 --> 02:07:46,357
can learn from the presentations today and also participate in the evaluation form. as well

1318
02:07:46,357 --> 02:07:50,357
and during the break time

1319
02:07:50,432 --> 02:07:53,233
and

1320
02:07:53,233 --> 02:07:55,846
buy our toffee cake

1321
02:07:55,846 --> 02:07:59,846
in our shop.

1322
02:08:06,831 --> 02:08:10,831
Afternoon. In second floor and first floor

1323
02:08:11,119 --> 02:08:15,119
a breakout session we're gonna have a workshop

1324
02:08:15,873 --> 02:08:18,571
uh with the the uh DVT specialist you guys met her yesterday. Dr. Leah

1325
02:08:18,571 --> 02:08:20,991
is going to be doing ABT

1326
02:08:20,991 --> 02:08:24,991
uh workshop on the second floor

1327
02:08:25,823 --> 02:08:28,245
and we also will have our proceedings as we've said here before so anybody interested to go to

1328
02:08:28,245 --> 02:08:32,011
Workshop

1329
02:08:32,011 --> 02:08:33,316
you can join us in the second floor as well or you can stay here with the presentation as well. That's up to you

1330
02:08:33,316 --> 02:08:37,316
. Thank you.

1331
02:09:22,519 --> 02:09:23,520
Hi. Are you ready so can I ask you to come to

1332
02:09:23,520 --> 02:09:24,707
stage

1333
02:09:24,707 --> 02:09:26,349
. Is that okay

1334
02:09:26,349 --> 02:09:30,119
? Are you ready? okay

1335
02:09:30,119 --> 02:09:34,119
uh may I present our next uh presenter

1336
02:09:36,086 --> 02:09:40,086
Dr. Hiroko Furuta from the Shoka University Japan

1337
02:09:40,209 --> 02:09:44,209
yep you can go right on stage

1338
02:09:46,761 --> 02:09:49,205
.

1339
02:09:49,205 --> 02:09:49,759

1340
02:09:49,759 --> 02:09:51,304

1341
02:09:51,304 --> 02:09:55,304
Thank you

1342
02:10:02,884 --> 02:10:05,806
. and Professor Dr. M

1343
02:10:05,806 --> 02:10:09,806
aliwam

1344
02:10:10,306 --> 02:10:14,306
ladies and gentlemen

1345
02:10:31,677 --> 02:10:35,184

1346
02:10:35,184 --> 02:10:36,317
it is my pleasure to um

1347
02:10:36,317 --> 02:10:40,317
um

1348
02:10:42,830 --> 02:10:44,645
present uh our presentation and the title is process of

1349
02:10:44,645 --> 02:10:48,241
including special schools

1350
02:10:48,241 --> 02:10:50,549
into inclusive education systems

1351
02:10:50,549 --> 02:10:52,161
um

1352
02:10:52,161 --> 02:10:56,161

1353
02:10:56,773 --> 02:11:00,773
there are 3 uh researchers

1354
02:11:03,146 --> 02:11:03,944
myself Dr. Hiroko Furuta Shokei University, Japan Dr. Riho Sakurai Hiroshima University, Japan Dr. Prasad Sethunga, University of Peradeniya Sri Lanka

1355
02:11:03,944 --> 02:11:07,944

1356
02:11:10,088 --> 02:11:11,073

1357
02:11:11,073 --> 02:11:15,073

1358
02:11:15,085 --> 02:11:19,085

1359
02:11:24,668 --> 02:11:28,389
inclusive education advocated by UNESCO in

1360
02:11:28,389 --> 02:11:32,031
it's 1994 Salamanca

1361
02:11:32,031 --> 02:11:35,688
nation is an international trend

1362
02:11:35,688 --> 02:11:38,412
of course you know of all

1363
02:11:38,412 --> 02:11:40,839
. And

1364
02:11:40,839 --> 02:11:44,839
of earned

1365
02:11:47,937 --> 02:11:50,084
UN CRPD 2006 and go for of the SD

1366
02:11:50,084 --> 02:11:54,084
2015

1367
02:11:56,496 --> 02:12:00,496
the process towards inclusive education differs

1368
02:12:02,116 --> 02:12:06,116
Country to Country and Region to Region

1369
02:12:08,050 --> 02:12:10,374
, so that means the transition process of how to

1370
02:12:10,374 --> 02:12:13,484
special schools

1371
02:12:13,484 --> 02:12:15,012
is also uh

1372
02:12:15,012 --> 02:12:16,300
differs

1373
02:12:16,300 --> 02:12:19,283
by country

1374
02:12:19,283 --> 02:12:20,848
, by country the

1375
02:12:20,848 --> 02:12:24,848
Region to region, so

1376
02:12:28,062 --> 02:12:29,818
the process uh including special schools into

1377
02:12:29,818 --> 02:12:32,815
system

1378
02:12:32,815 --> 02:12:36,392
very important

1379
02:12:36,392 --> 02:12:37,556
in Bhutan and in some cases

1380
02:12:37,556 --> 02:12:39,878
very often

1381
02:12:39,878 --> 02:12:42,903
a typical tasks

1382
02:12:42,903 --> 02:12:44,657
so

1383
02:12:44,657 --> 02:12:48,319
we would like to

1384
02:12:48,319 --> 02:12:49,946
examine how to include

1385
02:12:49,946 --> 02:12:52,605
special schools

1386
02:12:52,605 --> 02:12:56,270
in the inclusive education system

1387
02:12:56,270 --> 02:12:59,568
without leaving them behind

1388
02:12:59,568 --> 02:13:01,121
what was also utilizing

1389
02:13:01,121 --> 02:13:03,097
, utilizing

1390
02:13:03,097 --> 02:13:07,097
their resources.

1391
02:13:13,741 --> 02:13:17,741
the purpose of This research

1392
02:13:18,850 --> 02:13:22,850
is to ident...

1393
02:13:41,500 --> 02:13:44,780
um we focus on the process of inclusion of special schools

1394
02:13:44,780 --> 02:13:48,004
into the inclusive education system

1395
02:13:48,004 --> 02:13:52,004
in the case of low and middle income countries

1396
02:13:54,108 --> 02:13:55,888
and it is not appropriate to apply inclusive education uniformly

1397
02:13:55,888 --> 02:13:59,888
mmic

1398
02:14:00,050 --> 02:14:01,630
so withdrawal of support for

1399
02:14:01,630 --> 02:14:05,630
and closer

1400
02:14:05,667 --> 02:14:08,463
special schools by some large International NG

1401
02:14:08,463 --> 02:14:09,663

1402
02:14:09,663 --> 02:14:11,293

1403
02:14:11,293 --> 02:14:15,293
Os... children with disabilities

1404
02:14:16,962 --> 02:14:19,934
so transition to inclusive education in many such countries

1405
02:14:19,934 --> 02:14:23,934
requires careful consideration

1406
02:14:25,718 --> 02:14:26,259
because of for example the delay in the formulation and develop

1407
02:14:26,259 --> 02:14:28,233
mint

1408
02:14:28,233 --> 02:14:29,732
inclusive education policies

1409
02:14:29,732 --> 02:14:33,732
by government

1410
02:14:36,165 --> 02:14:40,165
so that is why the purpose of This research is to clarify the process of

1411
02:14:41,191 --> 02:14:44,017
version to an inclusive education system in relation to the

1412
02:14:44,017 --> 02:14:47,054
inclusion of special schools

1413
02:14:47,054 --> 02:14:49,649
by comparing 2 countries

1414
02:14:49,649 --> 02:14:51,235
in South Asia, Sri Lanka

1415
02:14:51,235 --> 02:14:54,899
and B

1416
02:14:54,899 --> 02:14:57,245
hutan um both countries

1417
02:14:57,245 --> 02:14:59,639
Bhutan and Sri Lanka

1418
02:14:59,639 --> 02:15:01,604
multi ethnic

1419
02:15:01,604 --> 02:15:04,986
marut cultural

1420
02:15:04,986 --> 02:15:08,986
countries and majority of Buddhists

1421
02:15:09,762 --> 02:15:13,762
and per capita GDPs are similar and

1422
02:15:15,116 --> 02:15:16,615
fully education providing free Education Health Care and

1423
02:15:16,615 --> 02:15:18,081
Medical Services

1424
02:15:18,081 --> 02:15:22,081
, so

1425
02:15:23,486 --> 02:15:27,486
of course the country size similar and

1426
02:15:30,184 --> 02:15:32,430
background is also similar so that is why we selected

1427
02:15:32,430 --> 02:15:36,430
Sri Lanka and B

1428
02:15:37,473 --> 02:15:41,473
hutan, and both countries share the idea of

1429
02:15:41,753 --> 02:15:44,772
Karma. Karma means of course you know um

1430
02:15:44,772 --> 02:15:46,364
which Associates disability

1431
02:15:46,364 --> 02:15:50,364
don't doing

1432
02:15:50,889 --> 02:15:53,418
life is culturally ingrained

1433
02:15:53,418 --> 02:15:57,418
but has been changing in recent years

1434
02:15:57,930 --> 02:15:59,712
. And both countries ratify the UN C

1435
02:15:59,712 --> 02:16:03,712
RPD in

1436
02:16:05,858 --> 02:16:09,858
2006, 2016 and 202

1437
02:16:12,303 --> 02:16:16,303
3 so this method this study examine

1438
02:16:17,729 --> 02:16:19,191
the process of inclusion of special schools into inclusive education by

1439
02:16:19,191 --> 02:16:22,582
comparing 2 countries

1440
02:16:22,582 --> 02:16:25,983
through a comparative analysis of

1441
02:16:25,983 --> 02:16:29,983
the history of development of special education

1442
02:16:31,641 --> 02:16:34,503
this is the first 1 and the second the current status of special schools and

1443
02:16:34,503 --> 02:16:35,484
the third 1 final 1

1444
02:16:35,484 --> 02:16:39,484

1445
02:16:39,598 --> 02:16:43,426
formation and implementation of inclusive education

1446
02:16:43,426 --> 02:16:47,217
um Sr

1447
02:16:47,217 --> 02:16:48,591
i Lanka history in 1912 the first special

1448
02:16:48,591 --> 02:16:50,836
School

1449
02:16:50,836 --> 02:16:53,396
both comments and

1450
02:16:53,396 --> 02:16:56,830
1960 special schools

1451
02:16:56,830 --> 02:16:58,868
went out of Ministry of Education

1452
02:16:58,868 --> 02:17:02,868
, and in 1960

1453
02:17:03,356 --> 02:17:06,544
special education units began in the regular schools

1454
02:17:06,544 --> 02:17:08,078
, so there are 2 kinds of

1455
02:17:08,078 --> 02:17:12,078
special schools

1456
02:17:13,128 --> 02:17:17,066
, one is assisted by Ministry of Education

1457
02:17:17,066 --> 02:17:21,052
, another one is known assisted special schools

1458
02:17:21,052 --> 02:17:22,887
. So the number of assisted special schools

1459
02:17:22,887 --> 02:17:24,503
increased

1460
02:17:24,503 --> 02:17:28,503
like this figure

1461
02:17:29,691 --> 02:17:33,674
. Under this inclusive education trends

1462
02:17:33,674 --> 02:17:37,674
and anyway in Sri Lanka

1463
02:17:38,246 --> 02:17:40,561
, there are multi layered system of special education

1464
02:17:40,561 --> 02:17:42,707
one government School

1465
02:17:42,707 --> 02:17:46,707
under the Ministry of Education

1466
02:17:47,290 --> 02:17:51,290
, another 1 Special School under the Department of Social Services.

1467
02:18:00,268 --> 02:18:04,170
the number of assisted special schools

1468
02:18:04,170 --> 02:18:08,170
and and the number of students

1469
02:18:08,672 --> 02:18:11,397
you can see from this table 1

1470
02:18:11,397 --> 02:18:15,397
. and

1471
02:18:16,431 --> 02:18:19,970
about 1 quarter of the children with disabilities

1472
02:18:19,970 --> 02:18:23,970
run at special schools.

1473
02:18:26,387 --> 02:18:27,820
And the remaining 3 quarters run at special education unit

1474
02:18:27,820 --> 02:18:31,820
in the government school

1475
02:18:33,746 --> 02:18:37,746
and the total number of students in special schools

1476
02:18:40,279 --> 02:18:44,279
is comparable to the number of those in special education unit.

1477
02:18:45,230 --> 02:18:46,604
and most of

1478
02:18:46,604 --> 02:18:50,195
students

1479
02:18:50,195 --> 02:18:53,531
running in the special schools

1480
02:18:53,531 --> 02:18:57,531
or learning in the western province

1481
02:18:58,051 --> 02:19:01,595
which include the metropolitan areas

1482
02:19:01,595 --> 02:19:04,041
which City of Colombo and

1483
02:19:04,041 --> 02:19:08,041
so

1484
02:19:09,702 --> 02:19:13,702
and uh

1485
02:19:15,375 --> 02:19:18,937
formulated in 2020

1486
02:19:18,937 --> 02:19:22,937
I will uh explain this later in

1487
02:19:24,184 --> 02:19:28,184
later in uh how is the situation

1488
02:19:30,310 --> 02:19:34,310
a dear situation of special schools

1489
02:19:34,970 --> 02:19:37,906
so in order to grasp the actual conditions of

1490
02:19:37,906 --> 02:19:41,650
education in special schools in Sri Lanka

1491
02:19:41,650 --> 02:19:43,225
, 3 different types of special schools were selected

1492
02:19:43,225 --> 02:19:47,009
can be City

1493
02:19:47,009 --> 02:19:50,654
and its suburb of Kandy District

1494
02:19:50,654 --> 02:19:54,654
in the

1495
02:19:58,480 --> 02:20:02,480
these 3 types schools were chosen from the Viewpoint of disability categories

1496
02:20:02,586 --> 02:20:04,931
to be told different blind School

1497
02:20:04,931 --> 02:20:08,603
and intellectual disabilities

1498
02:20:08,603 --> 02:20:09,773
. And the learning organization

1499
02:20:09,773 --> 02:20:11,767
province

1500
02:20:11,767 --> 02:20:15,767
or NGOs

1501
02:20:15,890 --> 02:20:18,087
and The Residency status of students

1502
02:20:18,087 --> 02:20:22,087
School

1503
02:20:22,109 --> 02:20:25,222
is a residential school for children who are different blind

1504
02:20:25,222 --> 02:20:29,222
, local welfare organization

1505
02:20:29,824 --> 02:20:30,317
and is assisted Ministry of Education assisted

1506
02:20:30,317 --> 02:20:34,317
School

1507
02:20:37,242 --> 02:20:37,880
School B is a day school for children with intellectual dis

1508
02:20:37,880 --> 02:20:41,880
abilities

1509
02:20:42,844 --> 02:20:45,887
buthostel facilities available

1510
02:20:45,887 --> 02:20:48,257
school will be is run by

1511
02:20:48,257 --> 02:20:52,257
Welfare Society

1512
02:20:52,684 --> 02:20:56,684
and registered under the Department of Social Services

1513
02:20:58,647 --> 02:21:02,491
it this is a Ministry of Education known assisted School

1514
02:21:02,491 --> 02:21:06,052
and school

1515
02:21:06,052 --> 02:21:07,576
C is a day school for children with internet

1516
02:21:07,576 --> 02:21:11,576
sure disabilities

1517
02:21:14,091 --> 02:21:18,091
. and school C was started in the late 1990s

1518
02:21:19,197 --> 02:21:23,197
and is run by the provincial Department of Education

1519
02:21:32,624 --> 02:21:33,699
so government policy document so far do not mention any drastic

1520
02:21:33,699 --> 02:21:36,214
measures

1521
02:21:36,214 --> 02:21:40,214
there is a risk

1522
02:21:40,691 --> 02:21:44,691
in Sri Lanka special schools will

1523
02:21:45,400 --> 02:21:46,686
for the marginalized in the inclusive education system

1524
02:21:46,686 --> 02:21:50,686
in the future

1525
02:21:52,221 --> 02:21:56,221
. Okay B

1526
02:21:57,148 --> 02:22:01,148
hutan, actually neither there are 2 special

1527
02:22:02,768 --> 02:22:05,336
schools uh Noah Ming Institute nor the 1 Institute

1528
02:22:05,336 --> 02:22:08,538
a name such as

1529
02:22:08,538 --> 02:22:12,291
uh score for the brand or score for the day

1530
02:22:12,291 --> 02:22:13,998
but here we call these schools

1531
02:22:13,998 --> 02:22:17,998
special schools

1532
02:22:23,802 --> 02:22:26,892
History in 1973 the jungle m

1533
02:22:26,892 --> 02:22:30,892
when setting school for the bride incurring

1534
02:22:31,299 --> 02:22:35,299
established very sorry my pronunciation maybe

1535
02:22:37,819 --> 02:22:41,819
it came under the Ministry of Education in 1981

1536
02:22:42,502 --> 02:22:43,773
and it became part of the Central School in

1537
02:22:43,773 --> 02:22:47,773
20

1538
02:22:48,407 --> 02:22:52,407
16 this education unit of the

1539
02:22:54,626 --> 02:22:58,626
don't give uh lower Secondary School in Paro commenced in

1540
02:22:59,795 --> 02:23:01,662
in Ministry of Education converted the deaf unit

1541
02:23:01,662 --> 02:23:05,662
in the drunk

1542
02:23:06,592 --> 02:23:08,226
Secondary School into the 1 sell input for the deaf in

1543
02:23:08,226 --> 02:23:12,226
2014.

1544
02:23:18,352 --> 02:23:22,352
Yeah

1545
02:23:24,350 --> 02:23:28,350
, this table so the outline of 2 special schools in Bh

1546
02:23:29,169 --> 02:23:30,439
utan and in the Muenselling Institute there were

1547
02:23:30,439 --> 02:23:34,439
um

1548
02:23:38,186 --> 02:23:42,186
there is a Buddhist Sign Language Institute also

1549
02:23:43,268 --> 02:23:45,421
so anyway this special schools are both

1550
02:23:45,421 --> 02:23:48,766
Public Schools

1551
02:23:48,766 --> 02:23:52,766
so very different from Sri Lanka situation.

1552
02:24:00,991 --> 02:24:03,895
so in 2012 the bhutanese government formulated

1553
02:24:03,895 --> 02:24:07,895
personal policy on special education needs

1554
02:24:09,153 --> 02:24:12,141
to ensure that children with disabilities are not segregated

1555
02:24:12,141 --> 02:24:16,141
in their in educational environment.

1556
02:24:21,163 --> 02:24:21,946
. So in Bhutan, special schools are integrated

1557
02:24:21,946 --> 02:24:24,093
into

1558
02:24:24,093 --> 02:24:25,661
inclusive education system

1559
02:24:25,661 --> 02:24:26,596
number is a government

1560
02:24:26,596 --> 02:24:30,596
and

1561
02:24:31,193 --> 02:24:34,535
since special schools are not private organizations

1562
02:24:34,535 --> 02:24:36,489
the schools do not have serious

1563
02:24:36,489 --> 02:24:38,957
Financial concerns

1564
02:24:38,957 --> 02:24:39,948
for school operations

1565
02:24:39,948 --> 02:24:43,948
. Am I correct

1566
02:24:45,693 --> 02:24:49,693
? So findings gluten is special schools have been functioning in the

1567
02:24:51,112 --> 02:24:54,283
specialized centers for the education of children

1568
02:24:54,283 --> 02:24:58,283
uh visual impairments and hearing impairments

1569
02:25:00,026 --> 02:25:02,959
that Bhutan transition to an inclusive education system can be seen

1570
02:25:02,959 --> 02:25:04,206
as a smooth inclusion

1571
02:25:04,206 --> 02:25:07,260
special

1572
02:25:07,260 --> 02:25:08,590
Institute for special schools

1573
02:25:08,590 --> 02:25:10,456
and specialized

1574
02:25:10,456 --> 02:25:14,456
call centers

1575
02:25:16,585 --> 02:25:20,585
. So process of including special schools into

1576
02:25:21,800 --> 02:25:25,800
inclusive education systems Sri Lanka long history of special education

1577
02:25:27,767 --> 02:25:30,518
and they have a variety of special schools

1578
02:25:30,518 --> 02:25:34,518
. Multi-sector system

1579
02:25:34,729 --> 02:25:36,613
containing both government schools and special schools

1580
02:25:36,613 --> 02:25:40,613
so

1581
02:25:43,007 --> 02:25:44,183
in Sri Lanka the Ministry of Education has not yet started including

1582
02:25:44,183 --> 02:25:47,196
special schools

1583
02:25:47,196 --> 02:25:50,650
into their inclusive education system

1584
02:25:50,650 --> 02:25:53,071
as of the recently issued

1585
02:25:53,071 --> 02:25:57,071
policy on inclusive education

1586
02:25:58,816 --> 02:26:00,626
. On the other hand in Bhutan, 2 special schools were functioned as

1587
02:26:00,626 --> 02:26:04,626
Public Schools

1588
02:26:06,177 --> 02:26:10,177
from the onset or within several years after their establishment

1589
02:26:12,294 --> 02:26:16,022
after the formulation of the inclusive education policy in 2012

1590
02:26:16,022 --> 02:26:20,022
. these 2 schools are firmly

1591
02:26:20,180 --> 02:26:24,180
sit to be part of goods inclusive education system

1592
02:26:25,722 --> 02:26:29,722
through facilitating to play the role of specialized Resource Centers

1593
02:26:30,448 --> 02:26:34,448
. Conclusions

1594
02:26:35,867 --> 02:26:39,867
,  as an island country Sri Lanka was exposed to foreign influence

1595
02:26:41,267 --> 02:26:44,199
I believe which is historically remote

1596
02:26:44,199 --> 02:26:45,420
with them around the humerus

1597
02:26:45,420 --> 02:26:49,215
so

1598
02:26:49,215 --> 02:26:52,444
This research highlighted the significant difference

1599
02:26:52,444 --> 02:26:54,255
in 2 LMIC

1600
02:26:54,255 --> 02:26:58,255
s in South Asia

1601
02:26:58,777 --> 02:27:01,432
in the process of inclusion of special schools into

1602
02:27:01,432 --> 02:27:05,432
the inclusive education system

1603
02:27:07,286 --> 02:27:11,247
. Part of this research was supported by the Haven consumer foundation in Japan

1604
02:27:11,247 --> 02:27:14,473
. The presenter thank all 5 school principals

1605
02:27:14,473 --> 02:27:16,207
who presented and shared

1606
02:27:16,207 --> 02:27:18,606
standpoint as

1607
02:27:18,606 --> 02:27:22,606
the online components

1608
02:27:24,136 --> 02:27:27,535
. And special thanks also go to Mr. Karma Norbu (former Ministry of Education, Bhutan), Nyendo (Changangkha MSS), Prof. Paul Lynch (University of Glasgow).

1609
02:27:27,535 --> 02:27:31,376

1610
02:27:31,376 --> 02:27:33,315
These are references and

1611
02:27:33,315 --> 02:27:37,315
thank you so much

1612
02:27:42,743 --> 02:27:44,799
. (Miss Alice) Yes, Thank you very much. Mr Hero

1613
02:27:44,799 --> 02:27:48,799
fuuka

1614
02:27:57,162 --> 02:28:01,162
next presenters

1615
02:28:02,319 --> 02:28:06,319
um May I now invite our next speaker

1616
02:28:08,296 --> 02:28:12,296
ss8 Professor Dr. Miwa Oseki from so

1617
02:28:13,003 --> 02:28:17,003
University Japan to deliver her presentation on the topic

1618
02:28:19,580 --> 02:28:22,247
there are many support to movement education and habitation a study based on

1619
02:28:22,247 --> 02:28:25,357
called m e p a r assessment

1620
02:28:25,357 --> 02:28:29,357
please give her a warm welcome

1621
02:28:30,996 --> 02:28:34,996
. (Assoc. Prof. Miwa) Hello

1622
02:28:35,869 --> 02:28:38,490
, thank you for this opportunity to speak today

1623
02:28:38,490 --> 02:28:42,490
I'm me I'm from Japan

1624
02:28:43,612 --> 02:28:44,874
I was a teacher at the school for the intellectual disability

1625
02:28:44,874 --> 02:28:48,874
for 30 years

1626
02:28:48,913 --> 02:28:52,913
. from last year I am working in University

1627
02:28:53,593 --> 02:28:55,289
. I am not young but I am a new teacher of University

1628
02:28:55,289 --> 02:28:58,216
. So

1629
02:28:58,216 --> 02:29:02,216
today I presented

1630
02:29:02,786 --> 02:29:04,281
... present about the developmental support through movement education

1631
02:29:04,281 --> 02:29:08,089
and therapy

1632
02:29:08,089 --> 02:29:12,089
research based on about assessment.

1633
02:29:20,196 --> 02:29:21,988
in Japan the number of students incorporate education is

1634
02:29:21,988 --> 02:29:25,957
increase in year by year

1635
02:29:25,957 --> 02:29:26,827
. Why the number of student in specialist schools

1636
02:29:26,827 --> 02:29:27,992
is in

1637
02:29:27,992 --> 02:29:31,977
losing

1638
02:29:31,977 --> 02:29:33,700
in the field of special needs education

1639
02:29:33,700 --> 02:29:37,700
many individual

1640
02:29:38,495 --> 02:29:42,424
has been implemented

1641
02:29:42,424 --> 02:29:46,424
and have achieved a certain level of success.

1642
02:29:47,226 --> 02:29:48,653
however with the includes in the number of children

1643
02:29:48,653 --> 02:29:51,822
the needs for group

1644
02:29:51,822 --> 02:29:55,822
instruction has increased

1645
02:30:02,058 --> 02:30:06,058
therefore we wanted to clarify the effectiveness.

1646
02:30:06,622 --> 02:30:10,622
of classroom practice using the movement education and therapy

1647
02:30:11,395 --> 02:30:15,395
. series that can be applied to group activities

1648
02:30:16,459 --> 02:30:19,365
why they have being disposed of

1649
02:30:19,365 --> 02:30:21,968
students

1650
02:30:21,968 --> 02:30:23,911
conductors in school sitting

1651
02:30:23,911 --> 02:30:27,906
not how many

1652
02:30:27,906 --> 02:30:31,599
have been conducted conducted in specialist

1653
02:30:31,599 --> 02:30:33,656
such a special needs schools for the

1654
02:30:33,656 --> 02:30:37,656
intellectually disability.

1655
02:30:39,538 --> 02:30:41,754
In this study our goal

1656
02:30:41,754 --> 02:30:45,754
, we are found

1657
02:30:46,294 --> 02:30:49,471
practical systems for supporting children's development

1658
02:30:49,471 --> 02:30:51,834
from practice and specialist schools

1659
02:30:51,834 --> 02:30:55,123
was the Integrity disability

1660
02:30:55,123 --> 02:30:57,293
particularly for groups activities

1661
02:30:57,293 --> 02:31:01,293
in school sitting

1662
02:31:02,460 --> 02:31:03,545
as well as verify the results of the map are assessment

1663
02:31:03,545 --> 02:31:05,025
using

1664
02:31:05,025 --> 02:31:08,539
implement

1665
02:31:08,539 --> 02:31:12,539
development of laborers and activity programs.

1666
02:31:18,149 --> 02:31:20,862
Movement dedication was systematized

1667
02:31:20,862 --> 02:31:23,870
times in 1970

1668
02:31:23,870 --> 02:31:25,902
, my American neuro

1669
02:31:25,902 --> 02:31:29,247
psychologist Dr Marion Frosty

1670
02:31:29,247 --> 02:31:33,247
of Switzerland

1671
02:31:33,247 --> 02:31:35,392
give out of Germany and weakness of the US

1672
02:31:35,392 --> 02:31:36,770
also found this method

1673
02:31:36,770 --> 02:31:37,883
effective

1674
02:31:37,883 --> 02:31:41,883
sad state

1675
02:31:43,968 --> 02:31:46,173
introduced the movement education to Japan

1676
02:31:46,173 --> 02:31:49,254
in 1977

1677
02:31:49,254 --> 02:31:52,068
and developed the MEPA-R

1678
02:31:52,068 --> 02:31:52,979
mainly for intellectual disability

1679
02:31:52,979 --> 02:31:55,887
to you

1680
02:31:55,887 --> 02:31:59,367
on the MEPA-2 are

1681
02:31:59,367 --> 02:32:03,025
severity in the handicapped children

1682
02:32:03,025 --> 02:32:03,941
now movement education is used in school

1683
02:32:03,941 --> 02:32:05,862
as with

1684
02:32:05,862 --> 02:32:07,443
as well as will

1685
02:32:07,443 --> 02:32:08,729
and Elderly Care

1686
02:32:08,729 --> 02:32:10,217
facilities

1687
02:32:10,217 --> 02:32:14,217
under teaching method.

1688
02:32:19,247 --> 02:32:22,444
lost in views development in terms of 3 elements

1689
02:32:22,444 --> 02:32:26,277
movement dedication respect

1690
02:32:26,277 --> 02:32:28,125
so Independence and spontaneity

1691
02:32:28,125 --> 02:32:28,921
of the child

1692
02:32:28,921 --> 02:32:32,921
subject

1693
02:32:33,527 --> 02:32:35,955
and enabled and children to learn to move to

1694
02:32:35,955 --> 02:32:37,744
his or her

1695
02:32:37,744 --> 02:32:39,104
and through movement

1696
02:32:39,104 --> 02:32:42,068
assist

1697
02:32:42,068 --> 02:32:43,437
harmonies development of the body

1698
02:32:43,437 --> 02:32:47,437
mind heart

1699
02:32:53,603 --> 02:32:57,603
this this exam the characteristic of movement education

1700
02:32:57,944 --> 02:33:00,308
teachers can adjust their teaching policy

1701
02:33:00,308 --> 02:33:04,308
through movement of assessment

1702
02:33:11,632 --> 02:33:15,632
this assessment consists of 180 items developed

1703
02:33:16,203 --> 02:33:20,203
into 3 major area and 6 developmental domains

1704
02:33:26,134 --> 02:33:28,801
it is organized into 7 life stage

1705
02:33:28,801 --> 02:33:30,617
from 0 to 72 months

1706
02:33:30,617 --> 02:33:34,331
for us to age 6

1707
02:33:34,331 --> 02:33:38,331
. characterizing the stage of development

1708
02:33:38,468 --> 02:33:42,120
parents teachers of other caregivers

1709
02:33:42,120 --> 02:33:43,634
who knows the children know the child

1710
02:33:43,634 --> 02:33:47,634
can complete it

1711
02:33:50,947 --> 02:33:54,084
. the assessment context is also easy for parents to understand

1712
02:33:54,084 --> 02:33:58,084
calls for introduction

1713
02:33:58,967 --> 02:34:00,801
and activity programs cancel the

1714
02:34:00,801 --> 02:34:03,040
device the phone

1715
02:34:03,040 --> 02:34:04,588
a very strong evaluation

1716
02:34:04,588 --> 02:34:08,588
of this assessment

1717
02:34:13,268 --> 02:34:17,268
you got the sample entry

1718
02:34:18,776 --> 02:34:20,504
the 6 item in the receipt receptive language domain

1719
02:34:20,504 --> 02:34:24,504
L6

1720
02:34:24,894 --> 02:34:28,516
is that the child responds to the this give me

1721
02:34:28,516 --> 02:34:32,516
start dating is Plus

1722
02:34:32,872 --> 02:34:36,872
. is the district to offer or refuse the

1723
02:34:36,873 --> 02:34:40,539
plus minus If the child show

1724
02:34:40,539 --> 02:34:44,348
including all the beginning of such a response

1725
02:34:44,348 --> 02:34:48,348
and minus if there is no response

1726
02:34:49,760 --> 02:34:53,760
the main feature of this evaluation system is

1727
02:34:56,017 --> 02:34:56,858
the ability to know the reading response or early signs of

1728
02:34:56,858 --> 02:35:00,858
responding

1729
02:35:05,488 --> 02:35:09,488
this is about profile table

1730
02:35:09,534 --> 02:35:13,534
.

1731
02:35:14,327 --> 02:35:16,504

1732
02:35:16,504 --> 02:35:20,504
future

1733
02:35:20,598 --> 02:35:21,680
to examination result to show

1734
02:35:21,680 --> 02:35:22,771
up

1735
02:35:22,771 --> 02:35:26,736
I'm so sorry

1736
02:35:26,736 --> 02:35:29,499
this is a maple profile table

1737
02:35:29,499 --> 02:35:33,499
this future to

1738
02:35:34,838 --> 02:35:36,267
evaluation results to be shown at once you can clearly see

1739
02:35:36,267 --> 02:35:40,267
the change

1740
02:35:41,427 --> 02:35:44,485
result

1741
02:35:44,485 --> 02:35:46,843
can be shown in the cross index table

1742
02:35:46,843 --> 02:35:50,838
a cross index table

1743
02:35:50,838 --> 02:35:52,048
provides an understanding of the level of

1744
02:35:52,048 --> 02:35:54,685
achievement

1745
02:35:54,685 --> 02:35:58,685
categories

1746
02:36:05,848 --> 02:36:06,805
frosted defense body awareness as the intellect

1747
02:36:06,805 --> 02:36:08,923
intellect

1748
02:36:08,923 --> 02:36:12,007
ation of body image

1749
02:36:12,007 --> 02:36:14,303
body schema and body concept

1750
02:36:14,303 --> 02:36:16,021
meet

1751
02:36:16,021 --> 02:36:19,797
sees as function

1752
02:36:19,797 --> 02:36:23,797
that support the normal development of body and mind.

1753
02:36:25,937 --> 02:36:28,261
movement education aims to promote the development of body awareness

1754
02:36:28,261 --> 02:36:32,101
through the use of playground

1755
02:36:32,101 --> 02:36:36,101
equipment and activities basis

1756
02:36:40,708 --> 02:36:43,454
Now let me example the cross practice

1757
02:36:43,454 --> 02:36:47,454
Target group

1758
02:36:47,805 --> 02:36:51,805
classes at the specialist schools for the in

1759
02:36:52,321 --> 02:36:55,275
disabled with the total of 6 students

1760
02:36:55,275 --> 02:36:59,275
3 first graders

1761
02:36:59,999 --> 02:37:01,544
2 with autism and 3 second graders

1762
02:37:01,544 --> 02:37:05,544
along with

1763
02:37:05,829 --> 02:37:08,932
the maple was administered

1764
02:37:08,932 --> 02:37:12,618
to these 6 children twice

1765
02:37:12,618 --> 02:37:16,618
once before and once after the class practice

1766
02:37:17,401 --> 02:37:19,024
some people provide table and cross index table

1767
02:37:19,024 --> 02:37:21,434
more used for

1768
02:37:21,434 --> 02:37:25,434
analysis analysis

1769
02:37:31,198 --> 02:37:33,427
This is an example of the activity

1770
02:37:33,427 --> 02:37:35,633
used at the start of class

1771
02:37:35,633 --> 02:37:39,633
thoughts about 7 minutes

1772
02:37:42,817 --> 02:37:46,817
this is activity is about 15 minutes

1773
02:37:51,649 --> 02:37:55,649
Here are some other activities

1774
02:38:00,843 --> 02:38:03,032
teaching materials for movement education

1775
02:38:03,032 --> 02:38:07,032
has also been developed

1776
02:38:10,665 --> 02:38:14,665
. This is named Kara SC

1777
02:38:18,726 --> 02:38:22,726
and this is Kara

1778
02:38:33,337 --> 02:38:37,337
Teaching materials

1779
02:38:37,574 --> 02:38:41,574
here is an activity using the parachute

1780
02:38:46,183 --> 02:38:50,183
experience happiness in group work

1781
02:38:56,060 --> 02:38:59,920
. Next looking at the map profile table for the fastest 3 children

1782
02:38:59,920 --> 02:39:02,399
mostly shows improved development in

1783
02:39:02,399 --> 02:39:03,957
post your area of the models

1784
02:39:03,957 --> 02:39:07,957
sensory views.

1785
02:39:12,101 --> 02:39:15,040
start for the next 3 children show their Improvement

1786
02:39:15,040 --> 02:39:17,706
means a posture area of the motor

1787
02:39:17,706 --> 02:39:18,894
necessary domain as well as

1788
02:39:18,894 --> 02:39:22,894
in

1789
02:39:23,028 --> 02:39:25,744
deceptive language domain for child e and

1790
02:39:25,744 --> 02:39:29,744
in the social domain for child f.

1791
02:39:32,435 --> 02:39:36,435
The result of the second map

1792
02:39:36,762 --> 02:39:39,231
assessment for the 6 students shows area of

1793
02:39:39,231 --> 02:39:40,855
Improvement marked with

1794
02:39:40,855 --> 02:39:43,159
upward Arrow

1795
02:39:43,159 --> 02:39:45,721
this

1796
02:39:45,721 --> 02:39:48,413
including achievement of

1797
02:39:48,413 --> 02:39:51,398
emergence of the item

1798
02:39:51,398 --> 02:39:52,627
. Area of know changing among

1799
02:39:52,627 --> 02:39:56,627
with us

1800
02:40:01,009 --> 02:40:05,009
. In the gross index area of observed development are marked in yellow

1801
02:40:08,366 --> 02:40:10,975
. To similar similar summarize the development of the individual children

1802
02:40:10,975 --> 02:40:14,747
O3 ASD children's

1803
02:40:14,747 --> 02:40:18,065
Improvement in body awareness items

1804
02:40:18,065 --> 02:40:20,382
means a motorcycle sensory domain

1805
02:40:20,382 --> 02:40:24,036
as with us in other items

1806
02:40:24,036 --> 02:40:27,726
with other disabilities

1807
02:40:27,726 --> 02:40:31,726
different items in which Improvement was observed

1808
02:40:34,395 --> 02:40:38,395
. In the result all 6 shows Improvement

1809
02:40:38,956 --> 02:40:40,567
in particular the sweet children is ASD show

1810
02:40:40,567 --> 02:40:42,643
s remarkable change

1811
02:40:42,643 --> 02:40:46,194
in several items

1812
02:40:46,194 --> 02:40:48,429
also the name is ASD shows

1813
02:40:48,429 --> 02:40:50,146
improved body awareness

1814
02:40:50,146 --> 02:40:54,146
in restricted area

1815
02:40:55,181 --> 02:40:59,181
children with other diagnosis

1816
02:40:59,243 --> 02:41:02,321
including Down syndrome and Microsoft

1817
02:41:02,321 --> 02:41:05,642
improved in

1818
02:41:05,642 --> 02:41:09,642
separated items

1819
02:41:12,248 --> 02:41:16,248
Improvement were observed according to the characteristic of each children.

1820
02:41:22,666 --> 02:41:26,666
Physical education is important activity for development children abilities

1821
02:41:27,218 --> 02:41:31,218
. Movement dedication aims to support movement skill development

1822
02:41:31,789 --> 02:41:32,874
and also support cognitive language and social skills

1823
02:41:32,874 --> 02:41:36,874
through movement.

1824
02:41:39,478 --> 02:41:43,201
This result from Napal shows that not only movement skill development

1825
02:41:43,201 --> 02:41:45,999
but also language and social skills improved

1826
02:41:45,999 --> 02:41:48,362
. It is clear

1827
02:41:48,362 --> 02:41:50,921
programs

1828
02:41:50,921 --> 02:41:53,573
analyzing children's

1829
02:41:53,573 --> 02:41:55,488
paintings and enjoyment

1830
02:41:55,488 --> 02:41:59,191
of movement education

1831
02:41:59,191 --> 02:42:01,434
are active in supporting children with disabilities

1832
02:42:01,434 --> 02:42:05,434
development.

1833
02:42:08,261 --> 02:42:09,529
This educational method which can also support individual development

1834
02:42:09,529 --> 02:42:11,566
using

1835
02:42:11,566 --> 02:42:15,154
groups are sitting

1836
02:42:15,154 --> 02:42:16,457
has been suggested as being effective

1837
02:42:16,457 --> 02:42:19,511
for future

1838
02:42:19,511 --> 02:42:23,511
educational activities.

1839
02:42:25,330 --> 02:42:29,111
We believe that believe education

1840
02:42:29,111 --> 02:42:31,437
that we can run through

1841
02:42:31,437 --> 02:42:35,437
movement while running to move.

1842
02:42:40,666 --> 02:42:41,899
The final figures shows the progression of development according to movement

1843
02:42:41,899 --> 02:42:45,899
therapy

1844
02:42:55,788 --> 02:42:59,788
This is the end of my presentation. Thank you very much.

1845
02:43:05,661 --> 02:43:09,661
(Female Speaker) Thank you very much. Dr. Miwa

1846
02:43:12,527 --> 02:43:13,401
the kid next presenters uh now we would like to invite the hero

1847
02:43:13,401 --> 02:43:17,401
fa

1848
02:43:18,329 --> 02:43:21,485
uh she will be presenting the paper on behalf

1849
02:43:21,485 --> 02:43:23,942
uh Dr Prasad

1850
02:43:23,942 --> 02:43:26,306
to come back on this

1851
02:43:26,306 --> 02:43:28,019
yes okay

1852
02:43:28,019 --> 02:43:32,019
please welcome

1853
02:43:43,920 --> 02:43:47,920
Hello, Professor Dr.

1854
02:43:49,587 --> 02:43:53,587
Maliwan and uh ladies and gentlemen gentlemen I'm here again

1855
02:43:53,711 --> 02:43:55,577
unfortunately uh Professor Prasad could not

1856
02:43:55,577 --> 02:43:59,577
uh participate

1857
02:44:01,147 --> 02:44:02,415
in this uh wonderful conference that is why uh as a core research

1858
02:44:02,415 --> 02:44:04,200
um

1859
02:44:04,200 --> 02:44:05,392
I'm presenting

1860
02:44:05,392 --> 02:44:06,538
for him

1861
02:44:06,538 --> 02:44:10,538
today

1862
02:44:10,966 --> 02:44:13,667
. Policy formation of inclusive education in Sri Lanka

1863
02:44:13,667 --> 02:44:17,667
barriers and breakthroughs

1864
02:44:19,424 --> 02:44:20,503
um myself I have been connected with Sri Lankan educators

1865
02:44:20,503 --> 02:44:22,441
in the last

1866
02:44:22,441 --> 02:44:25,542
I think 30 years

1867
02:44:25,542 --> 02:44:29,542
that is why I'm presenting about Sri Lanka.

1868
02:44:30,131 --> 02:44:34,131
And this is a presentation of a

1869
02:44:38,041 --> 02:44:42,041
background and significance of inclusive education

1870
02:44:43,428 --> 02:44:47,428
yeah inclusive education is grounded in the principle of

1871
02:44:47,784 --> 02:44:51,784
educational equity, every child

1872
02:44:54,250 --> 02:44:58,250
regard to this ability should have equal access to Quality schooling in their community.

1873
02:44:59,343 --> 02:45:03,343
And of course

1874
02:45:04,852 --> 02:45:08,852
there is a Solomon statement and UN convention on the right of

1875
02:45:09,828 --> 02:45:13,593
person with disabilities and UN go for SDGs

1876
02:45:13,593 --> 02:45:17,593
so all these Advocate inclusive education

1877
02:45:19,951 --> 02:45:22,934
and uh but what about inclusive education in

1878
02:45:22,934 --> 02:45:24,610
low and middle income countries

1879
02:45:24,610 --> 02:45:28,610
LMIC

1880
02:45:28,754 --> 02:45:32,754
s so as I mentioned in the earlier presentation

1881
02:45:33,292 --> 02:45:36,674
inclusive education differs in Country in Country

1882
02:45:36,674 --> 02:45:39,119
, and region to region

1883
02:45:39,119 --> 02:45:39,936
, so that means

1884
02:45:39,936 --> 02:45:41,630

1885
02:45:41,630 --> 02:45:45,630
increase

1886
02:45:46,770 --> 02:45:50,770
8 46 formation also differ

1887
02:45:51,852 --> 02:45:55,852
so

1888
02:45:59,134 --> 02:46:00,881
what the what was the characteristics of Sri Lanka

1889
02:46:00,881 --> 02:46:04,881
. This is

1890
02:46:06,656 --> 02:46:08,655
country in South Asia

1891
02:46:08,655 --> 02:46:10,640
island country

1892
02:46:10,640 --> 02:46:11,672
very different from but

1893
02:46:11,672 --> 02:46:15,672
and

1894
02:46:17,446 --> 02:46:20,048
Sri Lanka is proud of higher human development Indexes

1895
02:46:20,048 --> 02:46:23,128
such as

1896
02:46:23,128 --> 02:46:23,827
very high

1897
02:46:23,827 --> 02:46:27,827
so

1898
02:46:29,536 --> 02:46:32,138
in but unfortunately Sri Lanka has faced

1899
02:46:32,138 --> 02:46:36,138
long years of ethnic conflicts

1900
02:46:38,413 --> 02:46:42,413
and very recently economic crisis since 2022.

1901
02:46:44,094 --> 02:46:45,853
But anyway Sri Lanka has a long history of special education since

1902
02:46:45,853 --> 02:46:48,313
2012

1903
02:46:48,313 --> 02:46:51,691
. and

1904
02:46:51,691 --> 02:46:55,691
would you like to

1905
02:46:56,738 --> 02:46:58,886
see in

1906
02:46:58,886 --> 02:47:02,886
Sri Lankans

1907
02:47:03,215 --> 02:47:05,256
inclusive education policy in Sri Lanka

1908
02:47:05,256 --> 02:47:09,256
policy landscape

1909
02:47:11,967 --> 02:47:15,967
. Objective of This research This research aims to investigate

1910
02:47:17,200 --> 02:47:20,878
what is the trajectory of English of Education policy formation

1911
02:47:20,878 --> 02:47:24,279
in 1 L

1912
02:47:24,279 --> 02:47:26,713
MICs Sri Lanka what are the barriers and breakthroughs

1913
02:47:26,713 --> 02:47:29,089
faced by Sri Lanka

1914
02:47:29,089 --> 02:47:30,802
implementing inclusive

1915
02:47:30,802 --> 02:47:34,802
education policy

1916
02:47:36,326 --> 02:47:39,817
and we hope to suggest what the

1917
02:47:39,817 --> 02:47:42,262
suggestions from this study to other

1918
02:47:42,262 --> 02:47:46,262
L

1919
02:47:47,414 --> 02:47:51,414
MICs . Methods; historical analytical approach examining

1920
02:47:53,120 --> 02:47:54,655
policy documents registration International agreements and National

1921
02:47:54,655 --> 02:47:58,655
ation or Frameworks

1922
02:47:58,724 --> 02:48:02,030
from the colonial period through recent development

1923
02:48:02,030 --> 02:48:05,594
. A review of national policies

1924
02:48:05,594 --> 02:48:09,594
and the ministerial circulars

1925
02:48:13,543 --> 02:48:14,964
. The evolution of inclusive education policy

1926
02:48:14,964 --> 02:48:18,964
and this is

1927
02:48:20,040 --> 02:48:24,040
3 historical development of inclusive education in Sri Lanka.

1928
02:48:25,604 --> 02:48:27,621
It will do soon will inclusive education policy in Sri Lanka span

1929
02:48:27,621 --> 02:48:30,932
over a century

1930
02:48:30,932 --> 02:48:33,057
, moving from colonial era

1931
02:48:33,057 --> 02:48:36,897
, charitable provision

1932
02:48:36,897 --> 02:48:40,897
to the current rights based approaches.

1933
02:48:41,806 --> 02:48:45,806
This journey has been marked by gradual shifts

1934
02:48:47,565 --> 02:48:51,565
from segregation towards integration and from integration towards

1935
02:48:52,322 --> 02:48:55,581
inclusion were following inclusion in the future

1936
02:48:55,581 --> 02:48:59,444
. And during

1937
02:48:59,444 --> 02:49:03,444
the late 90s and early 20s

1938
02:49:06,716 --> 02:49:09,266
centuries and the British Colonial rule formal education

1939
02:49:09,266 --> 02:49:12,442
for children with disabilities

1940
02:49:12,442 --> 02:49:15,274
in those days called sale

1941
02:49:15,274 --> 02:49:16,501
what's minimal and

1942
02:49:16,501 --> 02:49:18,922
largely

1943
02:49:18,922 --> 02:49:22,922
to non-governmental initiatives

1944
02:49:24,643 --> 02:49:26,986
Missionaries and philanthropic organizations established a

1945
02:49:26,986 --> 02:49:29,596
pressurized institutions

1946
02:49:29,596 --> 02:49:33,596
then

1947
02:49:35,284 --> 02:49:38,914
of the gaining independence in 1998 Sri Lanka

1948
02:49:38,914 --> 02:49:40,985
embarked on building a national education system

1949
02:49:40,985 --> 02:49:42,908
oriented towards

1950
02:49:42,908 --> 02:49:46,908
social equity

1951
02:49:48,667 --> 02:49:52,667
a critical returning Point towards the series of reforms

1952
02:49:53,157 --> 02:49:55,741
by Dr khangura

1953
02:49:55,741 --> 02:49:57,614
Sri Lanka uh politician

1954
02:49:57,614 --> 02:49:59,534
in the 1940s

1955
02:49:59,534 --> 02:50:03,534
switch introduced

1956
02:50:04,181 --> 02:50:05,813
free education for all children in

1957
02:50:05,813 --> 02:50:09,813
1945

1958
02:50:15,011 --> 02:50:19,011
, the 1960s and 1970s

1959
02:50:20,939 --> 02:50:22,992
marked the first significant policy shift toward

1960
02:50:22,992 --> 02:50:26,687
what we now consider

1961
02:50:26,687 --> 02:50:30,687
inclusive practice

1962
02:50:32,482 --> 02:50:36,482
. After that

1963
02:50:40,435 --> 02:50:44,435
the policy framework supporting education of children with disabilities.

1964
02:50:46,079 --> 02:50:47,657
Milestone in registration was the protection of the right of persons with disability

1965
02:50:47,657 --> 02:50:50,573
acts

1966
02:50:50,573 --> 02:50:51,204
number 28 of 199

1967
02:50:51,204 --> 02:50:55,204
6

1968
02:51:02,370 --> 02:51:04,907
this act affirmed the right of persons with disabilities to education

1969
02:51:04,907 --> 02:51:08,280
then

1970
02:51:08,280 --> 02:51:12,280
1997 the government

1971
02:51:13,763 --> 02:51:15,802
lying forced its commitment to Universal education by issuing the

1972
02:51:15,802 --> 02:51:18,122
components of Education regulation

1973
02:51:18,122 --> 02:51:21,534
which made schooling

1974
02:51:21,534 --> 02:51:25,534
compulsory for all children

1975
02:51:27,870 --> 02:51:31,870
then the last 2003 the national policy

1976
02:51:32,462 --> 02:51:36,462
was Landmark policy document

1977
02:51:43,180 --> 02:51:47,180
and yeah

1978
02:51:47,550 --> 02:51:48,883
likewise gradually there are

1979
02:51:48,883 --> 02:51:52,883

1980
02:51:54,830 --> 02:51:58,830
steps towards inclusive education as you see from this

1981
02:52:00,111 --> 02:52:04,111
. Current policy and institutional framework.

1982
02:52:07,016 --> 02:52:11,016
Recent policy development

1983
02:52:11,189 --> 02:52:12,648
2020 circular 37

1984
02:52:12,648 --> 02:52:16,620
, so

1985
02:52:16,620 --> 02:52:20,620

1986
02:52:23,596 --> 02:52:26,554
this is the mandatory assessment special education assessment and committees

1987
02:52:26,554 --> 02:52:29,032
in Circular 33

1988
02:52:29,032 --> 02:52:31,528
IEPs were introduced

1989
02:52:31,528 --> 02:52:35,528
and master plan

1990
02:52:37,979 --> 02:52:41,979
there are 4 pillars access quality practice and culture

1991
02:52:44,118 --> 02:52:46,615
. So this was developed this master plan was developed

1992
02:52:46,615 --> 02:52:49,162
through a participatory process

1993
02:52:49,162 --> 02:52:50,486
which stakeholders

1994
02:52:50,486 --> 02:52:51,771
and which

1995
02:52:51,771 --> 02:52:55,771
input fr

1996
02:52:57,037 --> 02:53:01,037
om which REACH-SS by JICA Japan International cooperation agents

1997
02:53:02,442 --> 02:53:05,966
and uh there's another National Education policy Frameworks

1998
02:53:05,966 --> 02:53:09,966
to kind of Frameworks

1999
02:53:13,458 --> 02:53:15,915
. Okay institutional framework

2000
02:53:15,915 --> 02:53:17,430
; there

2001
02:53:17,430 --> 02:53:20,857
4

2002
02:53:20,857 --> 02:53:23,459
stakeholders Ministry of Education

2003
02:53:23,459 --> 02:53:26,046
there's a special education branch

2004
02:53:26,046 --> 02:53:30,046
they are in charge of policy

2005
02:53:30,181 --> 02:53:33,062
and uh there is a National Institute of Education

2006
02:53:33,062 --> 02:53:36,424
in Department of inclusive education

2007
02:53:36,424 --> 02:53:40,424
. They are in charge of curriculum and training

2008
02:53:41,600 --> 02:53:45,600
. And under the Ministry of Education and

2009
02:53:46,238 --> 02:53:50,238
in the Provincial Council in each province

2010
02:53:50,451 --> 02:53:54,451
Zonal Education office

2011
02:53:55,690 --> 02:53:57,394
in there are education zones and

2012
02:53:57,394 --> 02:53:58,828
they have their

2013
02:53:58,828 --> 02:54:02,828
offices and

2014
02:54:05,043 --> 02:54:09,043
they are in charge of inclusive education implementation

2015
02:54:10,373 --> 02:54:11,396
and collaboration with NGOs UNICEF

2016
02:54:11,396 --> 02:54:12,620

2017
02:54:12,620 --> 02:54:16,007
and JICA . So

2018
02:54:16,007 --> 02:54:20,007
barriers and breakthroughs

2019
02:54:22,473 --> 02:54:26,473
. Barriers

2020
02:54:31,128 --> 02:54:35,128
; there is a systemic barriers

2021
02:54:37,311 --> 02:54:38,872
so actually there is the inter agency coordination

2022
02:54:38,872 --> 02:54:42,812
issues are

2023
02:54:42,812 --> 02:54:44,080
there. And there is a social culture

2024
02:54:44,080 --> 02:54:47,624
body is

2025
02:54:47,624 --> 02:54:50,477
such as Fe Guma lacob awareness

2026
02:54:50,477 --> 02:54:51,656
they don't economic

2027
02:54:51,656 --> 02:54:54,267
barriers

2028
02:54:54,267 --> 02:54:57,978
like funding

2029
02:54:57,978 --> 02:55:01,978
and

2030
02:55:03,106 --> 02:55:07,106
resources such kind of economic economic barrier

2031
02:55:09,145 --> 02:55:10,352
and of course infrastructure barriers are there

2032
02:55:10,352 --> 02:55:14,352
such as

2033
02:55:16,147 --> 02:55:17,482
physical accessibility not enough and trained personnel

2034
02:55:17,482 --> 02:55:19,846
uh

2035
02:55:19,846 --> 02:55:23,846
and it's not enough

2036
02:55:24,548 --> 02:55:28,548
. So what are key breakthroughs

2037
02:55:30,877 --> 02:55:34,877
bigger and policy

2038
02:55:35,266 --> 02:55:39,266
. Excuse me.

2039
02:56:07,753 --> 02:56:11,753
Regarding policy security

2040
02:56:12,531 --> 02:56:14,298
, the master plan for inclusive education represent

2041
02:56:14,298 --> 02:56:18,298
significant step

2042
02:56:18,800 --> 02:56:22,412
for covering structured approach to enhance

2043
02:56:22,412 --> 02:56:26,412
accessory practice and culture in schools.

2044
02:56:26,594 --> 02:56:28,429
In the pilot project

2045
02:56:28,429 --> 02:56:32,031
, so

2046
02:56:32,031 --> 02:56:36,031
this JICA project uh

2047
02:56:40,448 --> 02:56:41,358
did some uh model inclusive education uh school project

2048
02:56:41,358 --> 02:56:43,772
under

2049
02:56:43,772 --> 02:56:46,368
uh in Ministry of Education

2050
02:56:46,368 --> 02:56:50,368
and

2051
02:56:50,389 --> 02:56:51,751
teacher training module and resource materials

2052
02:56:51,751 --> 02:56:55,751
were also developed

2053
02:56:56,725 --> 02:57:00,725
. And it is very important

2054
02:57:03,108 --> 02:57:07,108
don't wait disabled people's organizations

2055
02:57:13,184 --> 02:57:16,640
. So let's see less distance from Regional experiences

2056
02:57:16,640 --> 02:57:19,692
this is  companies with other

2057
02:57:19,692 --> 02:57:23,030
on South Asian countries

2058
02:57:23,030 --> 02:57:24,318
just skip this

2059
02:57:24,318 --> 02:57:27,202
slide

2060
02:57:27,202 --> 02:57:31,202
. And recommendations;

2061
02:57:44,007 --> 02:57:48,007
Align national laws which UNCRPD building

2062
02:57:52,536 --> 02:57:55,013
it is necessary to update and arrange National disability laws

2063
02:57:55,013 --> 02:57:58,407
who is the UN C

2064
02:57:58,407 --> 02:58:02,174
RPD ensure all educational policies

2065
02:58:02,174 --> 02:58:06,174
embed inclusive education as a core object

2066
02:58:06,838 --> 02:58:10,838
which mechanism for accountability and monitoring

2067
02:58:12,930 --> 02:58:16,930
. institutionalized teacher training on inclusive education.

2068
02:58:19,204 --> 02:58:20,734
It is necessary to invest in continuous professional development

2069
02:58:20,734 --> 02:58:22,421
for teachers

2070
02:58:22,421 --> 02:58:25,104
, school leaders

2071
02:58:25,104 --> 02:58:29,104
and education officers

2072
02:58:29,948 --> 02:58:31,268
inclusive education should be a core component of

2073
02:58:31,268 --> 02:58:33,540
service

2074
02:58:33,540 --> 02:58:37,540
and in service training.

2075
02:58:41,565 --> 02:58:45,565

2076
02:58:48,455 --> 02:58:50,660
It is necessary to enhance collaboration among Ministries

2077
02:58:50,660 --> 02:58:54,660
, NGOs

2078
02:58:54,802 --> 02:58:58,802
and teacher unions and parent associations

2079
02:59:01,963 --> 02:59:03,545
participatory policy making ensured that diverse voices especially

2080
02:59:03,545 --> 02:59:04,713
persons with disabilities

2081
02:59:04,713 --> 02:59:06,732
shape

2082
02:59:06,732 --> 02:59:10,732
the policy process.

2083
02:59:15,624 --> 02:59:19,624
It is important to develop inclusive education indicators a

2084
02:59:21,766 --> 02:59:25,766
nd disagreed Data Systems to monitor progress.

2085
02:59:28,637 --> 02:59:32,566
And using data to address disparities across

2086
02:59:32,566 --> 02:59:36,566
gender religion and type of disability.

2087
02:59:39,703 --> 02:59:43,703
So Sri Lanka

2088
02:59:45,492 --> 02:59:46,967
commitment to include inclusive education is anchored in both

2089
02:59:46,967 --> 02:59:49,989
is National values

2090
02:59:49,989 --> 02:59:53,989
and international obligations.

2091
02:59:55,312 --> 02:59:59,312
The evolution of policy Frameworks from special education inclusion

2092
02:59:59,881 --> 03:00:01,339
deflects a broader shift towards equity

2093
03:00:01,339 --> 03:00:03,136
and human rights

2094
03:00:03,136 --> 03:00:06,661
. However

2095
03:00:06,661 --> 03:00:10,661
significant barriers remain

2096
03:00:12,199 --> 03:00:14,454
, particularly in policy coherence resource allocation

2097
03:00:14,454 --> 03:00:15,191
and attitude you know

2098
03:00:15,191 --> 03:00:19,191
change

2099
03:00:22,079 --> 03:00:25,455
to ensure no charge is Deaf behind Sri Lanka

2100
03:00:25,455 --> 03:00:26,939
now consolidate its policy gains

2101
03:00:26,939 --> 03:00:28,858
through vectiv

2102
03:00:28,858 --> 03:00:32,858
implementation

2103
03:00:34,305 --> 03:00:35,946
multisectoral collaboration and sustained investment in

2104
03:00:35,946 --> 03:00:39,946
inclusive practices

2105
03:00:40,479 --> 03:00:44,479
. The future of inclusive education

2106
03:00:44,635 --> 03:00:46,133
depends not just on Visionary policies

2107
03:00:46,133 --> 03:00:48,580
but

2108
03:00:48,580 --> 03:00:52,004
all every day actions

2109
03:00:52,004 --> 03:00:56,004
in classrooms and communities and

2110
03:01:05,741 --> 03:01:09,741
so special thanks go to National Institute of Education, Ministry of

2111
03:01:10,334 --> 03:01:14,334
Japan International cooperation agency

2112
03:01:17,065 --> 03:01:18,543
and this work was supported by mixed Ministry of Education in Japan

2113
03:01:18,543 --> 03:01:22,543

2114
03:01:22,838 --> 03:01:26,667
and this is a home page of this grant

2115
03:01:26,667 --> 03:01:30,131
is a references and

2116
03:01:30,131 --> 03:01:34,131
thank you and

2117
03:01:34,209 --> 03:01:37,665
Arikato . This is the end of my presentation

2118
03:01:37,665 --> 03:01:41,665
. (Miss Alice) Thank you very much.

2119
03:01:45,405 --> 03:01:49,135
Our next presenter um

2120
03:01:49,135 --> 03:01:51,577
uh Mr she Sheila will you be ready for the next presentation

2121
03:01:51,577 --> 03:01:55,577
with both of you be going up or just you

2122
03:01:58,490 --> 03:02:02,490
you'll be going in right okay all right our next presenter is Mrs. Sushila Gurung

2123
03:02:02,816 --> 03:02:05,371
from uh wansel Institute of the deaf in Bhutan

2124
03:02:05,371 --> 03:02:08,275
she'll be talking with the development

2125
03:02:08,275 --> 03:02:08,594
of bhutanese sign language interpretations

2126
03:02:08,594 --> 03:02:12,594
service

2127
03:02:44,167 --> 03:02:48,167
. (Mrs. Sushila) Good morning to everyone. here

2128
03:02:51,468 --> 03:02:54,035
me so I'm Sushila and uh

2129
03:02:54,035 --> 03:02:56,854
um I'm a teacher

2130
03:02:56,854 --> 03:03:00,854
um teacher working at um

2131
03:03:02,102 --> 03:03:06,102
the only deaf School in Bhutan that is wangel Institute for the Deaf

2132
03:03:06,960 --> 03:03:09,384
so um today uh before I jump into my presentation

2133
03:03:09,384 --> 03:03:13,384
first of all I would like to

2134
03:03:16,028 --> 03:03:17,116
Dr.Maliwan here and the reason I would like to share with you all

2135
03:03:17,116 --> 03:03:18,908
is um

2136
03:03:18,908 --> 03:03:22,096
Institute

2137
03:03:22,096 --> 03:03:23,552
was started by our Dr.Maliwan here

2138
03:03:23,552 --> 03:03:26,004
Thank you so much doctor

2139
03:03:26,004 --> 03:03:30,004
. So we are here

2140
03:03:32,228 --> 03:03:36,228
so we are fortunate that um we have been like

2141
03:03:36,705 --> 03:03:40,319
wangel was started by a good hand and then we are doing good now

2142
03:03:40,319 --> 03:03:42,743
so well bigger is a job

2143
03:03:42,743 --> 03:03:46,743
have done as said so

2144
03:03:47,984 --> 03:03:49,374
here I start my presentation but I would like to say that I have my colleague here

2145
03:03:49,374 --> 03:03:50,238

2146
03:03:50,238 --> 03:03:53,026
. and then

2147
03:03:53,026 --> 03:03:54,561
we work together

2148
03:03:54,561 --> 03:03:57,350
at The Institute

2149
03:03:57,350 --> 03:04:01,350
so we work in um

2150
03:04:03,732 --> 03:04:04,682
team which we normally call it as a Putin sign language uh research and document

2151
03:04:04,682 --> 03:04:08,236
Foundation team

2152
03:04:08,236 --> 03:04:09,638
so we have deaf adults and then we have issue

2153
03:04:09,638 --> 03:04:13,638
his heart of hearing

2154
03:04:13,773 --> 03:04:17,773
and then me um the hearing person so we are a team there.

2155
03:04:21,077 --> 03:04:25,077
Okay before I um go into the presentation I would like to briefly talk about my Institution

2156
03:04:26,940 --> 03:04:29,442
because uh it is important that uh I share with you the roles and responsibility

2157
03:04:29,442 --> 03:04:33,442
and the mandates of our school first.

2158
03:04:41,231 --> 03:04:42,894
So there is a picture for you here this is our small Institute

2159
03:04:42,894 --> 03:04:46,894
and then

2160
03:04:51,254 --> 03:04:53,924
so we are a government school and then we have hostile facility

2161
03:04:53,924 --> 03:04:56,425
as I said earlier that

2162
03:04:56,425 --> 03:04:58,721
it is the only deaf School in Bhutan

2163
03:04:58,721 --> 03:05:02,721
. So we have to provide the

2164
03:05:02,945 --> 03:05:06,945
boarding facility otherwise we won't be having any students with us.

2165
03:05:09,521 --> 03:05:11,149
And then um the total number of students currently in 2025 we have around um

2166
03:05:11,149 --> 03:05:14,627
15 students

2167
03:05:14,627 --> 03:05:16,597
and the curriculum of the grades that we have is uh from

2168
03:05:16,597 --> 03:05:20,056
keep you PP to 12

2169
03:05:20,056 --> 03:05:23,905
. so as you can see there

2170
03:05:23,905 --> 03:05:26,345
there is 1 additional Preparatory class which we

2171
03:05:26,345 --> 03:05:30,345
normally call it the name Preparatory

2172
03:05:31,822 --> 03:05:33,925
so you will not see this uh class or the grade in other schools in Bhutan

2173
03:05:33,925 --> 03:05:35,624
was just in our Institute

2174
03:05:35,624 --> 03:05:37,722
and I will tell you why

2175
03:05:37,722 --> 03:05:40,224
. The reason is

2176
03:05:40,224 --> 03:05:43,882
our deaf children

2177
03:05:43,882 --> 03:05:46,274
, they do not have the ecd

2178
03:05:46,274 --> 03:05:50,274
for them the deaf children

2179
03:05:50,898 --> 03:05:51,765
so when they come to our school um they directly come from

2180
03:05:51,765 --> 03:05:55,268
homes

2181
03:05:55,268 --> 03:05:56,375
without any language input or without any

2182
03:05:56,375 --> 03:05:57,886

2183
03:05:57,886 --> 03:06:00,557
ECCD

2184
03:06:00,557 --> 03:06:04,557
like experience

2185
03:06:06,062 --> 03:06:08,449
so that's why we have kept uh this uh Preparatory class to give them

2186
03:06:08,449 --> 03:06:11,873
language that is good news sign language it is

2187
03:06:11,873 --> 03:06:15,873
full intense goodness sign language course

2188
03:06:16,557 --> 03:06:20,557
class for the students to bridge the gap of that eccd

2189
03:06:23,250 --> 03:06:27,061
so we have both vocational and um academic pathways

2190
03:06:27,061 --> 03:06:31,061
and then we follow the national curriculum.

2191
03:06:36,015 --> 03:06:40,015
So um when it comes to the teaching approach it's bilingual

2192
03:06:41,494 --> 03:06:43,727
and I can say like our main medium of instruction is goodness sign language

2193
03:06:43,727 --> 03:06:47,727
. And then our

2194
03:06:48,493 --> 03:06:49,241
other 2 languages we have are zonka that is our national language

2195
03:06:49,241 --> 03:06:50,485
and then

2196
03:06:50,485 --> 03:06:54,485
English

2197
03:06:59,438 --> 03:07:02,099
so this is just a picture for you to um look at our vocational

2198
03:07:02,099 --> 03:07:06,099
traits there that we have.

2199
03:07:09,310 --> 03:07:10,884
So as the Dr. Hiroko was explaining about

2200
03:07:10,884 --> 03:07:14,884
once I having um

2201
03:07:15,127 --> 03:07:18,336
the sign language Research Institute so I think this is the 1 that we

2202
03:07:18,336 --> 03:07:21,291
uh have as I mentioned earlier

2203
03:07:21,291 --> 03:07:22,998
it's a small team yet we have it and then

2204
03:07:22,998 --> 03:07:24,184
um we are

2205
03:07:24,184 --> 03:07:28,184
doing great

2206
03:07:30,034 --> 03:07:34,034
So um our main business here. So

2207
03:07:35,422 --> 03:07:35,940
basically the presentation that I have it's about interpreting as you have already seen the

2208
03:07:35,940 --> 03:07:39,940
title

2209
03:07:40,900 --> 03:07:43,223
it was actually a neat based

2210
03:07:43,223 --> 03:07:44,711
assessment or analysis

2211
03:07:44,711 --> 03:07:47,514
. So

2212
03:07:47,514 --> 03:07:50,811
we had like um testimonials

2213
03:07:50,811 --> 03:07:52,579
and interviews and also like we had a questionnaire

2214
03:07:52,579 --> 03:07:56,579
for the respondents.

2215
03:08:01,331 --> 03:08:01,878
So um I would like to play on a video for you before I move into the object

2216
03:08:01,878 --> 03:08:04,104
.

2217
03:08:04,104 --> 03:08:08,104
I hope the video works.

2218
03:08:19,018 --> 03:08:20,297

2219
03:08:20,297 --> 03:08:24,297

2220
03:08:24,918 --> 03:08:28,918

2221
03:08:33,184 --> 03:08:36,030
I know it was a very quick and short video um but I hope it was clear

2222
03:08:36,030 --> 03:08:37,946
so um her name is Sonam children

2223
03:08:37,946 --> 03:08:38,795
so she lives

2224
03:08:38,795 --> 03:08:41,354
um

2225
03:08:41,354 --> 03:08:43,395
simple that is the capital of Bhutan

2226
03:08:43,395 --> 03:08:47,395
. And then

2227
03:08:49,962 --> 03:08:53,747
I mean like she has a deaf from the thenew deaf community and The Institute that I work

2228
03:08:53,747 --> 03:08:57,098
is in borrow it's just 2 hours drive from the capital city

2229
03:08:57,098 --> 03:09:01,098
so she lives there and this is her experience

2230
03:09:03,169 --> 03:09:07,169
. Okay we have another one.

2231
03:09:17,853 --> 03:09:20,994
I want to go to hospital but there is no individual

2232
03:09:20,994 --> 03:09:22,736
I have to call you

2233
03:09:22,736 --> 03:09:26,736
number

2234
03:09:32,466 --> 03:09:34,790
and uh the next one. I also want to go to

2235
03:09:34,790 --> 03:09:38,790
but as there is no interpreter I cannot go

2236
03:09:40,494 --> 03:09:44,494
I'm in my husband and myself we cannot go to the court so you see um I just hope

2237
03:09:45,590 --> 03:09:49,590
thank you

2238
03:09:53,259 --> 03:09:55,816
is also um living in thimphu that is simple to have community

2239
03:09:55,816 --> 03:09:59,816
. So this is her experience of um

2240
03:10:00,920 --> 03:10:01,481
how it affects her life not having interpreter in her

2241
03:10:01,481 --> 03:10:04,056
um

2242
03:10:04,056 --> 03:10:07,708
area that is in Temple region

2243
03:10:07,708 --> 03:10:11,708
. So that is the very reason why we have this project

2244
03:10:12,373 --> 03:10:15,863
and then the objective is like

2245
03:10:15,863 --> 03:10:19,088
as I said earlier our school is situated in Boron

2246
03:10:19,088 --> 03:10:22,819
. Okay that is 2 hours um Journey from though

2247
03:10:22,819 --> 03:10:24,627
so there are both uh Jeff people living in both the areas

2248
03:10:24,627 --> 03:10:28,627
so in T

2249
03:10:28,883 --> 03:10:32,883
emple um there are no interpreters based in Temple

2250
03:10:33,998 --> 03:10:36,720
in borrow we have because we teachers we interpret for the students which

2251
03:10:36,720 --> 03:10:40,720
usually happens everywhere we know that

2252
03:10:42,913 --> 03:10:43,903
but the adults deaf adults who are living in Temple they do not have this privilege of having the inter

2253
03:10:43,903 --> 03:10:45,124
in

2254
03:10:45,124 --> 03:10:49,124
day-to-day life

2255
03:10:49,207 --> 03:10:50,507
so the project the objective of this project

2256
03:10:50,507 --> 03:10:53,884
is to create

2257
03:10:53,884 --> 03:10:57,884
a group or pool of interpreters

2258
03:10:58,436 --> 03:11:01,455
away from our Institute so that they can also serve

2259
03:11:01,455 --> 03:11:02,912
the other deaf adults who are in need

2260
03:11:02,912 --> 03:11:04,038
in

2261
03:11:04,038 --> 03:11:08,038
life

2262
03:11:08,367 --> 03:11:12,367
and another region is this is the first um

2263
03:11:13,036 --> 03:11:15,702
in um starting this interpreting um

2264
03:11:15,702 --> 03:11:19,702
business I can say that

2265
03:11:21,253 --> 03:11:23,991
work that you are trying to do the reason is right now. We do not have um

2266
03:11:23,991 --> 03:11:25,667
any higher uh Secondary School

2267
03:11:25,667 --> 03:11:28,795
for the

2268
03:11:28,795 --> 03:11:31,360
... I mean like higher  education for the Deaf

2269
03:11:31,360 --> 03:11:34,527
but it has to have in 1 day

2270
03:11:34,527 --> 03:11:37,303
so this is a good start for us

2271
03:11:37,303 --> 03:11:41,303
by putting up this

2272
03:11:42,209 --> 03:11:46,209
interpretinf couse so that we are preparing for the future

2273
03:11:47,937 --> 03:11:51,189
I know we are very late compared to Thailand and other countries where you have started so

2274
03:11:51,189 --> 03:11:53,082
uh many years ago like around 30-40 years ago

2275
03:11:53,082 --> 03:11:54,172
. We are starting now

2276
03:11:54,172 --> 03:11:55,893
but it's um

2277
03:11:55,893 --> 03:11:58,402
never let them never

2278
03:11:58,402 --> 03:12:01,785
. So I'm going to again

2279
03:12:01,785 --> 03:12:05,026
. So let's look at the

2280
03:12:05,026 --> 03:12:07,799
data here it's um

2281
03:12:07,799 --> 03:12:10,431
we had uh 85

2282
03:12:10,431 --> 03:12:13,191
responses that we have

2283
03:12:13,191 --> 03:12:17,191
and then you can see it's like

2284
03:12:17,232 --> 03:12:20,227
male dominant usually like when it comes to de

2285
03:12:20,227 --> 03:12:24,227
af but we do not know the reason why

2286
03:12:25,921 --> 03:12:29,921
. So this is the age u

2287
03:12:32,618 --> 03:12:36,618
and then the majority is 18 to 25 you can see because

2288
03:12:38,452 --> 03:12:41,381
the majority of uh the uh respondents they were from our Institute

2289
03:12:41,381 --> 03:12:43,512
so you can see like 18 to 25 is um

2290
03:12:43,512 --> 03:12:47,512
it's 49% 49

2291
03:12:48,125 --> 03:12:52,125
and then when it comes to the um

2292
03:12:52,475 --> 03:12:53,429
demographic and uh education here so you will see

2293
03:12:53,429 --> 03:12:57,429
um

2294
03:12:59,610 --> 03:13:00,516
degree of education like primary secondary

2295
03:13:00,516 --> 03:13:01,621
and even

2296
03:13:01,621 --> 03:13:05,621
vocational

2297
03:13:09,626 --> 03:13:10,645
. And also divers  job or occupation when it comes

2298
03:13:10,645 --> 03:13:14,374
to death and then

2299
03:13:14,374 --> 03:13:18,374
you'll just get a glance of what are different types of

2300
03:13:19,133 --> 03:13:21,018
jobs that our deaf do input term are like

2301
03:13:21,018 --> 03:13:25,018
Bakery

2302
03:13:26,675 --> 03:13:27,059
and when I say Bakery you can also say like um it was also a great help and influence

2303
03:13:27,059 --> 03:13:28,173
from

2304
03:13:28,173 --> 03:13:30,924
Thailand.

2305
03:13:30,924 --> 03:13:34,924
assistant when we like long ago

2306
03:13:34,962 --> 03:13:37,118
came here for the training and then that has continued and then

2307
03:13:37,118 --> 03:13:39,100
it is 1 of the

2308
03:13:39,100 --> 03:13:43,100
jobs that deaf t

2309
03:13:45,164 --> 03:13:49,164
ake it. And we have deaf instructor and then painter students and so on

2310
03:13:51,018 --> 03:13:55,018
so when um

2311
03:13:56,431 --> 03:13:58,171
information when it comes to survey

2312
03:13:58,171 --> 03:13:59,290
we facilitated that

2313
03:13:59,290 --> 03:14:01,660
questionaire

2314
03:14:01,660 --> 03:14:05,258
in Buddhist sign language

2315
03:14:05,258 --> 03:14:08,415
so it was um said that

2316
03:14:08,415 --> 03:14:12,415
the most accessible

2317
03:14:13,995 --> 03:14:17,995
format or understanding the accessibility by our deaf

2318
03:14:19,448 --> 03:14:23,448
through the interpreters. So the reason I would like to say

2319
03:14:25,403 --> 03:14:26,751
is um because our country is not so Advanced when it comes to

2320
03:14:26,751 --> 03:14:30,751
technology

2321
03:14:31,816 --> 03:14:35,816
so like cochlear implant and hearing aids

2322
03:14:35,953 --> 03:14:39,953
so it's not so like Advanced so that's why like

2323
03:14:42,115 --> 03:14:46,115
we have to rely on the interpreters for the information accessibility.

2324
03:14:52,536 --> 03:14:56,536
So um as I said earlier when it comes to our Institute the deaf

2325
03:14:56,785 --> 03:14:57,707
students and a deaf teachers there. We can say like

2326
03:14:57,707 --> 03:15:01,707

2327
03:15:03,248 --> 03:15:07,248
privileged enough because like um we teachers are there as a teacher and The Interpreter

2328
03:15:10,395 --> 03:15:13,165
but when it comes to others they said like these are the different areas that they

2329
03:15:13,165 --> 03:15:15,927
that they want the interpreters because

2330
03:15:15,927 --> 03:15:19,918
they want to be part of the

2331
03:15:19,918 --> 03:15:23,918
information that they get in the country.

2332
03:15:26,035 --> 03:15:27,610
So they said like all the public places even schools and then even

2333
03:15:27,610 --> 03:15:28,813
in workplace they said that

2334
03:15:28,813 --> 03:15:30,769
then it

2335
03:15:30,769 --> 03:15:34,769
form of support

2336
03:15:35,359 --> 03:15:36,633
. And then we occasionally like have some species

2337
03:15:36,633 --> 03:15:38,732
from King

2338
03:15:38,732 --> 03:15:42,732
on like many

2339
03:15:43,674 --> 03:15:44,923
significant uh topics and then messages from the King and they say they

2340
03:15:44,923 --> 03:15:48,923
missed that.

2341
03:15:50,747 --> 03:15:54,747
which they find it very excluded because there are no interpreters to interpret for them

2342
03:15:55,966 --> 03:15:57,288
and then there are debates going on in

2343
03:15:57,288 --> 03:16:01,288
Parliament

2344
03:16:02,309 --> 03:16:04,428
. And they say that they have to vote but the thing is they have no information who to vote for

2345
03:16:04,428 --> 03:16:08,428
they needed for that as well

2346
03:16:13,852 --> 03:16:17,852
. So now go back to our teacher individuals as I said earlier.

2347
03:16:20,017 --> 03:16:21,916
So what we have found out like as I said we do not have any formal standardized

2348
03:16:21,916 --> 03:16:24,977
professional interpreters

2349
03:16:24,977 --> 03:16:28,977
in return. so we are just teacher interpreters

2350
03:16:29,468 --> 03:16:33,069
and then what they said is yes we understand somehow understand

2351
03:16:33,069 --> 03:16:34,248
so that is the level of what we can give to the

2352
03:16:34,248 --> 03:16:36,784
dea

2353
03:16:36,784 --> 03:16:39,002
f. And this really made us think

2354
03:16:39,002 --> 03:16:43,002
what we need to do next.

2355
03:16:44,636 --> 03:16:48,636
And another is like

2356
03:16:49,512 --> 03:16:50,846
do you like feel that you are getting enough they say no

2357
03:16:50,846 --> 03:16:53,015
only the

2358
03:16:53,015 --> 03:16:54,059
there were there in borrow

2359
03:16:54,059 --> 03:16:57,255
, they get all the

2360
03:16:57,255 --> 03:17:01,255
accessibility not us.

2361
03:17:07,653 --> 03:17:08,483
So we had collected as just for information we have 3 deaf community

2362
03:17:08,483 --> 03:17:12,124
is in Bhutan

2363
03:17:12,124 --> 03:17:16,124
it is uh borrow as I said earlier and tiemoue

2364
03:17:17,127 --> 03:17:21,127
we have but it is very far away and then we could not collect any data from them.

2365
03:17:22,133 --> 03:17:26,133
So we had 85 respondents

2366
03:17:30,811 --> 03:17:31,915
. Okay so from that uh neat based analysis or assessment what we have

2367
03:17:31,915 --> 03:17:34,797
no doubt that

2368
03:17:34,797 --> 03:17:38,445
there is a need for

2369
03:17:38,445 --> 03:17:42,445
aggregated um interpreting course

2370
03:17:43,071 --> 03:17:46,871
and um we need to have a curriculum for that

2371
03:17:46,871 --> 03:17:50,851
and then in future you might have to go for some

2372
03:17:50,851 --> 03:17:54,144
diploma or higher qualification level for the interpreting

2373
03:17:54,144 --> 03:17:58,144
. So currently we do not have anything.

2374
03:18:00,117 --> 03:18:04,117
And then the validation should be done

2375
03:18:04,925 --> 03:18:08,535
. We need to have some interpreter like um

2376
03:18:08,535 --> 03:18:10,439
of course in the teacher training um Institutes

2377
03:18:10,439 --> 03:18:14,439
that is for sustainability

2378
03:18:16,183 --> 03:18:20,183
. So

2379
03:18:22,528 --> 03:18:26,528
,

2380
03:18:31,300 --> 03:18:34,188
sorry I didn't hear you

2381
03:18:34,188 --> 03:18:38,188
.

2382
03:18:40,481 --> 03:18:44,481

2383
03:18:44,569 --> 03:18:45,948

2384
03:18:45,948 --> 03:18:49,948

2385
03:18:53,260 --> 03:18:54,086

2386
03:18:54,086 --> 03:18:55,943

2387
03:18:55,943 --> 03:18:59,943

2388
03:19:05,075 --> 03:19:07,316

2389
03:19:07,316 --> 03:19:11,316
no interpreters Outside The Institute

2390
03:19:11,920 --> 03:19:15,134
so now recently with one of the funding support from Canada

2391
03:19:15,134 --> 03:19:17,902
we could uh frame the

2392
03:19:17,902 --> 03:19:18,792
just curriculum or we can say it as a

2393
03:19:18,792 --> 03:19:22,792
of course.

2394
03:19:24,301 --> 03:19:25,027
And then that is soon we are going to roll out that and this is done by our Institute wel in

2395
03:19:25,027 --> 03:19:27,933
to the dea

2396
03:19:27,933 --> 03:19:29,161
f and that will be rolled out in August

2397
03:19:29,161 --> 03:19:32,544
so

2398
03:19:32,544 --> 03:19:36,544
just for your information our Institute is

2399
03:19:36,930 --> 03:19:40,930
the mandate is to teach the heart of hearing and deaf children

2400
03:19:41,067 --> 03:19:43,321
. Actually, but the thing is we are going beyond our mandate

2401
03:19:43,321 --> 03:19:47,321
because there are um

2402
03:19:47,494 --> 03:19:50,746
when it comes to deaf deaf education sign language and interpreting

2403
03:19:50,746 --> 03:19:54,746
that is um relatively A New Concept

2404
03:19:55,632 --> 03:19:58,260
Still A New Concept for many people in Bhutan

2405
03:19:58,260 --> 03:20:01,886
so we are considered experts

2406
03:20:01,886 --> 03:20:03,648
you know no you do not know much when we are still learning but

2407
03:20:03,648 --> 03:20:07,466
you have to give our input

2408
03:20:07,466 --> 03:20:11,075
so that's why we have a curriculum here now

2409
03:20:11,075 --> 03:20:14,580
. And then it's going like uh we are going to roll out in August

2410
03:20:14,580 --> 03:20:17,279
. And to talk about

2411
03:20:17,279 --> 03:20:19,748
something like I can say it's like

2412
03:20:19,748 --> 03:20:23,748
icing on the cake

2413
03:20:25,565 --> 03:20:26,498
. The third one that is like um we got a proposal from and then they are going

2414
03:20:26,498 --> 03:20:29,856
to support

2415
03:20:29,856 --> 03:20:32,401
and then going to sign a retainer with us

2416
03:20:32,401 --> 03:20:36,055
to put up this interpreting course

2417
03:20:36,055 --> 03:20:39,058
and as a social Enterprise so this is ongoing

2418
03:20:39,058 --> 03:20:42,882
we are working on it we have missed several times

2419
03:20:42,882 --> 03:20:46,155
. I mean like meetings but we are working on it so

2420
03:20:46,155 --> 03:20:47,627
hopefully this will be a successful story

2421
03:20:47,627 --> 03:20:51,627
for us

2422
03:20:52,509 --> 03:20:56,509
. So the our idea of having that

2423
03:20:58,455 --> 03:21:01,288
social enterprise is this and then it will sit under um

2424
03:21:01,288 --> 03:21:05,288
disabled people's organization of the tongue

2425
03:21:05,905 --> 03:21:09,905
and the reason I have earlier told is like we are a government School

2426
03:21:11,477 --> 03:21:15,435
so we cannot run uh social Enterprises where we are generating some income and then

2427
03:21:15,435 --> 03:21:19,081
using that income to pay the interpreters and then so on

2428
03:21:19,081 --> 03:21:21,782
. So that's why we are sitting under a GPU and then collaborating with DPO

2429
03:21:21,782 --> 03:21:22,637
to um make this

2430
03:21:22,637 --> 03:21:23,553
work.

2431
03:21:23,553 --> 03:21:27,553

2432
03:21:35,462 --> 03:21:36,738
So this is my last slide so please watch this video and then

2433
03:21:36,738 --> 03:21:40,738
stuff

2434
03:21:41,021 --> 03:21:43,714
and then she works in um

2435
03:21:43,714 --> 03:21:46,057
disabled people's organization of

2436
03:21:46,057 --> 03:21:48,847
return as a program officer

2437
03:21:48,847 --> 03:21:52,150
so let's hear what she has to say about

2438
03:21:52,150 --> 03:21:56,150
uh program that is coming up in August

2439
03:21:59,180 --> 03:22:03,180
I think that

2440
03:22:03,359 --> 03:22:07,359
. It is because deaf people and the deaf Community will have access to information.

2441
03:22:09,599 --> 03:22:11,873
We will get more information

2442
03:22:11,873 --> 03:22:14,836
from interpretor

2443
03:22:14,836 --> 03:22:18,836
. Before we had no information

2444
03:22:18,927 --> 03:22:21,681
and have barriers existing information

2445
03:22:21,681 --> 03:22:23,596
during meetings BBs

2446
03:22:23,596 --> 03:22:26,611
and different public places

2447
03:22:26,611 --> 03:22:30,219
. We feel excluded

2448
03:22:30,219 --> 03:22:31,446
. Now I hope

2449
03:22:31,446 --> 03:22:32,683
that the course

2450
03:22:32,683 --> 03:22:35,283
will be successful

2451
03:22:35,283 --> 03:22:38,092
and we will have access to information

2452
03:22:38,092 --> 03:22:40,377
. This will really make us independent

2453
03:22:40,377 --> 03:22:43,921
. This information accessibility

2454
03:22:43,921 --> 03:22:45,668
also ensures inclusion and equity

2455
03:22:45,668 --> 03:22:49,668
. for the hearing people

2456
03:22:54,906 --> 03:22:58,906
. That was Hope from this upcoming course

2457
03:22:59,281 --> 03:23:03,281
. Okay thank you so much

2458
03:23:04,772 --> 03:23:08,329
. (Miss Alice) Thank you

2459
03:23:08,329 --> 03:23:12,329
Dr. Sushila uh that was a very informative uh presentation

2460
03:23:12,723 --> 03:23:13,495
and I've seen the hard work that you guys have done in Bhutan

2461
03:23:13,495 --> 03:23:16,516
because

2462
03:23:16,516 --> 03:23:20,516
seen you many many years and every time you present

2463
03:23:20,587 --> 03:23:22,879
if something is moving forward and congratulations to all of you

2464
03:23:22,879 --> 03:23:26,879
and I hope you succeed in all your programs

2465
03:23:28,735 --> 03:23:31,906
another round of applause for Dr. Suchila oh sorry D

2466
03:23:31,906 --> 03:23:35,372
r. Syshila had some questions from the floor if you don't mind

2467
03:23:35,372 --> 03:23:39,372
don't

2468
03:23:46,629 --> 03:23:50,629
sign language interpreters do you have in Thailand in Bhutan

2469
03:23:52,502 --> 03:23:56,109
so it's a bit tricky I can say that it's a bit tricky to uh answer

2470
03:23:56,109 --> 03:23:58,792
as I said like when it comes to interpreters it's just a teacher interpreters

2471
03:23:58,792 --> 03:24:00,031
so you have just a handful error 5 to 6 only

2472
03:24:00,031 --> 03:24:03,028
and then um

2473
03:24:03,028 --> 03:24:07,028
this uh teacher interpreters have to move around

2474
03:24:07,162 --> 03:24:08,991
in events and programs and meetings and even like

2475
03:24:08,991 --> 03:24:11,469
National TV that is bvs

2476
03:24:11,469 --> 03:24:14,386
so it's just handful 4 to 5 offers

2477
03:24:14,386 --> 03:24:17,739
may I go to take care of the entire country only 45

2478
03:24:17,739 --> 03:24:21,739
yes so that is that's hard work

2479
03:24:21,847 --> 03:24:25,847
hard work and um the main responsibility is

2480
03:24:26,035 --> 03:24:30,035
being diverted because there is a need for the deaf

2481
03:24:30,095 --> 03:24:34,095
accessibility of information for the dev and then it's

2482
03:24:35,740 --> 03:24:38,904
very significant for those deaf who are in Temple regionally and then the teachers have

2483
03:24:38,904 --> 03:24:42,382
there um Mandate of teaching here in the classroom

2484
03:24:42,382 --> 03:24:45,248
so you know it's the balancing is becoming quite difficult

2485
03:24:45,248 --> 03:24:49,248
so hopefully we'll be able to

2486
03:24:51,632 --> 03:24:55,632
get that done with our course yeah because you you I think you've seen the Canadian government is uh the

2487
03:24:56,863 --> 03:24:57,314
Canadian NGO is going to sponsor a course yes where you hope to get more interpreters

2488
03:24:57,314 --> 03:25:01,314
correct

2489
03:25:01,991 --> 03:25:05,991
? (Mrs. Sushila) Yes so with this uh August uh training I mean it's a course for around um

2490
03:25:08,060 --> 03:25:09,214
it's a crash course I said because like in other countries it's around 4 years 3 years 4 years course

2491
03:25:09,214 --> 03:25:11,413
interpretive scores

2492
03:25:11,413 --> 03:25:14,825
we are doing it in 1 year because

2493
03:25:14,825 --> 03:25:15,637
we need to rush to produce a few more um

2494
03:25:15,637 --> 03:25:17,715
interpreters

2495
03:25:17,715 --> 03:25:21,715
will be serving in other

2496
03:25:23,087 --> 03:25:26,038
plaxes. (Miss Alice) Do you have many candidates who want to learn sign interpreters. (Mrs. Sushila) There are some uh potential candidates

2497
03:25:26,038 --> 03:25:28,021
and then we are soon going to announce

2498
03:25:28,021 --> 03:25:30,508
and they said they will apply it

2499
03:25:30,508 --> 03:25:32,792
so hopefully yeah that'll be very good

2500
03:25:32,792 --> 03:25:34,168
thank you. all the hard work that you're putting into

2501
03:25:34,168 --> 03:25:38,168
thank you

2502
03:25:39,050 --> 03:25:42,061
. (Miss Alice) 1 more 1 more before you go just give us a minute

2503
03:25:42,061 --> 03:25:46,061
1 more question.

2504
03:25:49,381 --> 03:25:53,381

2505
03:26:25,295 --> 03:26:29,295
(Miss Alice) Bhutan do you have a curriculum for just the deaf people or is it inclusive

2506
03:26:30,182 --> 03:26:31,333
is it just a curriculum for your deaf students you have a

2507
03:26:31,333 --> 03:26:32,964
curriculum that you have

2508
03:26:32,964 --> 03:26:36,964
mandated for them or

2509
03:26:37,462 --> 03:26:37,915
... (Mrs. Sushila) human in our for our... (Miss Alice) students who are students who are in your

2510
03:26:37,915 --> 03:26:38,958
your

2511
03:26:38,958 --> 03:26:42,958
in your classrooms

2512
03:26:44,028 --> 03:26:47,606
as I uh showed in 1 of my slides we follow National curriculum

2513
03:26:47,606 --> 03:26:51,509
National curriculum yes what is the national curriculum

2514
03:26:51,509 --> 03:26:52,686
so it's the same with the mainstream

2515
03:26:52,686 --> 03:26:56,686
ah okay.

2516
03:27:07,538 --> 03:27:08,935
(Dr. Maliwan)

2517
03:27:08,935 --> 03:27:12,935

2518
03:27:14,018 --> 03:27:16,946
Same curriculum with the normal children using English

2519
03:27:16,946 --> 03:27:20,946
. (Mrs. Sushila) yes our video of instruction um

2520
03:27:22,050 --> 03:27:23,148
uh in other mainstream schools is uh English except for the language zonka

2521
03:27:23,148 --> 03:27:25,799
but in our instit

2522
03:27:25,799 --> 03:27:29,799
use it would be sign language the medium of instruction

2523
03:27:32,017 --> 03:27:36,017
.

2524
03:27:58,642 --> 03:28:02,642
(Miss Alice) They want to ask you a question

2525
03:28:03,741 --> 03:28:05,901
in Thailand Thai is the main language that's spoken but in Bhutan your curriculum is in

2526
03:28:05,901 --> 03:28:09,901
in Bhutan in English

2527
03:28:11,252 --> 03:28:15,252
. You don't use the button is like I don't know if that's correct word the button is language as well or

2528
03:28:16,843 --> 03:28:17,820
is it all English why is it all English?. (Mrs. Sushila) So are you um asking about the mainstream or are we ask

2529
03:28:17,820 --> 03:28:18,230
but our Institute

2530
03:28:18,230 --> 03:28:21,974
currency

2531
03:28:21,974 --> 03:28:23,244
so our uh medium of instruction is uh

2532
03:28:23,244 --> 03:28:27,244
design language

2533
03:28:29,502 --> 03:28:30,819
sign language okay and other 2 additional languages that we teach are English

2534
03:28:30,819 --> 03:28:31,893
.

2535
03:28:31,893 --> 03:28:35,079

2536
03:28:35,079 --> 03:28:38,473

2537
03:28:38,473 --> 03:28:41,212

2538
03:28:41,212 --> 03:28:45,212

2539
03:28:45,996 --> 03:28:47,681

2540
03:28:47,681 --> 03:28:51,681

2541
03:28:52,409 --> 03:28:56,409

2542
03:29:01,646 --> 03:29:05,646

2543
03:29:10,310 --> 03:29:13,035
(Dr. Maliwan) They use put on this side language

2544
03:29:13,035 --> 03:29:16,241
but the medium of instruction is

2545
03:29:16,241 --> 03:29:17,638
English written in in English right

2546
03:29:17,638 --> 03:29:21,638
. Is that correct

2547
03:29:24,728 --> 03:29:26,320
?. (Mrs. Sushila) Yeah sign language our students they learn 3 languages

2548
03:29:26,320 --> 03:29:30,320
yeah so um

2549
03:29:30,812 --> 03:29:34,668
Warners sign language another Songkhla and then English yes 3 languages

2550
03:29:34,668 --> 03:29:37,676
3 languages

2551
03:29:37,676 --> 03:29:39,772
yeah 3 languages you only get 1 language in authority

2552
03:29:39,772 --> 03:29:43,772
move

2553
03:29:45,417 --> 03:29:49,417
Thank you very much. Any more questions.

2554
03:29:49,454 --> 03:29:53,454

2555
03:29:54,351 --> 03:29:58,351

2556
03:30:27,696 --> 03:30:31,696

2557
03:30:45,038 --> 03:30:46,803

2558
03:30:46,803 --> 03:30:48,402

2559
03:30:48,402 --> 03:30:49,613

2560
03:30:49,613 --> 03:30:50,879

2561
03:30:50,879 --> 03:30:54,629

2562
03:30:54,629 --> 03:30:58,510

2563
03:30:58,510 --> 03:30:59,824
(Miss Alice) Your sign language interpretors are Bhutanese but what happens if a deaf person

2564
03:30:59,824 --> 03:31:03,824
correct me if I'm wrong

2565
03:31:05,419 --> 03:31:08,795
if a deaf person is categorized the police station or hospitals or even the courts

2566
03:31:08,795 --> 03:31:11,912
uh 1 is there anybody there to help them out

2567
03:31:11,912 --> 03:31:13,949
correct is that correct yeah

2568
03:31:13,949 --> 03:31:17,949
(Mrs. Sushila) Yeah so um

2569
03:31:20,537 --> 03:31:23,178
it's quite a difficult situation in Bhutan when it comes to this right now yeah

2570
03:31:23,178 --> 03:31:27,178
as I said the interpreters that we have

2571
03:31:28,676 --> 03:31:29,259
are based in The Institute and their main uh primary responsibility is

2572
03:31:29,259 --> 03:31:33,259
teaching

2573
03:31:33,719 --> 03:31:35,232
right so when there is a need there what happens

2574
03:31:35,232 --> 03:31:39,232
those

2575
03:31:41,054 --> 03:31:43,065
organization or entity or whoever is in need of interpreting like for example police and Court

2576
03:31:43,065 --> 03:31:44,678
. They call our office

2577
03:31:44,678 --> 03:31:48,678
school principal

2578
03:31:50,250 --> 03:31:52,917
and then they asked that um okay somebody is there and then why don't you send interpreters and we have

2579
03:31:52,917 --> 03:31:55,375
had so many cases where like um

2580
03:31:55,375 --> 03:31:56,205
our interpreters they had to go and then

2581
03:31:56,205 --> 03:32:00,205

2582
03:32:00,704 --> 03:32:03,401
you know interpret for the deaf who has been like in the court or um

2583
03:32:03,401 --> 03:32:07,401
some detention due to some like

2584
03:32:08,203 --> 03:32:09,802
reasons. So it's just a Institute only right now

2585
03:32:09,802 --> 03:32:13,701
.

2586
03:32:13,701 --> 03:32:16,327
Did I get it correct your answer question yeah.

2587
03:32:16,327 --> 03:32:19,150

2588
03:32:19,150 --> 03:32:20,993
(Dr. Maliwan) like in Thailand like in Thailand

2589
03:32:20,993 --> 03:32:22,861
if

2590
03:32:22,861 --> 03:32:26,861
As an interpreter

2591
03:32:27,009 --> 03:32:30,047
we go to the hospital for special specific

2592
03:32:30,047 --> 03:32:33,122
problem of uh our

2593
03:32:33,122 --> 03:32:37,122
customer we use a

2594
03:32:38,494 --> 03:32:40,464
assignor a deaf interpreter or deaf helper

2595
03:32:40,464 --> 03:32:44,464
so that they can

2596
03:32:44,760 --> 03:32:47,741
talk to the patient and then

2597
03:32:47,741 --> 03:32:49,679
we as an hearing interpreter

2598
03:32:49,679 --> 03:32:52,181
learn and speak

2599
03:32:52,181 --> 03:32:54,581
to the medical team

2600
03:32:54,581 --> 03:32:57,763
or to the law team

2601
03:32:57,763 --> 03:33:01,763
. so that you need to train

2602
03:33:02,147 --> 03:33:05,898
deaf interpreter. you have one with you right

2603
03:33:05,898 --> 03:33:08,130
so like you use

2604
03:33:08,130 --> 03:33:10,847
or something

2605
03:33:10,847 --> 03:33:12,400
. you know the people who are good

2606
03:33:12,400 --> 03:33:16,400
in

2607
03:33:17,584 --> 03:33:19,677
in their sign language and working as your coworker

2608
03:33:19,677 --> 03:33:23,504
. That's how

2609
03:33:23,504 --> 03:33:26,555
we do with Thailand and other countries as well

2610
03:33:26,555 --> 03:33:30,460
. (Mrs. Sushila) So thank you Doctor

2611
03:33:30,460 --> 03:33:34,460
. yes, very true and then I can say like

2612
03:33:38,744 --> 03:33:41,672
we have taken a small step in this uh to um because I have seen all over like Thailand and other countries that have

2613
03:33:41,672 --> 03:33:45,672
been to and then that I've seen and read

2614
03:33:47,059 --> 03:33:51,059
there are deaf interpreters and they are very like skilled and good at it

2615
03:33:53,111 --> 03:33:56,562
gradually that will be another project for us to train the deaf and then we have already

2616
03:33:56,562 --> 03:34:00,562
started where especially like we are just

2617
03:34:02,433 --> 03:34:03,156
doing with few you share is hard of hearing and another deaf we have who is profound deaf

2618
03:34:03,156 --> 03:34:06,672
, so

2619
03:34:06,672 --> 03:34:10,672
we have started the simple

2620
03:34:11,617 --> 03:34:15,617
program in the school where we are doing kind of a shadow interpreting

2621
03:34:17,475 --> 03:34:21,475
. where we are doing the shadow interpreting and then we are just giving them the experience of being the

2622
03:34:22,311 --> 03:34:26,311
deaf in future. They understand how it should be and then

2623
03:34:28,061 --> 03:34:31,485
what would be the situation later in Bhutan when we have the deaf interpreter

2624
03:34:31,485 --> 03:34:33,806
, so thank you Doctor we have already started and then we hope

2625
03:34:33,806 --> 03:34:37,806
that will be successful in that also

2626
03:34:37,844 --> 03:34:41,667
. (Miss Alice) I'm sure you will with someone like you there I'm sure things will move forward

2627
03:34:41,667 --> 03:34:45,426
. (Dr. Maliwan) Because when I first in Bhutan

2628
03:34:45,426 --> 03:34:48,071
2002 right?

2629
03:34:48,071 --> 03:34:50,204
I met with the deaf adult

2630
03:34:50,204 --> 03:34:52,938
group of deodorant

2631
03:34:52,938 --> 03:34:55,170
that's how we start the education

2632
03:34:55,170 --> 03:34:56,933
for a deaf in Bhutan

2633
03:34:56,933 --> 03:35:00,933
with their friend

2634
03:35:02,034 --> 03:35:06,034
thank you

2635
03:35:07,366 --> 03:35:11,366
. (Miss Alice) Thank you.

2636
03:35:13,225 --> 03:35:17,225

2637
03:35:27,731 --> 03:35:31,643
(Male Speaker) The trouble a long distance

2638
03:35:31,643 --> 03:35:34,896
for someone from Paro to Temple

2639
03:35:34,896 --> 03:35:38,252
how do we do how do you deal with that

2640
03:35:38,252 --> 03:35:39,248
oh wait you're based in Paro right

2641
03:35:39,248 --> 03:35:43,248
what if

2642
03:35:44,007 --> 03:35:48,007
somebody's required in another Province far away from Paro and they need interpreters

2643
03:35:49,885 --> 03:35:53,885
is it the same situation when they'll call the school and send someone there or is that not a possibility at all

2644
03:35:55,424 --> 03:35:55,928
so it's it's a very sad story so it's not possible but now because of a techn

2645
03:35:55,928 --> 03:35:59,433
ology

2646
03:35:59,433 --> 03:36:03,433
now we are yeah

2647
03:36:05,162 --> 03:36:06,476
so some um places which are far away but if we have a connection

2648
03:36:06,476 --> 03:36:08,681
actually Network

2649
03:36:08,681 --> 03:36:11,470
so we can so

2650
03:36:11,470 --> 03:36:14,495
the temple also like though it's just 2 hours

2651
03:36:14,495 --> 03:36:18,495
. so what happens is like the Deaf from there they call us

2652
03:36:18,891 --> 03:36:19,964
and then we try to interpret the for them uh in hospital and different

2653
03:36:19,964 --> 03:36:23,964
areas.

2654
03:36:36,241 --> 03:36:40,241

2655
03:36:42,302 --> 03:36:46,302

2656
03:36:50,328 --> 03:36:53,174
Just a short question

2657
03:36:53,174 --> 03:36:53,909
that

2658
03:36:53,909 --> 03:36:56,780
you know

2659
03:36:56,780 --> 03:37:00,780
. 1 more question

2660
03:37:09,854 --> 03:37:13,854
. Teachers who are interpreters

2661
03:37:14,470 --> 03:37:16,570
do they travel by their own car are they they do get compensated

2662
03:37:16,570 --> 03:37:20,570
sensation

2663
03:37:21,601 --> 03:37:22,647
(Miss Alice) money for the like travel expenses

2664
03:37:22,647 --> 03:37:24,240
assuming that

2665
03:37:24,240 --> 03:37:27,590
yes no no the teachers

2666
03:37:27,590 --> 03:37:31,590
if you have to go somewhere like outside of the station

2667
03:37:33,396 --> 03:37:37,129
. (Mrs. Sushila) Yeah it depends it depends on what type of assignment we are um

2668
03:37:37,129 --> 03:37:37,593
going with if it is something official yes okay we do

2669
03:37:37,593 --> 03:37:41,593
okay

2670
03:37:41,860 --> 03:37:43,767
yeah whatever some unofficial and then but we want to attend because

2671
03:37:43,767 --> 03:37:45,748
how you feel it's important for us

2672
03:37:45,748 --> 03:37:49,313
, then no.

2673
03:37:49,313 --> 03:37:53,313
Like here right now all of us

2674
03:37:56,293 --> 03:37:56,946
so we are like so happy that  logistic is taken care by the organizer Indra and

2675
03:37:56,946 --> 03:38:00,946
then

2676
03:38:02,474 --> 03:38:03,400
Dr. Maliwan and your team but when it comes to other expenses we are like we have to bear our own

2677
03:38:03,400 --> 03:38:06,977
yeah

2678
03:38:06,977 --> 03:38:10,977
it's a pleasure for

2679
03:38:11,834 --> 03:38:15,834
. (Miss Alice) Thank you uh sorry Sushila

2680
03:38:17,372 --> 03:38:21,372
last final question please. okay okay

2681
03:38:31,068 --> 03:38:35,068
then pull back

2682
03:38:35,702 --> 03:38:37,047
uh did you the the training for silent

2683
03:38:37,047 --> 03:38:37,655
sign language interpreters

2684
03:38:37,655 --> 03:38:40,994
training

2685
03:38:40,994 --> 03:38:44,994
get a membership card

2686
03:38:48,292 --> 03:38:51,960
so you're planning the 1-year crash course the interpreters will get

2687
03:38:51,960 --> 03:38:54,278
a certificate that they've passed it that they can use

2688
03:38:54,278 --> 03:38:58,278
. Are you paid to do

2689
03:39:00,127 --> 03:39:01,768
. (Mrs. Sushila) so this is yeah so this crash course that we have for 1 year

2690
03:39:01,768 --> 03:39:03,107
after its we have

2691
03:39:03,107 --> 03:39:07,107
3 levels

2692
03:39:08,208 --> 03:39:12,208
that will be for 1 year and once they are uh done with this course

2693
03:39:13,773 --> 03:39:17,600
as I said earlier uh disabled people's organization of Bhutan we are collaborating with them

2694
03:39:17,600 --> 03:39:21,489
, so jointly Institute for the Deaf

2695
03:39:21,489 --> 03:39:24,909
and then dpov we are going to issue certificate uh to the

2696
03:39:24,909 --> 03:39:28,909
um those trainings who will complete the course

2697
03:39:29,391 --> 03:39:32,966
so it's a kind of  what to say like

2698
03:39:32,966 --> 03:39:35,519
non like what is it it's informal I can say

2699
03:39:35,519 --> 03:39:39,519
yeah but I think we need to start it that way

2700
03:39:48,496 --> 03:39:51,702
love it but she's I'll look I'll look forward to that doctor yeah but Dr.

2701
03:39:51,702 --> 03:39:55,702
Maliwan needed in Bhutan. (Miss Alice) yeah

2702
03:39:59,325 --> 03:39:59,692
okay all right now yeah thank you so much another round of applause for Mrs susheela

2703
03:39:59,692 --> 03:40:03,692
yeah

2704
03:40:04,361 --> 03:40:08,361
before we go for a break I just wanted to let you know that uh they're going to be

2705
03:40:09,932 --> 03:40:12,770
2 things happening after 1:00. So the normal process from 1 to 4 will be

2706
03:40:12,770 --> 03:40:16,770
here in this Hall where our principal

2707
03:40:18,140 --> 03:40:19,094
Sendo will be a keynote speaker and other speakers will be presenting. And also we'll have a

2708
03:40:19,094 --> 03:40:21,463
breakout session

2709
03:40:21,463 --> 03:40:25,463
upstairs on the second floor

2710
03:40:25,702 --> 03:40:29,702
Leah I see you standing there sitting there can you stand up so we know you're here

2711
03:40:30,926 --> 03:40:34,319
. This is uh Miss Leah from the Philippines she'll be giving a workshop on

2712
03:40:34,319 --> 03:40:35,667
anybody uh who wants to learn about

2713
03:40:35,667 --> 03:40:37,842
AB

2714
03:40:37,842 --> 03:40:41,842
uh teaching cochlear implant kits

2715
03:40:43,351 --> 03:40:47,351
to understand okay so that's going to happen on the second floor I will be with Leah interpreting

2716
03:40:47,850 --> 03:40:48,805
that in Thai and Dr. Mackey and Channel this will be here

2717
03:40:48,805 --> 03:40:51,816
uh

2718
03:40:51,816 --> 03:40:55,816
taking care of you guys so now we break for lunch

2719
03:40:56,515 --> 03:41:00,515
and see you back here at 1 pm thank you very much enjoy your lunch.

2720
03:41:06,728 --> 03:41:10,415
Current sessions

2721
03:41:10,415 --> 03:41:11,748
Indonesia from Bhutan

2722
03:41:11,748 --> 03:41:15,748
who will

2723
03:41:16,273 --> 03:41:18,148
uh give the presentation downstairs on the second floor. There is a workshop

2724
03:41:18,148 --> 03:41:21,143
so the presentation

2725
03:41:21,143 --> 03:41:25,143
of different presenters

2726
03:41:26,132 --> 03:41:27,363
so you have translation kits

2727
03:41:27,363 --> 03:41:29,369
. So

2728
03:41:29,369 --> 03:41:30,803
please contact

2729
03:41:30,803 --> 03:41:33,845
at the booth

2730
03:41:33,845 --> 03:41:35,430
so use your ID card

2731
03:41:35,430 --> 03:41:38,207
.

2732
03:41:38,207 --> 03:41:42,207
Translation tool kits

2733
03:41:43,094 --> 03:41:47,094

2734
03:41:48,279 --> 03:41:52,260
, may I do. (Mr. Anucha) May I inform you that could you please finish our your lunch

2735
03:41:52,260 --> 03:41:55,225
before 12:45

2736
03:41:55,225 --> 03:41:59,225
. Thank you very much.