is more than 19 years of knowledge from the foundation of the school learning and expertise and you're becoming an identity                        practice our professionalism and security           9:00 Sharp and we will have a keynote speech   and I would like to invite  all of you who already register    we will have lunch in the second floor              to promote lifelong learning   206 University pursues Knowledge from expertise to research to expand academic services create careers and generate income for universities and community  Bakery 1 of the best well-known Bakery with standard quality accommodation plays hotel in the central Banker  top polling organization of Thailand prototype kindergarten education demonstration School office of special Affairs port with extensive knowledge of academic business as a field classroom for students with recognized training courses academic testing service center knowledge and practice of examinations Arrangement that are accepted by various agencies graphic media and printing service center  with a signing and producing at International standard Publications provides knowledge and training courses in Thai food and international cuisine bakeries bars and beverages of Thai cusine entrepreneurs includes many other businesses under management concept that that think differently and there to make it comes true  has raised the importance personal development to be 1 element in driving the University   developing an environment to promote students learning along with taking care of the environment for good quality of life  want to see University is prompt for learning at all University levels   to create people into potential human capital to jointly Drive        hello you happy birthday to you but hanging out for   for      are you  Maybe Mulan for    people      for let me people   male 1 something happened  for for    for for  for   for  kind of come   for through  group group of this at hand  come come and die 10     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actionable strategies for creating a more inclusive world welcome          good morning everybody  so this is the moment where I hope everything works   and it doesn't        so uh as Indra kindly uh introduced I'm Max I'm the CEO and founder of an organization   steps where based here in Thailand in Bangkok uh but we work across the region uh I'm also hold a masters in special education and inclusion and perhaps my most important role is that I'm parent of an autistic son    20% of the world's population is assumed to be neurodivergent and when we think about your classrooms your workplace your colleagues  your community your family  that's probably somebody that you know  when we think about other identities that intersect of neurodiversity  such as gender sexuality race class this number becomes a lot bigger we're not talking about a minority or underserved group anymore  but we start to see who the world has been designed for and by whom  meet a a movement towards creating a more inclusive community  any Monsters Inc fans remember Sully the monster  this is the pose he does in the movie which he used to like doing a lot when he was younger  but A's voice is just 1 voice that represents the thousands of individuals and families that we've had the privilege of working with at steps over the years  for a long time he didn't use words to articulate what he wanted his preference his opinions but he always had a voice he had personality he had interests and ideas  but how do you get to know your child when they don't speak verbally  how do you understand their voice how did we navigate School Family Life planning for the future with him        I love the term special interests it's replaced um obsessions restricted interests special interest so for us  hidden everywhere I don't even know how many we have coloring pencils and lifts  asked me about any lift in Bangkok I can tell you which floor it goes to the brand of it um who it was made by how fast it goes  but the point is that these special interests bring joy in a way that I don't think you or I could imagine and they bring something to him that it's hard to really capture      so why am I talking about this kid that for me a little bit of bias is I think is very cute  because he is now 17 and we've been through early intervention we've been through grief and acceptance and schooling and now we're approaching employment but to get there the journey is not straightforward as many curves and twists along the road as other parents will understand    so when your child is mostly non-verbal how do you know when they're sad or anxious so frustrated  or happy  how do you make decisions with them instead of for them  we learned to be a master investigator and You observe and you watch and you learn and this is how you build trust with your child   that's how they know the home is safe and they can be who they are  these comments all came from a Tracker that he had when he was younger that was tracking his anxiety so these are Specialists and parents and his family tracking things that we didn't know why they were happening but we saw the emotions behind them      okay the quick stuff early diagnosis 2 and a half little eye contact lined up his toys ticked all the boxes for a very stereotypical young man with autism   1 of the first things that we're told after diagnosis is he needs to be medicated  common story here for lots of families common story in this region  why would you medicate a 2 and a half year old he's active because he's small he's active because his body needs to move  and then comes therapy therapy and therapy and therapy  which therapy is the right therapy how long should you be in therapy for where's the line between supporting and fixing   social skills training was my biggest bug bear through his journey because it's so often used incorrectly to help somebody neuro Divergent fit to neurotypical society  after years of watching that video approach  mom and I decided to take him out of all the therapy and just let him be who he is   also this stuff cost a lot of money as I'm sure many of you know over barriers we experienced  resources available minimum resources if you're not an English speaker even less resources mum translated books Journal articles everything in between enter type because she wanted to access the information in her first language  limited number of Specialists there's a hierarchy through the medical system  at some point we felt who was educating who are we educating the Specialists or the specialist educating us  we become a caseworker for your child and have to navigate between the medical system in the therapy system the education system family um but we were never trained to do that we had to learn as we  I am a specialist so I get to where these 2 Hats but I can't be my son specialist because he needs a parent he's got all the other Specialists waiting for him    so we've done diagnosis we've got all the pieces of the puzzle and then we try and find a school      we hear this story all the time  not just here but globally 1 to 1 models  when did education become so exclusive why is it only reserved for a child who looks or acts like a  when did we decide to stop following legislation that requires education for         and why do we do it when all research shows that it benefits all children when you're a divergent kids are in your class   by not having our kids in your classrooms you're failing your kids because they learn from the experience of being with others they grow up to be diverse and inclusive leaders members of the community colleagues friends       we found schools and there was the same pattern over and over again he has to have a 1-to-1 he needs somebody glued to him at all times to be able to access educ  you're taught to feel lucky to be offered a space and to feel guilty if you ask for anything additional  you have to feel grateful for the chance to be there and you can't always voice the concerns you have is you know that they might be met with a school rejection he didn't like school and neither did we and your child sharing that with you is probably 1 of the most heartbreaking moments right        School Community this is the place where lots of parents make other friends your connect you get to be part of something  for parents like us that often looks different you get a lot of looks  you're not part of the parent Club always there's a fear that your child might impact their child's education or social skills  school events and anyone who works in the school probably agree there's so many of them distracting you come off the timetable it's overwhelming shouldn't these things be optional     his voice was silenced through exclusion over and over again  so if school is not listening to his voice and the medical system is not listening to his voice who is listening to his voice   I think a lot of the time they think they're teaching your child something or they're teaching you something  but that's because they look at him as somebody that needs to change lots of our kids end up being friends with younger kids because it's easier for them because there's less judgment  how will neurotypical kids or neurodivergent kids learn the social rules if they don't get to spend time together        religion is another identity that could intersect with neurodiversity make an influencer beliefs and approaches  we had family members giving up beef because they thought it would be good karma he was taken to famous temples that could heal him    I'm not sure who the healing was for whether it was for him or for his family members but it was important    and these things aren't bad or good part of experience       we use this analogy all the time in our world it makes everything seem so overwhelming that we build a thought around our family to protect ourselves protect our child   and then when I wear my specialist hat and we're working with families who've built these Sports it's really difficult to tear them down when they get to adult age because the family's been doing it for so long that they don't feel safe to come out of the fort  but we have to take it down to get ready for work without taking it down doesn't happen           we all need allies and amplifiers lots of these experiences they sound negative but they're just part of the experience and  you also find really good people along the way  it was hard to create Community for him especially when he was young but a mix of uh own anxiety probably around imposing on other people  um another is not knowing how to interact with him put up some of those barriers the safest people we found were families from our own community who just understand how to naturally be inclusive    so as a parent and a specialist and a person what do we do with all of this      well I stay up late at night looking at statistics and research on autism and employment because that's what I do for fun  80% of autistic people are estimated to be unemployed   it's a huge number of people that includes college graduates that's includes people from vocational training and this is from the UK  why have we not done better around this topic    so as the parent Journey comes to an end and I switch into being a specialist    we still search for safe people and safe spaces   we still grieve and I think the grieving process is something that every family goes through with a neuro urgent child and it's something every specialist should be aware of we are inundated with information all the time from different people but we are also battling with different developmental Milestones what does independent living look like the friendships and family look like relationships what this work look like       we always knew that his voice mattered  and we wanted to build something where we could at least be part of the change  this is where steps began 1 specialist   and a group of people who wanted to change       lived experience informs everything that we do and when I asked a a couple of nights ago what does he want this is what he shared with me so he's been in a inclusive program for the past 3 years inside a mainstream  and we've seen him Blossom there because he's accepted for who he is  I'm really glad that he wants to earn money because he can start paying back everything that he owes us      so I take off the parent hat and I step into specialist   steps founded 9 years ago based here in Thailand working across the region  we work to power employers and Educators to realize and embrace the potential of neuro Divergent people  so whether they're students employees customers members of the community  we work together to create a more inclusive world big mission   and this is part of the why remember the earliest statistic 20% of any classroom workplace likely to be a neurodivergent  70 to 80% of all disabilities are invisible and it's rarely the focus  it's not that we disagreed that the other areas need Focus accessibility accommodations these things I needed for other types to that this population is hugely underlooked in funding in research in safe spaces      when we talk about inclusion what do we really mean I think everybody has a different interpretation a different understanding and I think that's okay   for us when we talk about inclusion and steps we're essentially talking about an ecosystem inclusion is everyone's responsibility all the time not just learning support not just HR not just the family is everyone we all need to be doing it  so we work with the private sector or government we always show them this image to show who should be doing inclusion it comes from your strategy it's reflected in your policies Human Resources play a role of course but so the leadership so does your Communications is your website accessible are you thinking forward to the future are you seeing this as a value add for your business is it in your supply chain too        this is the beautiful and complex nature of steps so we do many things to try and Achieve our mission 1 of which is having social Enterprise businesses where we have coffee shops and bakeries that allow our trainees the opportunity to practice work have internships be an employment    we have vocational training centers where our trainees get to learn work Readiness skills life skills self- advocacy   we do consultancy for workplaces and government so they learn how to be inclusive employers   we founded the first Research Center in this region that's dedicated to neurodiversity at work because there's such a lack of research here and we want there to be a localized business case for why newer Divergent people should be included in employment  we need local Solutions so we need local data   and finally we have a business service center this is where companies Outsource back office and digitization work and it's completed by trainees and graduates    the training centers focus on 3 key skills  life skills preparation for the future transition to work       these are the 3 core areas that we see over and over again are missing from education and they need to focusing on because as families like us know when your child hits 18 usually all the support and services stop and you become responsible for your child's transition     when we talk about transition to work we're thinking about work experience internships paid work  we're not talking about volunteering and giving your time for free this is real work and real company      our social Enterprises follow a research-based approach we place people into employment within 6 weeks of being with us so they're working on the job acquiring the skills as they work conceptualizing it  we train as they work and then we start to fade out the support so it's a very structured system that's proven to get people ready and confident in their employment and it's not only for the neuro Divergent individual it's for the employer too they need support throughout this process but we have to fade ourselves out always they become dependent on us too    I work with companies look similar they want to know what are the current attitudes knowledge perceptions values of in their company around disability  we almost always find that HR are the most negative about hiring inclusive  because they've had negative experiences  they haven't had the support they needed to be successful so then they become a block for change so we do a lot of work with HR  companies need a strategy they all like a blueprint or a road map or something fancy to look at to Showcase how they're going to get through the process  and they need a lot of training most adults that we work with in private sector and government have never met somebody of a disability   let alone somebody who's newer Divergent there's a fear around what to do what to say how to act 1 training we find shifts confidence by 75%  so just 1 30 minute training can help somebody feel more confident about working alongside supporting somebody managing somebody is neurodivergent  so every company has 30 minutes to give      when only half of your employees when you're a Divergent disclose we know that there's not psychological safety this is the same in the classroom this is the same at admission system where a family doesn't tell you what you want them to to share they don't feel safe to do it  psychological safety is at the heart of creating inclusive workplaces so when we're designing our programs we make sure they're centered on Lyft experiences so our trainees our graduates our community are informing how we train how we teach  harness diversity to help improve outcomes and processes  everything is connected back to Universal Design and Universal Design principles  and we work with parents and caregivers to connect education employment and advocacy together    this is our approach it's not the only 1 but it's the 1 that we see that's working  I will go through 3 or 4 examples of our work over the past few years  last year we ran a program around empowering caregivers  why because as I mentioned parents end up taking on transition to employment and working with employers themselves and often have no idea how to do it  we went up having to be part of a recruitment process select employees that look safe support your child through that process  and the research we've done to date showed that parents are at high risk for mental health conditions because of this thought that we've built through Society  this was a 3-day training and a toolkit that was given to families and we saw really really great results and their confidence and their knowledge and their ability to navigate the next stages  so just like the private sector families also need training and the training that's often provided by schools is from the school side not looking at what the families really need      our Research Center developed an assessment tool it's the first tool that's fully accessible self-assessment for people who are neurodivergent to self assess their work readiness  we've had around 700 people go through the assessment so far and it helps to pinpoint where somebody can be successful at work work preference do you like working with people objects computers animals indoors Outdoors do you need to be socially motivated to work do you like people do you have sensory needs that mean you may need to have certain accommodations made for you and its strengths Focus what are you good at so an employer can receive a 1-page profile that clearly indicates where this person can work what support they might need how they can be successful    flipping to our work with corporate we have an ongoing partnership with IHG the hotel group  they are trying to go beyond the quota system so in Thailand in many countries there's a quota system for hiring people with disabilities here it's 1% so 1 in 100  they want to go beyond that because they feel that hiring inclusively is key to their mission  this was a 6-month change management program across 10 properties so far  with no previous experience of working with neuro Divergent people  and we saw the change happen really fast I kind of love hotels for the reason that they're naturally inclusive by Nature they work with such a diverse range of customers already that they're very open  but what we saw was the transformation of HR going from the blockers to the champions of inclusive practice  they now teach anybody joining the company how to be inclusive why it's part of their values why we need to do it  accommodations on our available across all the properties there's an alternative recruitment process for people who need an alternative support and it's just a really great example of what can be achieved when a company really wants to and it doesn't cost that much they see the return on investment in that they will be chosen by our community for places to stay did they get the return from the daily lived and interactions that they have with their employees  we know things like the business case for doing this reduces attrition rates boost morale increases innovation 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  this was 1 of my favorite ones to do just because I love Ikea is 1 of those companies where you see they can cut and paste it anywhere in the world and it looks exactly the same which for us screams good systems and processes which means very neurodivergent friendly also their stuff is nice alright Everyone likes shopping at Ikea so we used a partnership with them to create an inclusive office model too far away but we can share it it takes you through 5 steps to create an inclusive office from zoning to Furniture to lighting to labeling and sorting  this can be applied in a classroom in an office even at home and just helps anybody do this in a low-cost but still aesthetically pleasing way   there's a fear that we hear from lots of our partners that accommodations in the workplace cost a lot the reality is the majority cost less than $50 the other thing they share is that it doesn't look nice it doesn't look pretty well Ikea can make it look pretty for you as well         we aren't true to ourselves if we don't reflect on our own learnings and process as we work with our clients we see so many companies fearful to start inclusive hiring because they don't know where to start what we've learned is just start somewhere  if it's a policy start of a policy if it's hiring start of hiring  you won't always get it right but you will learn  but don't keep the fear prevent you from starting  they tell us it's less complex than they think but you do need to allocate time and resources just like any project that you bring in have the right people in place   another common fear that we hear is buildings aren't accessible or we can't hire somebody like that you don't need to be accessible to all people with disabilities you can pick which group you think you are best case to serve I'm focused on that once we remove that barrier for the companies they totally rethink okay well maybe we are the best employers for people who are deaf people who are blind maybe we can't do our space for wheelchair users because our building doesn't allow that but we can work with these other demographics instead  they learned to think about abilities in a different way we all have strengths we all have weakness and so often with people with disabilities we only focus on the weakness  and we don't talk about the strengths when we teach companies to think through a strength-based model it flips the switch and they start to see how somebody can contribute rather than all the things that they can't do a big part of the work is around redesigning recruitment processes and evaluating what successful looks like any job description that you find out there is likely at least 50% of nice to have schools the job descriptions are just designed this way and it doesn't make sense because you don't apply because you think you can't do everything but actually they don't need you to do it all so we often talk about what they wanted skills versus needed    I'm going to try and play a video    so this was created by our trainees and graduates talking about their experience of work            just a second    never mind maybe someone knows   hi my name is Miss I've been working part time at steps kitchen hello my name is Nikki my current experience  do a full-time  Business Service Center the FC   I am office I do baking helping the chef with touching and and dry equipments  mind at the same when I was  except the way I am and I love being autistic  I learned to  everyone's strengths and challenges   I learn not to judge other people I compare everyone either that people have different characteristics      diverse workplace can be very good for people who are different remember calendar 8 year and people's birthday and I like to take care my friend who has difficulties taking game play on New Year  I have students in computer skills and using office equipment   for France I don't like talking to all the I am not doing I contact I have a speaking challenge I have to use government kitchen app line WhatsApp and email to communicate with my coworker supervisor of for  to look to my jobs and I don't want the noise really loud I use noise cancelling so I can have more Focus the temperature of the room that I prefer got to be too hot a whole oh   for they respect my needs and email to talk and communicate with me is  it allowed me 10 to 15 minutes to spend my time on writing my diary it helps me to feel better like doing exercise doing meditation praying  oh yeah I can reset that and  we can die good monkey  seeing and talking to colleague make me feel happy when I come to work I feel not good when other people insult me and treat me not like a grown up and this doesn't happen we are the people who have autism only it happens to everyone also the people who doesn't have autism I don't want people to bully cyber bully about autism or other diagnosis I wish you may work who have diversity should be high by big or small companies  I want them to treat everyone equal  understand about people who have autism and different more showing respect to each other and be nice to each other   yeah                        even though we're all different we should be treated equally I think that's the most powerful message for me in that and that's not  just for the neuro Divergent Community that's for all of us when we think about the concept of belonging at work or in the community or at school I think all of us just really want to be accepted for Who We Are and I think our community is a good representation of that but if we just take it on a personal level that's what we're all seeking      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 too sometimes you know as you walk through the office and it's like 20 people that you have to say hi to but you're stressed about your day just want to get to your desk and get out of it there's so much we can learn from this about the Norms in society and how we're pushed to do   but if we strip it back and think about what we really need each day at work or school  we're going to make the environment a lot nicer    final message  please help to set our kids up for success and move away from 1-to-1 models we know why I want to 1 is often the preferred approach  but look at the research it disables our kids when an adult is glued to a child all day of a kids that want to interact with them the teachers not doing their job because they're deferring to somebody more Junior to do the work of differentiation  as parents we often get segregated from other parents please try and help create spaces for us talk to us like we're still people we're not scary we have ideas come ask us  if you're working in primary or middle school please start thinking about life skills advocacy employment skills from that age because it's so often doesn't get focused on until they're 15 plus we need to be doing it sooner   create engagement be present communicate regularly with our families sometimes we really have to form these very special relationships in schools to find out what's going on against the communication piece is missing  all of us here can be the difference  and be allies and champions    hi I'm going to stop talking and see if there's any questions and then we will end for this morning  with anybody like to ask anything anybody have any questions for Max                                  sadika good morning good morning everyone then a school I am a teacher from the border    it autistic students the most important thing is   the teacher I teach heart of hearing I go with them I escort them so I take care of   so I think that that's the students there is 1 of them he is included with all all types of disabilities        different um he's a teacher the  he's a teacher uh and he stays with autistic kids with the the hearing impaired kids  okay          try to give you a translation as it goes along        and then I am responsible for the the ethics and deployment is quite difficult because autistic students have severe Behavior   as we we can see uh in this morning but suppose that the the artistic students have severe uh Behavior uh what's different    students pin punches uh aggressive   uh they have a lot of power   so I cannot stop him so a lot of teachers have to help me  they know they've the the the behavior and they cannot help themselves but anyway he can help himself   like taking a shower so or life skills daily skill but he he does he's not interested in for example he know that he should mop the but he he doesn't want to it doesn't follow our instruction but he can help himself  on a daily activity taking about uh washing his hand he doesn't I contact but trying to take care of him   but now he he he has improved  and a try      train him so I want him to have more abilities    this is autistic art citizen in in in inclusive School  a special  uh so I like to support him on his career or employment because and as as well that because  I want him to have uh a career to take care of himself and his family        what could you recommend here Max  I mean for specific case so it's very hard because I don't know the student but sound like maybe the work is not connected with the students interests and this is something we see in school and we see it employment 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 we all need to be motivated in our work otherwise we procrastinate the whole day which I'm guilty of doing quite a lot um so maybe it's linked back to his interests or motivations to do it or maybe the environment is not as inclusive As It Seems um and they may need to be more accommodations in place  but yeah it's difficult to to any any   for                           okay he understands what you're saying thank you very much anybody else has questions for Max  end    principal in the end goes from Bhutan we met last night    uh good morning everyone good morning everyone here uh your presentation has moved us a lot as a parent and as a as a you know a detail in the school and educator in the school as well  uh you you have a very great story to tell about a child with autism that actually  and move all of us in this Hall how to actually how do you feel as a parent and how do you go about with a child autism and that's something so great story thank you for sharing this story and you also have with with that story you also created a good initiative become a specialist has something so great I think it is you are 1 of the motivators for all of us  from a parent to a specialist and something uh the 1 message that I would we would take from here is  sometimes abandon cannot be a specialist because Baron also need to take care of the family Rules  that's something a strong message uh my question here I have 3 questions my my question is writing from the step from the company or the initiative program that you have taken up  how do you align training for families and teachers to support children autism because  uh the environment the home and the school is so important for everyone of us specially for the children with autism and these training has to be aligned so that they would always talk on the same page support what is actually required and needed for the child how do we actually align these trainings both for the teacher and the parent that's just 1 question can I answer them 1 by 1 otherwise I forget   I think as an educator we make a lot of assumptions sometimes about what is happen spending at home what should be happening at home what's needed so from step side we don't try to design anything without talking to all the states called us first because everybody's home or needs looks different  so we will run focus groups or Round Table discussions and listen to the different needs both sides and align the training based on that because there's no point us coming with some evidence based approach that doesn't fit into the local context or the context of somebody's life  we want to hear where are the barriers for them what are they worried about what are their fears and then we use that feedback loop to change our training approach why is the system that Educators have decided we need to learn ABC without actually talking to the students or the families about what that looks like for them outside of the school setting which is where you're going to spend most of your life   it's an interesting system we've created   is that how to to answer your question thank you uh the second question is uh  now when you talk about the personal disabilities that is the biggest concern globally not only in 1 country or in 2 countries it is globally it's a big concern unless the state government gets into it and support those people with disabilities and what your experiences how is the state government in Thailand supporting children with disabilities specially the autism I think that the education system in Thailand not been talking about special education is having a hard time and because of that it takes time for it to trickle down to special education because there's an issue with Maine education already so it's sort of  forgotten filled in some ways um we see pockets of really great practice some of the universities are running demonstration schools um working with families and students in different ways but it's not replicable it's happening here and here and here and not much communication around the good things that are coming out of it um so I think it's a really good opportunity for Thailand to change and maybe stop being informed so much from other countries and focus on what we are good at here there's an innate kindness I think in Thailand Thai people are kind and want to be supportive and want to create inclusive communities so we should foster that into what we're doing thank you for a very loaded question the the final question the final question I have is uh we see that across the globe across the world we see there are many who  who disabilities are invisible  and then there are many uh personal disabilities who  disability are visible but uh for this we also need to take care of the children or person who are in visible  and how in how inclusive are the schools in Thailand we actually welcome those students in their schools  do you have any uh some experiences to share on this  sure thank you another loaded question for me um I can see Indra nodding as well she has her own experience um okay from my own experience of my own son lots of rejection from schools even the inclusive schools there's maybe 10 or so in Bangkok on the list every 1 of those who was rejected from so I think that tells 1 part of the story uh for a lot of the families we work with that's been their experience too  where you're not able to access education and that's reflected in 90% of children with disabilities in Thailand exit education at the end of primary don't go on the secondary education because the schools aren't accepting them  so when we get to employment age there's this huge skills Gap because these kids have been home for years and haven't been in the community and they haven't been learning so to fix the system we have to go back and for us we think we have to go back to the diagnosis   process because it begins from there where the shame and all of these things start from that point where families are sort of taught to keep their child away  so lots of work to do would you like to add to that I'm sorry yes I love that good good intra I'm sorry um authorized to for interrupting um by the tabian Roti have    not have been wrote the very much sorry for interrupting that's okay very important my line is is gone now  I'm just trying to say that  my my son I was born deaf and he got a cock implant and he was rejected from 5 schools uh kindergarten not even Norm like high school kindergarten rejected and finally when I got through and got him up to Grade 9 I had to cut out the come out of the Main Street in school because he couldn't handle it and God sent me a miracle in the form of steps shanik my son now goes to steps if it wasn't for Max Thailand doesn't have what Max has done here this is something that I government should actually see and do very good example Max uh my son goes to steps and he has uh he's ready for employment he's now learning photography he can actually go to work he can communicate with people he's got self-confidence  so thank you Max hey how's it going oh no I don't     and I think there's 1 more question for you Max the last question please and the last question yeah last question yes     so our last question please         Direct of autistic autistic check my Center I'd like to share my experience the school autistics school was established in Thailand now we have to places in San and in Chiang Mai and now we have ground uh from grade 1 to grade to so and and 9 around 49 students and we are creating this uh specific curriculum for autistic students so I bring the knowledge today  uh to apply in our curriculum  uh that we have that so we can utilize it in Supan and my thank you thank you for sharing       okay  if you'd like to stay in touch or ask more questions or follow what we're doing please connect with us uh this is my LinkedIn and this is for steps newsletter which goes out every month  if you can't catch it now catch me afterwards and happy to chat to anybody thank you very very much for having me here today it's been a pleasure to talk to you there a couple of questions that maybe you have to answer at the back side  Dr money 1 may I invite you in front and Max   may I invite you to the front Dr maliwan  want to give you a gift          next              a round of applause Max thank you just before we go to our next session I'd like   family 1  Dr Venus uh Miss Nando  and myself so um there is a gift from Bhutan uh so this is traditional tradition of from Bhutan  across car deep sick kids in civilizace respect          and also given to Dr Molly 1                         actually this tradition of of keeping scarf uh is diverse depends on occasions and situations and special occasion so it's to respect so let's have a session     uh after this additionally this is also special occasion uh I like open 1 uh congratulate 1 more person     forms someone DF to us we would like to invite everyone in the room to join us in celebrating birthday of Dr Anusha this is    happy birthday happy birthday happy birthday to you   happy birthday to you happy birthday say to you  happy birthday happy birthday happy birthday         wow what an exciting day today or this morning is really exciting      thank you very much thank you for everything thank you  all right our next uh speaker uh that'll be presenting with us today is Mr Tana chat um are you have you reached yet I'm not sure ah there you are      Mr Tara chat is from  sorry sorry   is from the concordian International School uh when I read the program that yeah you're a student am I correct your student I was surprised that a student wanted to come and present here I think that's amazing we're usually seeing Educators and other people have been having a student seeing the importance of presenting here is fantastic welcome go ahead thank you   hi thank you so much for the warm welcome it's a pleasure and great honor to be here       okay so  my story does not begin with an app it begins with my grandmother in retirement she chose to spend her mornings at Tung Hoang daycare a modest center near Don Wing Airport run by the foundation of the welfare of the mentally special of Thailand  I followed her 1 day and then another until the children themselves ordinary in their mischief feel like a second home I watched them wrestle with a world that often misunderstood their silence autism spectrum disorder had not stolen their thoughts it is merely jammed their microphone phones  many can process language but cannot reliably produce it they rely on gestures laminated flashcards  or the intuitive guesses of devoted caregivers  the Picture Exchange communication system works wonders but physical cards get torn  loss and seldom leave the barriers of the classroom for families in rural Thailand importing PCS can set them back an entire month's worth of salary the result a formidable barrier to education social integration and self-advocacy when the IB personal project rolled around in my sophomore year I saw more than a school requirement  I saw Leverage I framed a learning goal that was both scientific and human to understand language production barriers in children with autism and build an intervention that families could practically and excessively use  I split my research into 6 research questions ranging from what is language to to what extent can we adapt existing tools rather than just admire them I looked at journals on neural Linguistics interviewed Professor Stephanie Stephanie Nelly about the Brokers area and listen to Thai parents will confess that sometimes they still do not know what to make their child for dinner research without Community Insight is sterile and Community Insight with our research is a sure misfire I treated every interview every literature review and every classroom observation as the piece as pieces of the same jigsaw Isaac Newton once said if I have seen further It Is by standing on the shoulder of giants  in my case I would like to add I have stood on the shoulders of 2 Giants Academia and human connection from this Fusion emerge speech Park  a mobile application primary operating system most  app targets children aged 7 above with moderate to mild ASD who can tap into screens but struggle to tap into conversation the app primary consists of       um updates I need the meccan    so the app's primary function is the communication kit essentially PEX it is a library of picture cards grouped into daily contacts such as food emotion or classroom items and each table speaks a higher English word flashing a large visual not only that it also allows parents and independent and independent teachers to create their own personalized flashcards based on their own individual household contacts so for an instance a family with a certain set of dietary restrictions have their own set of flash cards a different family has their own flashcards too and I hope that this personalized feature is much easier than laminating cards  and the interface itself I hope is not too unbatched  the royal blue backgrounds um with orange accents I hope um Settles um with maximal maximum contrast with minimum sensory overload   so throughout this process of reiteration and reprogramming um I judge speech bark on 4 primary um Target goals the first 1 is user interface I really hope that this was intuitive legible and engaging and feedback does demonstrate it however 1 principal has stated that using the flash card so much more convenient than the app however I believe that through more optimization and reiteration we can definitely make the app a lot more optimized and user-friendly in terms of the target audience um we've made some minor adjustments to our goals of age 7 and a plus to more IQ based index in terms of function 62% of feedback demonstrates that there are clear clear positivity in terms of the functions that resemble packs and believe and I believe that more longitudinal studies are still required to confirm that this is an effective method and that involves implementing a curriculum as well that is why I believe that this Success is Not is not a Finish Line but rather a moving Target because these iterative Loops have taught me that user centered methods means listening even when it stings and even it when the teachers completely bash your ideas and say they're horrible and that's when it matters the most because these are the people that are going to be using the app not us in terms of is always farther far greater than the cost of making any mistake   in an age where indirect service can masquerade as help research illuminates the path but is it is working with frustrated teachers debugging code at 2 am and filling out Google Play 37 if you had submission form that turns you empathy into utility I hope that through this process a mother and man can download speech bark for the first time for zero bot and your her daughter pressed 2 icon country and eat I know exactly what to make for dinner and this moment would be worth all the work I've put in and all the work that everybody has put in  speech Park is just a prototype not a Panacea just yet we still need a lot more rigorous trials conclusive research and controlled evidence and also content localization working with different dialects and more importantly different flashcards to demonstrate that this actually works using different open source modules working with different countries and experts and specialization means that we can continue to improve on end I invite universities ngos and edtech firms to join this mission  share your data sets lend your UI designers and challenge our blind spots perhaps very name speech parks implies ignition not Monopoly let me Circle back to Tung Hoang on my most recent visit as we dance to the enthusiastic baby shark I realized something profound  technology is a conduit but is it is the human connection that makes up the circuitry I stand before you with a simple plea when they clear issue arises do not merely admire the problem design against it tests against it iterate against it the children we serve do not need another white paper any tools that fit inside their hands and unlock the voices inside their heads I believe we are all striving for a common goal here everyone here today and let us ignite more Sparks together thank you thank you very much it's actually very impressive uh very proud here to see your generation working to make the world better and please don't stop keep fighting I'm sure you'll find what you need thank you come downstairs  Dr maliwan is the chair of the foundation for the Deaf                       wow                    thank you for that    our next presenter    Dr Radha Dara from the faculty of medicine ramati hospital mahito may I uh request Dr Rada data on stage please                                 cover  good morning distinguished audience my name is chaitan upon and this is today so president of a project the prevalence of hearing loss among primary school children  in Bangkok Metropolitan  so out there contribution to make this project happen   let begin with the uh the background behind it this project why we doing this project   so hearing loss is 1 of the common permanent disability that can happen  uh with our age range here in the figure you're seeing that uh the estimated number up hearing impaired person's globally so at the current moment uh the estimated number in uh 2025  would be about 166 million people globally and uh interestingly about the win percents of those people were children   uh let's copy the number of hearing impaired people in specific region  the number of sharing loss people highest in uh Asian country specifically the higher number were in the low and middle income country and uh uh so because of uh the uh impact of hearing on the children's ability and uh allow us and burden on economics uh the wsl1 to reduce those number by at least 20 sense by 2030   so let me review a little bit about our year as you can see that we have uh 3 part of the year  the outer ear middle ear and the inner ear the impairment in their um outer and middle ear can be treated by medication surgery in contrast the impairment in the inner ear cannot be treated  the people with hearing loss in this part interventions such as uh hearing aid or coherent implantation luckily about 60% of uh the cost of hearing loss of pure  and treatable   before we go further let me ask you if this uh a fake game for f jumping competition because you're saying that right so it is not fair game when 1 children has to over a higher fence then the other children  so if you use the same metaphor for the children with hearing loss you seeing that uh When the Children hearing loss has to you know using a lot of effort to overcome the speech Perceptions in noisy environment  of course hearing hearing is more difficult as for them right and of course it going to be unfair for learning care we are choosing and also socialization   so this figure shows the frequency range that is important for speech perceptions so the normal hearing children who have the hearing sensitivity on the top that you can see above the green line so they be able to hear every signal every child to develop uh normal speech and language right here all the consonant in English okay the frequencies and here our conversation level so normal hearing children don't have any problems to hear your voice to learn language   but what happening with the hearing hearing impaired children  as you see from below that even mild hearing loss interrupt uh normal development of speech and language and the impact of hearing loss will get worse when they get more hearing impairment so  abnormal speech and language development uh they have to put a lot more effort to develop the same intellectual competency and they have uh limitations in uh socialization carry a path and it's going to impact the economic When the Children cannot find a job that they serve their competencies  fortunately at any project related to uh hearing loss in children in Thailand will report however we still need more research to make even better and better so more research going to uh increase awareness of hearing impairment in children and going to support the detection and Intervention Program  but due to the shortage of audiologists in Thailand accessibility to hearing Health Care might be really difficult  imagine what if uh we can do it detach detected treated and prevented of the hearing loss so of course the hearing hearing  uh installation and enhance learning skill for the children and also improve social skill and reduce economic birth   so um our project has to in first of all to estimate the prevalence of hearing loss in primary school children in central Banker and the second to develop the awareness of hearing impairment and its effect in the parents and the teachers   here how we conduct our research   so the selections of the sample based on random method so where student were randomly recruited from different grade and different classroom  and we use 2 questionaire to collect the uh informations first questionaire to you why you at the risk of hearing loss where that will end just by the teacher  the example of the question from the question there do you do the student uh do the turning around when they hear somebody calling them from behind and do they have uh you know reported of middle ear problem and do the using body language more than spoken language  and uh another question here uh Answers by the parent related to uh demographic data for example marital status sharing the educations and family income  uh here the uh the hearing screening that run by audiologists uh uh screening would be um otoscopic examination that to inspect the in uh sorry the out the year such as uh impacts you remain foreign body and also look at the timeline  status so we also did uh Tempo Tempo tree which is in the objective test to evaluate the middle ear functions so the result from the temporary would be identified into part type first uh type A which mean uh they have normal video a functions type B they have abnormal which mostly related to Media middle effusion and also type c mostly related to uh usage to this functions that commonly happen in children who has a allergy and also coal     and also do uh even the hearing sensitivity through the air conductions signing uh hearing threshold so uh at screening uh recommended by um  uh share organizations we ran their uh The Taste at 20 DB   in the frequency from 500 to 4,000 Hertz which most important for speech and language perceptions and uh if if they respond at the 20 DB so the student have normal hearing but if they respond to the uh the sound that higher than 20 DB we consider that abnormal and the AI will find through hearing threshold at each frequency is both here    he had our result so um in central uh Central Bangkok area children and they all age rain from 7 years old to 9 years old the number of participant based on the size of the school and class number of the class and number of the student in that school  so here a little bit of demographic data so the person who answered these questions mostly mother and around 60% of the family still in married   about the income most of them uh came from the lower income family so basically 70% of the family has a total income just under slightly over the minimum wage   the hearing are screening results performed by audiologists encoding otoscopic examination tonometry and uh screening audio mean audiometer other fighting show that around to 22% of the students have abnormal orthoscopic so they might have foreign body in the year uh impact silent and 12% of the student had abnormal tonometry  and uh 6% of uh the student had uh abnormal auditory  so even using um the audio as a go standard like in sophisticated  so we can infer the 6% of the student in this uh project has a hearing loss and need further investigation  so we refer all of them to the hospital and get further investigation   and due to the uh the shortage of audiologists the uh accessibility to hearing like I said would be really challenging  so uh some school may be using the screening questionnaire to uh you know evaluate the risk of hearing loss so our data showing that uh 18% of uh the student had uncorrelated we saw between screening questionnaire and the audiometric so beware if you're using just only the questionaire right now that uh your children your sorry your student may having a hearing loss  you know we cannot detect just only by the questioning  and further we uh see that the uncorrelated uh out between the tonometry and the omitting uh uh 10% which mean that some student who has abnormal media functions but still have normal hearing also we cannot use just only 1 1 uh 1 examination we got to do both first of all to evaluate your functions and second of all to evaluate hearing ratio has come to the conclusion    so about 6% of the student in this project had hearing loss      mostly the causes of hearing loss could be uh treatable and preventable uh such as uh impact serum and uh usage until this functions when they get called and made the your fusions   and we cannot use the questionnaire alone to e why you at the hearing in the children and if you're using their uh uh you know if we we want to do the hearing screening project we suggest that uh you know to test both tonometry and audiometry  so some student from this project went to hospital and get confirmed hearing loss and some of them get hearing devices such as hearing is  and also if any children that have a hearing loss we tell them to bring their sibling to come to the clinic in the same day to get the hearing evaluation because we concerned about family history of hearing loss or genetic hearing loss  discussions  the hearing screening project couldn't be done with our uh contribution from disciplinary team such as helping from teacher AI is and also most importantly from the parents    so uh hearing screening should be done annually because hearing loss could happen at any age any time the screening uh should be covered like throughout the country not just only in few areas of Bangkok   so we suggest that the government should uh make the hearing screening and hearing Healthcare as a public policy   and thank you for your attention   thank you very much for the very impressive presentation   thank you                          I just wanted to check with the team did you want to put up the QR code or are we doing that later okay uh yesterday we put this up but apparently not everybody has uh again and we do this again please give you about 10 minutes before we go to our next presenter please can you scan long  thank you                                                I hope everybody got their breaks also their coffee break the topic cake is actually quite tasty have you all tried it                  and position in the morning we will   uh change our schedule a little bit  because we have a coffee break served in the snack box  so we will have the presenter to present  about 45 start at 10:45 now is the time to do the evaluation form help us feel the evaluation form if you cannot scan it please let us know    and the students also  the presentations today and also participate in the evaluation form as well and during the break time  and uh by our topic cake  in our shop   in second floor and first floor    a breakout session we're gonna have a workshop uh with the the uh DVT specialist you guys met her yesterday Dr Leah Aliyah is going to be doing ABT uh workshop on the second floor and we also will have our proceedings as we've said here before so anybody interested to go to Workshop 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 thank you                                                            hi yeah are you ready so can I ask you to come to stage yeah is that okay you ready okay uh may I present our next uh presenter    Dr hero furuta from the shoka University Japan   yep you can go right on stage  I think your Miss have a presentation Kong Dr for it's already on the computer for you okay thank you                    and Professor Dr marivan    and uh Mrs Indra ladies and gentlemen               um Professor Dr marivan and ladies and gentlemen it is my pleasure to um  um  present uh our presentation and the title is process of including special schools into inclusive education systems   um yeah uh our team uh there are 3 uh researchers myself um from Japan and Leo Sakurai uh is a Hiroshima University associate professor and the third person researcher is um  uh Professor Prasad from Sri Lanka    inclusive education advocated by UNESCO in  it's 1994 Salamanca nation is an international trend  of course you know of all  and uh  of earned um unci crpd 2006 and go for of the SD  2015   the process towards inclusive education differs  Country 2 country and Region 2 region so that means the transition process of how to  special schools  uh is also uh differs by country by country the reason to reason so    the process uh including special schools into system   very important and in some cases very often a typical tasks  so um we would like to examine um how to include special schools in the inclusive education system without leaving them behind what was also utilizing   utilizing their resources              the purpose of This research  is to ident                    um we focus on the process of inclusion of special schools into the inclusive education system in the case of low and middle income countries  and it is not appropriate to apply inclusive education uniformly  mmic so withdrawal of support for and closer special schools by some large International ngos  had a divorcing impact arrives children with disabilities so transition to inclusive education in many such countries requires careful consideration because of for example the delay in the formulation and develop mint inclusive education policies  by government   so that is why the purpose of This research is to clarify the process of version to an inclusive education system in relation to the inclusion of special schools by comparing 2 countries in South Asia Sri Lanka on Buddha   um both countries Bhutan and Sri Lanka oh multi ethnic marut cultural countries and majority of Buddhists and per capita gdps are similar and uh fully education providing free Education Health Care and Medical Services  so the of course the country size similar and   background is also similar so that is why we selected Sri Lanka and B and both countries share the idea of carbon  Karma means of course you know um which Associates disability don't doing life is culturally ingrained but has been changing in recent years and both countries ratify the UN crpd in   6 days and 2020   so this method this study examine the process of inclusion of special schools into inclusive education by comparing 2 countries through a comparative analysis of the history of development of special education  this is the first 1 and the second the current status of special schools and the third 1 final 1 for for me information and implementation of inclusive education    um Sudan history in 1912 the first special School both comments and 1960 special schools went out of Ministry of Education and in 1960  special education units began in the regular schools so there are 2 kinds of special schools   assisted by Ministry of Education another 1 is known assisted special schools so the number of assisted special schools increased like this figure  under this inclusive education trends  and uh anyway in Sri Lanka uh  there are multi layered system of special education  government School under the Ministry of Education another 1 Special School under the Department of Social Services                  the number of assisted special schools  and and the number of students are  you can see from this table 1 and  about 1 quarter of the children with disabilities  run at special schools and the remaining 3 quarters run at special education unit into government School and the total number of students in special schools  is comparable to the number of those in special education unit   and most of students running in the special schools learning in the western province which include uh the metropolitan areas which Colombo city of Colombo and so     and uh formulated in 2020 I will uh explain this later in   later in uh how is the situation   a dear situation of special schools so in order to grasp the actual conditions of education in special schools in Sri Lanka 3 different types of special schools were selected can be City   and its suburb of Kandy District  in the these 3 types schools were chosen from the Viewpoint of disability categories to be told different blind School and intellectual disabilities  and the learning organization province ngos  and The Residency status of students  School is a residential school for children who are different blind local welfare organization and is M Moe assisted Ministry of Education assisted School School B is a day school for children with intellectual dis ities    but uh hostel facilities available  school will be is run by Welfare Society  and registered under the Department of Social Services it this is a Ministry of Education known assisted School and school  is a day school for children with internet sure disabilities  and school she was started in the late 1990s and is run by the provincial Department of Education     so government policy document so far do not mention any drastic measures   there is a risk  in Sri Lanka special schools will for the marginalized in the inclusive education system in the future   okay but actually neither there are 2 special schools uh Noah Ming Institute nor the 1 Institute   a name such as uh score for the brand or score for the day but here we call these schools special schools   history in 1973 the jungle m when setting school for the bride incurring established very sorry my pronunciation Maybe  it came under the Ministry of Education in 1981 and it became part of the Central School in 60  uh this education unit of the  don't give uh lower Secondary School in Paro commenced in   in Ministry of Education converted the de unit in the drunk Secondary School into the 1 sell input for the death in 2014        yeah um  this table so the outline of 2 special schools in Burton  and in the Moon singing Institute there were um      there is a Buddhist Sign Language Institute also  so anyway this special schools are both Public Schools so very different from Sri Lankan situation         so in 2012 the bhutanese government formulated personal policy on special education needs  to ensure that children with disabilities are not segregated in their in educational environment    so in booting special schools are integrated into inclusive education system number is a government and since special schools are not private organizations the schools do not have serious Financial concerns  School operations am I correct so findings gluten is special schools have been functioning in the  specialized centers for the education of children uh visual impairments and hearing impairments just buttons transition to an inclusive education system can be seen as a smooth inclusion special Institute for special schools specialized call centers    so process of including special schools into inclusive education systems Sri Lanka long history of special education  and they have a variety variety of special schools  Mari sector system containing both government schools and special schools so in Sri Lanka the Ministry of Education has not yet started including special schools into their inclusive education system  as of the recently issued policy on inclusive education on the other hand in Buddha 2 special schools were functioned as Public Schools from the onset or within several years after their establishment after the formulation of the inclusive education policy in 2012 these 2 schools are firmly sit to be part of goods inclusive education system  through facilitating to play the role of specialized Resource Centers  conclusions  as an island country Sri Lanka was exposed to foreign influence I believe which is historically remote  with them around the humerus so This research highlighted the significant difference  in 2 L my CS in South Asia in the process of inclusion of special schools into the inclusive education system  part of this research was supported by the Haven consumer foundation in Japan the presenter thank all 5 school principals who presented and shared standpoint as  online components special thanks also go to Mr Quran nauru and and Professor Paul Lynch  these are references and thank you so much     yes thank you very much Mr Hero fuuka              next presenters um May I now invite our next speaker ss8 Professor Dr miwa oseki from so University Japan to deliver her presentation on the topic   there are many support to movement education and habitation a study based on called m e p a r assessment please give her a warm welcome     hello  thank you for this opportunity to speak today I'm me I'm from Japan I was a teacher at the school for the intellectual disability for 30 years from last year I am working in University I am not young but I am a new teacher of University  so uh today I presented present about the developmental support through movement education and therapy  research based on about assessment    in Japan the number of students incorporate education is increase in year by year why the number of student in specialist schools is in losing in the field of special needs education many individual has been implemented and have achieved a certain level of success  however with the includes in the number of children the needs for group instruction has increased    therefore we wanted to clarify the effectiveness  of classroom practice using the movement education and therapy series that can be applied to group activities why they have being disposed of  students conductors in school sitting not how many have been conducted conducted in specialist such a special needs schools for the intellectually disability   in this study our goal we are found practical systems for supporting children's development from practice and specialist schools was the Integrity disability  particularly for groups activities  in school sitting as well as verify the results of the map are assessment using implement development of laborers and activity programs      movement dedication was systematized times in 1970 my American neurosis Dr Marion Frosty  of Switzerland give out of Germany and weakness of the US also found this method effective sad state   introduced the movement education to Japan in 1977 and developed the map mainly for intellectual disability to you  on the map 2 are  severity in the handicapped children  now movement education is used in school as with as well as will and Elderly Care facilities under teaching method   lost in views development in terms of 3 elements movement dedication respect so Independence and spontaneity  of the child subject  and enabled and children to learn to move to his or her and through movement assist harmonies development of the body mind heart    this this exam the characteristic of movement education  teachers can adjust their teaching policy  through movement of assessment     this assessment consists of 180 items developed into 3 major area and 6 developmental domains      it is organized into 7 life stage from 0 to 72 months for us to age 6 characterizing the stage of development  parents teachers of other caregivers who knows the children know the child can complete it the assessment context context is also easy for parents to understand calls for introduction   and activity programs cancel the device the phone a very strong evaluation of this assessment     you got the sample entry the 6 item in the receipt receptive language domain L6  is that the child responds to the this give me start dating is Plus is the district to offer or refuse the  plus minus If the child show including all the beginning of such a response and minus if there is no response the main feature of this evaluation system is  the ability to know the reading response or early signs of responding     this is about profile table    sorry   this is my particular holiday  future  to examination result to show up yeah I'm so sorry this is a maple profile table this future to evaluation results to be shown at once you can clearly see the change   result can be shown in the cross index table a cross index table provides an understanding of the level of achievement  categories    frosted defense body awareness as the intellect intellect ation of body image body schema and body concept meet sees as function that support the normal development of body and mind  movement education aims to promote the development of body awareness through the use of playground equipment and activities basis    now let me example the cross practice  Target group classes at the specialist schools for the in X disabled with the total of 6 students 3 first graders 2 with autism and 3 second graders along with the maple was administered to these 6 children twice once before and once after the class practice  some people provide table and cross index table more used for  analysis analysis           this is an example of the activity used at the start of class thoughts about 7 minutes  this is activity is about 15 minutes          here are some other activities      teaching materials for movement education has also been developed     this is named Kara SC     and this is K             teaching materials   here is an activity using the parachute    experience happiness in group work    next looking at the map profile table for the fastest 3 children mostly shows improved development in post your area of the models  sensory views   start for the next 3 children show their Improvement means a posture area of the motor necessary domain as well as in deceptive language domain for child e and in the social domain for child f      the result of the second map  assessment for the 6 student shows area of Improvement marked with upward Arrow  this including achievement of emergence of the item area of know changing among with   in the gross index area of observed development are marked in yellow to similar similar summarize the development of the individual children O3 ASD children's Improvement in body awareness items means a motorcycle sensory domain as with us in other items  with other disabilities different items in which Improvement was observed  in the result all 6 shows Improvement in particular the sweet children is ASD show markup will change in several items also the name is ASD shows improved body awareness Lincoln stick area   children with other diagnosis including Down syndrome and Microsoft  improved in separated items Improvement were observed according to the characteristic of each children         physical education is important activity for development children abilities  movement dedication aims to support movement skill development  and also support cognitive language and social skills through movement  this result from the map shows that not only movement skill development but also language and social skills improved  it is clear  programs analyzing children's paintings and enjoyment of movement education are active in supporting children with disabilities de development this educational method which can also support individual development  using groups are sitting has been suggested as being effective for future  educational activities   we believe that believe education that we can run through movement while running to move     the final figures shows the progression of development according to movement therapy           this is the end of my presentation thank you very much thank you very much Dr miwa   the kid next presenters uh now we would like to invite the hero  fa uh she will be presenting the paper on behalf uh Dr Prasad to come back on this yes okay please welcome        hello uh Professor Dr Marion and uh ladies and gentlemen gentlemen I'm here again unfortunately uh Professor Prasad could not uh participate in this uh wonderful conference that is why uh as a core research  um I'm presenting for him today uh policy formation of inclusive education in Sri Lanka barriers and breakthroughs  um myself I have been connected with Sri Lankan educators  in the last I think 30 years that is why I'm presenting about Sri Lanka   and this is a presentation of a    background and significance of inclusive education yeah inclusive education is grounded in the principle of  educational Equity every child regard to this ability should have equal access to Quality schooling in their community  and of course there is a Solomon statement and un convention on the right of person with disabilities and un go for sdgs  so all these Advocate inclusive education  and uh but what about inclusive education in low and middle income countries ICS  so as I mentioned in the earlier presentation inclusive education differs in Country Inn Country  country and region to region so that means um increase 8 46 formation also um difference   so  so what the what was the characteristics of Sri Lanka  this is country in South Asia  island country  very different from but and  Sri Lanka is proud of higher human development indexes such as very high so in but unfortunately Sri Lanka has faced long years of ethnic conflicts   very recently economic crisis since 2022  but anyway Sri Lanka has a long history of special education since 2012  and uh  would you like to in   Sri Lankans  inclusive education policy in Sri Lanka policy landscape  objective of This research This research aims to investigate what is the trajectory of English of Education policy formation in 1 and what are the barriers and breakthroughs faced by Sri Lanka implementing inclusive education policy   we hope to suggest what uh the uh suggestions from this study to other mycs  methods historical analytical approach examining policy documents registration International agreements and National ation or Frameworks  from the colonial period through recent development a review of national policies and the ministerial circulars    the evolution of inclusive education policy and this is 3 historical development of inclusive education in Sri Lanka it will do soon will inclusive education policy in Sri Lanka span  over a century moving from colonial era charitable provision to the current rights based approaches  this journey has been marked by gradual shifts from segregation towards integration and from integration towards inclusion were following inclusion in the future and uh during the late 90s and early 20s   centuries and the British colony Colonial rule formal education for children with disabilities  those days called sale what's minimal and largely  to non-governmental initiatives missionaries and philanthropic organizations established a  pressurized institutions  then of the gaining independence in 1948 Sri Lanka  embarked on building a national education system oriented towards  social equity a critical returning Point towards the series of reforms  by Dr khangura Sri Lanka uh politician in the 1940s switch introduced free education for all children in 1945    the uh 1960s and 1970s  marked the first significant policy shift toward what we now consider  inclusive practice     after that the policy framework supporting education of children with disabilities uh milestone in registration was the protection of the right of persons with disability is number 28 of 1990 6      this act affirmed the right of persons with disabilities to education then 1997 the government lying forced its commitment to Universal education by issuing the components of Education regulation  which made schooling compulsory for all children  then the last 2003 the national policy was Landmark policy document       and uh yeah likewise gradually there are uh uh steps towards inclusive education as you see from this  current policy and institutional framework     recent policy development uh 2020 circular 37  so it    this is the mandatory assessment special education assessment and committees inocular 33 IEPs were introduced and master plan   there are 4 pillars access quality practice and culture  so this was developed this master plan was developed through a participatory process which stakeholders and which input which SS project by Jah Japan International cooperation agents  and uh there's another National Education policy Frameworks   to kind of Frameworks    okay institutional framework uh there 4 stakeholders Ministry of Education there's a special education branch they are in charge of policy and uh there is a National Institute of Education in Department of inclusive education  they are in charge of curriculum and training and under the Ministry of Education and uh in the provincial Council in each province uh the uh solar education office in there are education zones and they have their offices and  they are in charge of inclusive education implementation and collaboration with NGO you say k and so   barriers and breakthroughs     barriers        there is a systemic barriers so actually there is the inter agency coordination issues are  and there is a social culture body is such as Fe Guma lacob awareness  they don't economic barriers like funding and resources such kind of economic economic barrier    and of course infrastructure barriers are there such as  physical accessibility not enough and trained personnel uh and it's not enough   so what are key breakthroughs   bigger and policy   excuse me                                    um regarding policy security  the master plan for inclusive education represent uh significant step  covering structured approach to enhance accessory practice and culture in schools  in the pilot project so this is uh project uh  did some uh model inclusive education uh school project under uh in Ministry of Education  and teacher training module and resource materials also developed  and um it is very important don't wait disabled people's organizations and    so uh let's see less distance from Regional experiences this is uh companies with other  on South Asian countries  just skip this  slide   and recommendations               national roads which building  it is necessary to update and arrange National disability laws who is the UN crpd  ensure all educational policies embed inclusive education as a core object which mechanism for accountability and monitoring institutionalized teacher training on inclusive education  it is necessary to invest in continuous professional development for teachers School leaders  education officers inclusive education should be a core component of service and in service training  in   it is necessary to enhance collaboration among Ministries  NOS and teacher unions and parent associations  participatory policy making ensured that diverse voices especially persons with disabilities shape policy process  it is important to develop inclusive education indicators  disagreed Data Systems to monitor progress  and uh using data to address disparities across gender religion and type of disability     so Sri Lanka commitment to include inclusive education is anchored in both National values and international obligations the evolution of policy Frameworks from special education inclusion deflects a broader shift towards equity and human rights  however significant barriers remain particularly in policy coherence resource allocation and attitude you know change   to ensure no charge is De behind Sri Lanka  now consolidate its policy gains through vectiv implementation multisectoral collaboration and sustained investment in inclusive practices  the future of inclusive education depends not just on Visionary policies but every day actions in classrooms and communities and       uh special thanks go to National Institute of Education Ministry of Japan International cooperation agency   and this work was supported by mixed Ministry of Education in Japan okay he  and this is a home page of this grant is a references and thank you and  this is the end of my presentation  thank you very much Dr ba        our next presenter um uh Mr she Sheila will you be ready for the next presentation with both of you be going up or just you you'll be going in right okay all right our next presenter is Mrs susheela Guru from uh wansel Institute of the deaf in Bhutan  she'll be talking with the development of bhutanese sign language interpretations service                                  good morning to everyone here me so um susheela and uh um I'm a teacher um teacher working at um the only deaf School in Bhutan that is wangel Institute for the Deaf so um today uh before I jump into my presentation first of all I would like to    Dr Molly on here and the reason I would like to share with you all is um Institute was started by our Dr malouin here thank you so much doctor so we are here so we are fortunate that um we have been like wangel was started by a good hand and then we are doing good now so well bigger is a job have done as said so here I um start my presentation but I would like to say that I have my colleague here is and then uh we uh work together at The Institute so we work in um  team which we normally call it as a Putin sign language uh research and document Foundation team so we have deaf adults and then we have issue his heart of hearing and then me um the hearing person so we are a team there  okay uh before I um go into the presentation I would like to briefly talk about my Institution  because uh it is important that uh I share with you the roles and responsibility and the mandates of our school first   so um there is a picture for you here this is our small Institute and then um  so we um we are a government school and then we have hostile facility  as I said earlier that um it is the only deaf School in Bhutan so we have to provide the boarding facility otherwise we won't be having any students with us and then um the total number of students currently in 2025 we have around um 15 students and the curriculum of the grades that we have is uh from keep you to um 12 so um as you can see there there is 1 additional Preparatory class which we normally call it the name Preparatory so you will not see this uh class or the grade in other schools in Bhutan was just in our Institute and I will tell you why  the reason is um our deaf children they do not have the ecd uh for them the deaf children so when they come to our school um they directly come from homes without any language input or without any um  um CD um  uh like experience so that's why we have kept uh this uh Preparatory class to give them language that is good news sign language it is um intense goodness sign language course uh class for the students to bridge the gap of that eccd  so we have both vocational and um academic pathways   and then we follow the national curriculum   so um when it comes to the teaching approach it's uh bilingual and I can say like uh our main medium of instruction is goodness sign language and then our um other 2 languages we have are zonka that is our national language and then English so this is just a picture for you to um look at our vocational um uh traits there that we have  so um as the doctor hiyoko was explaining about once I having um the sign language Research Institute so I think this is the 1 that we uh have as I mentioned earlier it's a small team yet we have it and then um we are doing great   so um our main business here so basically the presentation that I have it's um about interpreting as you have already seen the title um it was actually a neat uh based assessment or analysis so we had like um testimonials and interviews and also like we had a questionnaire for the respondents so um I would like to play on a video for you before I move into the object at  I hope the video works   and please student     uh I know it was a very quick and short video um but I hope it was clear so um her name is Sonam children so she lives um simple that is the capital of Bhutan and then um I mean like she has a deaf from the thenew deaf community and the uh The Institute that I work is in borrow it's just 2 hours drive from the capital city so she lives there and this is her her experience  okay we have another 1       I want to go to hospital but there is no individual I have to call you number   and uh the next 1 I also want to go to but as there is no interpreter I cannot go I'm in my husband and myself we cannot go to the court so you see um I just hope  thank you is also um living in thimphu that is simple to have community so this is her experience of um  how it affects her life not having interpreter in her um area that is in Temple region so that is the very reason why we have this project  and then the objective is like um as I said earlier our school is situated in boron okay that is 2 hours um Journey from though so there are both uh Jeff people living in both the areas so in tipu um there are no interpreters based in Temple in borrow we have because we teachers we interpret for the students which usually happens everywhere we know that but the adults deaf adults who are living in Temple they do not have this privilege of having the inter in day-to-day life so the project the objective of this project is to create a group or pool of interpreters away from our Institute so that they can also serve the other deaf adults who are in need in life   and another region is this is the first um  in um starting this interpreting um business I can say that or um uh work that you are trying to do the reason is right now we do not have um any higher uh Secondary School for the I mean like higher um education for the Deaf but it has to have in 1 day so this is a good start for us by putting up this um so that we are preparing for the future  I know we are very late compared to Thailand and other countries where you have started so uh many years ago like around 30 40 years ago we are starting now but it's um never let them never so I'm going to again um so let's look at the data here it's um we had uh 85 um response that we have and then you can see it's like um male dominant usually like when it comes to death but we do not know the reason why  so this is the age um and then the majority is 18 to 25 you can see because the majority of uh the uh respondents they were from our Institute so you can see like 18 to 25 is um it's 49% 49  and then when it comes to the um demographic and uh education here so you will see um  degree of um education like primary secondary and even vocational    and also divers um job or occupation when it comes to death and then you'll just get a glance of what are different types of um um jobs that our deaf do input term are like um like uh Bakery and when I say Bakery you can also say like um it was also a great help and influence from Thailand assistant when we like long ago came here for the training and then that has continued and then it is 1 of the um jobs that death ticket  and we have deaf instructor and then painter students and so on so when um information when it comes to survey we facilitated that uh questionaire uh in Buddhist sign language so it was um said that um the most accessible uh format or understanding the accessibility by our deaf uh through the interpreters so the reason I would like to uh say is um because our country is not so Advanced when it comes to technology so like clay implant and hearing aids so it's not so like Advanced so that's why like uh we have to rely on the interpreters for the information accessibility  so um as I said earlier when it comes to our Institute the deaf students at a deaf teachers there we can say like um uh privileged enough because like um we teachers are there as a teacher and The Interpreter  but when it comes to others they said like um these are the different areas that they that they want the interpreters because they want to be part of the information that they get in the country so they said like all the public places even schools and then even in workplace they said that then it  form of support and then we occasionally like uh have some species from King on like many um uh significant uh topics and then messages from the King and they say they missed that they find it very uh excluded because there are no interpreters to interpret for them and then there are debates going on in um Parliament and they say that they have to vote but the thing is they have no information who to vote for they needed for that as well  so now go back to our teacher individuals as I said earlier so what we have found out like um as I said we do not have any uh formal standardized  professional interpreters in return so we are just teacher interpreters and then what they said is yes we understand somehow understand so that is the level of what we can give to the death and this really made us think what we need to do next   and another is like um do you like uh feel that you are getting enough they say no only the there were there in borrow they get all the um accessibility not us    so um we had collected as uh Just for information we have 3 deaf community is in Bhutan it is uh borrow as I said earlier and tiemoue we have but it is very far away and then we could not collect any data from them so we had uh 85 respondents  okay so um from that uh neat based analysis or assessment what we have no doubt that um there is a need for aggregated um interpreting course  and um we need to have a curriculum for that and then in future you might have to go for some diploma or higher qualification level for the interpreting So currently we do not have anything  and then the validation should be done by m Oe we need to have some interpreter like um of course in the teacher training um Institutes that is for sustainability  so um      all right sorry           sorry I didn't hear you back but I think they want you to move back the slide again can you move back to your slide  more which which 1 yeah this 1 yeah okay         okay okay  thank you     so um so as I said earlier our interpreters are the teacher interpreters and there are no interpreters Outside The Institute  so now recently with 1 of the funding um support from Canada we could uh frame the just curriculum or we can say it as a of course  and then that is soon we are going to roll out that and this is done by our Institute wel in  to the death and that will be rolled out in August so just for your information our Institute is uh mandate is to teach the heart of hearing and deaf children actually but the thing is we are going beyond our mandate because there are um when it comes to deaf deaf education sign language and interpreting  that is um relatively A New Concept Still A New Concept for uh many people in Bhutan  so we are considered experts  you know no you do not know much when we are still learning but you have to give our input  so that's why we have a curriculum here now and then it's going like uh we are going to roll out in August  and uh to talk about something like I can say it's like um icing on the cake the third 1 that is like um we got a proposal from uh un and then they are going to support uh and then going to sign a retainer with us to put up this interpreting course and as a social Enterprise so this is ongoing we are working on it we have missed several times I mean like uh meetings but we are working on it so hopefully this will be a successful um story for us  so the our idea of having that um social Enterprise is uh this and then it will sit under um disabled people's organization of the tongue and the reason I have earlier told is like um we are a government School so we cannot run uh social Enterprises where we are generating some income and then using that income to pay the interpreters and then so on so that's why we are sitting under a GPU and then collaborating with DPO to um make this um work um so um this is my last slide so please uh which uh this video and then um stuff and then she works in um disabled people's organization of  return as a program officer so let's hear what she has to say about uh program that is coming up in August  I think that it is because deaf people and the deaf Community will have access to information we will get more information from inhibitor before we had no information and have barriers existing information during meetings BBs and different public places we feel excluded now I hope that the course will be successful and we will have access to information this will really make us independent this information accessibility also ensures inclusion and equity the hearing people that was uh doji her um Hope from this upcoming uh course   okay thank you so much thank you Mrs susheela uh that was a very informative uh presentation  and I've seen the hard work that you guys have done in Bhutan because seen you many many years and every time you present if something is moving forward and congratulations to all of you and I hope you succeed in all your programs  another round of applause for Mrs susheela oh sorry Mrs susheela had some questions from the floor if you don't mind  don't   sign language interpreters do you have in Thailand in Bhutan so it's a bit tricky I can say that it's a bit tricky to uh answer as I said like when it comes to interpreters it's just a teacher interpreters  so you have just a handful error 5 to 6 only and then um this uh teacher interpreters have to move around in events and programs and meetings and even like um National TV that is bvs so it's just handful 4 to 5 offers may I go to take care of the entire country only 45 yes so that is that's hard work hard work and um the main responsibility is um  being diverted because there is a need for the deaf um uh accessibility of information for the dev and then it's uh very significant for those uh deaf who are in Temple regionally and then the teachers have there um Mandate of teaching here in the classroom so you know it's the balancing is becoming quite difficult so hopefully we'll be able to um get that done with our course yeah because you you I think you've seen the Canadian government is uh the Canadian NGO is going to sponsor a course yes where you hope to get more interpreters correct yes so with this uh August uh training I mean it's a course for around um it's a crash course I said because like in other countries it's around 4 years 3 years 4 years course interpretive scores we are doing it in 1 year because we need to rush to produce a few more um interpreters will be serving in other um do you have many candidates who want to learn sign interpreters there are some uh potential candidates and then we are soon going to announce and they said they will apply it so hopefully yeah that'll be very good thank you all the hard work that you're putting into thank you  1 more 1 more before you go just give us a minute  1 more question sure sure   at home      Bhutan do you have a curriculum for just the deaf people or is it uh inclusive is it just a curriculum for your deaf students you have a curriculum that you have mandated for them or human in our for our students who are students who are in your your in your classrooms as I uh showed in 1 of my slides we follow National curriculum   National curriculum yes what is the national curriculum so it's the same with the mainstream ah okay        for k same curriculum with the normal children using English yes our video of instruction um uh in other mainstream schools is uh English except for the language zonka but in our instit use it would be sign language the medium of instruction  ah and lack         why is okay they want to ask you a question in Thailand Thai is the main language that's spoken but in Bhutan your curriculum is in in Bhutan in English you don't use the button is like I don't know if that's correct word uh the button is language as well or is it all English why is it all English so are you um asking about the mainstream or are we ask but our Institute currency  so our uh medium of instruction is uh design language   sign language okay and other 2 additional languages that we teach are English ah okay for English  Z our national language is Ono and English are the 2 additional languages ah okay   my birthday angry  they use put on this side language but the medium of instruction is English written in in English right is that correct um yeah sign language our students they learn 3 languages yeah so um Warners sign language another zonka and then English yes 3 languages  3 languages yeah 3 languages you only get 1 language in authority move    thank you very much any more questions  oh  question                        yeah okay     for look look call okay uh it are your sign language interpreters are Putin's but what happens if a deaf person correct me if I'm wrong if a deaf person is categorized the police station or hospitals or even the courts  uh 1 is there anybody there to help them out  correct is that correct yeah yeah so um it's quite a difficult situation in Bhutan when it comes to this right now yeah as I said the interpreters that we have are based in The Institute and their main uh primary responsibility is teaching right so when there is a need there what happens those um organization or entity or whoever is in need of interpreting like for example police and Court they call our um office school principal and then they asked that um okay somebody is there and then why don't you send interpreters and we have  had so many cases where like um  our interpreters they had to go and then um you know interpret for the death who has been like in the court or um  some detention due to some like um  reasons so it's just a Institute only right now hm did I get it correct your answer question yeah yeah okay  go like in Thailand like in Thailand if As an interpreter we go to the hospital for special specific problem of uh our customer we use a assignor a deaf interpreter or deaf helper so that they can  talk to the patient and then we as an hearing interpreter learn and speak to the medical team or to the law team so that you need to train you have 1 with you right  so like you use or something you know the people who are good in in their sign language and working as your coworker that's how we do with Thailand and other countries as well  so uh thank you Doctor um uh yes uh very true and then I can say like we have taken a small step in this uh to um because I have seen all over like Thailand and other countries that have been to and then that I've seen and read there are deaf interpreters and they are very like um skilled and good at it  gradually that will be another project for us to train the deaf and then we have already  where especially like we are just   doing with few you share is hard of hearing and another deaf we have who is profound deaf so we have started the simple um uh program in the school where we are doing kind of a shadow interpreting where we are doing the shadow interpreting and then we are just giving them the experience of being the uh death in future they understand how it should be and then what would be the um situation later in Bhutan when we have the death interpreter  so thank you Doctor we have already started and then we hope that will be successful in that also I'm sure you will with someone like you there I'm sure things will move forward because when I first in Bhutan uh 2002 right right I met with the deaf adult  group of deodorant that's how we start the education for a deaf in Bhutan with their friend    thank you thank you yeah thank you 1 more question last question and come  okay     the trouble a long distance   for someone from Paro to Temple  how do we do how do you deal with that  oh wait you're based in Paro right what if somebody's required in another Province far away from Paro and they need interpreters is it the same situation when they'll call the school and send someone there or is that not a possibility at all so it's it's a very sad story so it's not possible but now because of a techn ology now we are yeah so some um places which are far away but if we have a connection actually Network so we can so the temple also like though it's just 2 hours so what happens is like the Deaf from there they call us and then we try to interpret the for them uh in hospital and different um  areas         so that  uh sometime       question   that you know   1 more question      teachers who are interpreters  do they travel by their own car are they they do get compensated I'm a sensation  money for the like travel expenses assuming that yes no no the teachers if you have to go somewhere like outside of the station yeah it depends it depends on what type of assignment we are um going with if it is something official yes okay we do okay yeah whatever some unofficial and then but we want to attend because how you feel it's important for us then no okay okay like like here right now all of us so we are like so happy that uh logistic is taken care by the organizer uh Indra and then um Dr malouin and your team but when it comes to other expenses we are like we have to bear our own yeah  it's a pleasure for thank you thank you oh uh sorry so Sheila I'm last final question please okay okay     then pull back  uh did you the the training for silent sign language interpreters training    get a membership card    so you're planning the 1-year crash course the interpreters will get a certificate that they've passed it that they can use  are you paid to do  so this is um yeah so this crash course that we have for 1 year after its we have uh 3 levels that will be for 1 year and once they are uh done with this course as I said earlier uh disabled people's organization of Bhutan we are collaborating with them so jointly uh wangel Institute for the Deaf and then dpov we are going to issue certificate uh to the um those uh trainings who will complete the course so it's a kind of um what to say like um non like um what is it it's informal I can say yeah but I think we need to start it that way    love it but she's yeah I I'll look I'll look forward to that doctor yeah but Dr Molly  needed in Bhutan yeah     okay all right now yeah thank you so much another round of applause for Mrs susheela yeah  before we go for a break I just wanted to let you know that uh they're going to be 2 things happening after 1:00 so the normal process from 1 to 4 will be here in this Hall where our principal Sendo will be a keynote speaker and other speakers will be presenting and also we'll have a breakout session uh upstairs on the second floor Leah I see you standing there sitting there can you stand up so we know you're here this is uh Miss Leah Labrador from the Philippines she'll be giving a workshop on anybody uh who wants to learn about AB uh teaching cock implant kits to understand okay so that's going to happen on the second floor I will be with Leah interpreting that in Thai and Dr Mackey and uh Channel this will be here uh taking care of you guys so now we break for lunch and see you back here at 1 pm thank you very much enjoy your lunch  69 concurrent sessions Indonesia from Bhutan  uh who will uh give the presentation downstairs on the second floor there is a workshop  so the presentation  uh of different presenters so you have uh translation kits so so please contact  uh at the booth so use your ID card uh translation tool kits  um may I do may I inform you that could you please finish our your lunch before uh 12:45 thank you very much