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title: ASR ENG (บ่าย) การประชุมสัมมนาวิชาการระดับนานาชาติด้านการศึกษาพิเศษ ครั้งที่ 9 วันที่ 12 มิถุนายน 2568 
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date: วันพฤหัสบดีที่ 12 มิถุนายน 2568  เวลา 13.00 น.
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								(ข้อความสดจากระบบถอดความเสียงพูดทางไกล)
for those who need translation,aids  you're here for the first time translation kitfor youyou can switch between Thai and English channelsso you can requestfor 1 at the back of the room, so you need to have a id card ready.then you have the so you can have the live captioning in English on the screen. this afternoon we have a special keynote uh from a speaker from Bhutan. here in this room will have presentations of different from different speakers uh today uh so please wait for a while. will and shortly we have uh a keynote speech. so let's move to the back if you wish. uh so we have teachers we have teachers we can move to the back so that you can see it clearly. you can ask questions. We also have students university with us. so now I like to invite my MC  second Day Afternoon sessions and right now umfirst he knows speaker for this afternoon, ladies and gentlemen could you please join me in welcoming Mr Mr. Nyendo Tsheringfrom Bhutangood afternoon everyone. uh my name is Mr. Nyendo Tshering. it is the only name in Bhutan maybe across the world now that was 1 end of before he died now I am left.  with this uh I work in an inclusive School but the suspicion is children. I've been in this inclusive school for the last 11 years. today I will be presenting you inclusive education in Bhutan. I would be talking in 2 areas One is inclusive. and  the population  in Bhutan. I would also talk about the status of students children with disabilities and general students in BhutanI would also talk about how transitional how planning is actually done in the schools to prepare students with special needs. but uh once again good afternoon everyone you look all wonderful.  Iyou look at to Bhutan , the population in uh uh in 2017 there was a national survey a survey done in Bhutan, we called the population and housing and that is actually a standard in Bhutan and 2017 that was a survey done and we have around like 680,800  but if you look into ... that's the problem with this some technicalanyone can you help me with the technology? no it it does not come on the screen. again yeah it's not moving.now go to the second one. It does not come on the screen. it doesn't move.  okay let me let me.. are you going to.. I think the video yeah we do is the the last.  we can use it from here.it's coming can I go back. go back. go back.   yeah okay I'm sorry  the technology sometimes take over us uh now let's this is something uh the population in botan if you look into the disability in 2017. the national survey done we had around 22360 in the country. that is only including a lot of difficulty and cannot do at all that is about the moderate  I did not have a data on some difficulty. mild we do not have if we have if you put mild it would be very more. now if you look into if you look into the this is the total, male and female. if you look into the data we have more female than the male people with disabilities. and contradicting if you look into the schools, we have more boys then girls in the schools. so we as an educationist we need to do something for those girls students at all as well. so if you look into thisokay now I have also taken out the different domains when you're talking about2360 as an education we also need to find out in which domain do they have the disability. if you look into this data, we have you can now 6 domains. so if you look in the seeing hearing physical cognitive self-care and speech, if you look into all this data, we found that we have more person physical disabilities than other disabilities. so that's a data that we have that is the actually a data taken from 2017. I would also show you some data which was done in 2023 uh 23 the latest data so as an as an educationist, as a leader as a citizen of the people, we need to see that if you have to see different a domain when you're talking about disability.now there was a recently National survey done on disability across the country, and there we see that we have around 7 lacks plus population and Bhutan 7 lakhs 10,667 that is the latest data  and if you look into the disability we have  483225 people disabilities in the country. that is across the country. we have 14 uh we have 20 districts and we have 4 many disabilities so total we have 24 7 7 lakhs plus population and if you look into the percentagewise, I don't know something is moving there. maybe the lunch. just if you look into the data if you look into the percentage in the country but we have 6.8% people with disabilities across the country, across the country.  so now if you look into the area where are these in disabilities if you look into the phenomenons we have a 6 domains and we have more self-care. and that shows that we need to think of what should we do to do people who do not take care of themselves. we have problem taking care of self.and then hearing, so usually the data that we have here is actually used for the policy makers, and that is also for the developmental program that has to have in the country.if you look into the gender, the male and female, we have more female, more women than the men with disabilities. so uh around 3% around 3 we have more women then men in the country with disabilities. so now as an educationist as the as the citizen of the country, we need to understand what should we do with those girl children. but what should we do with those female who needs our help who needs education. that's something that we need to think over. so Mobility is another issue. so Mobility is something to do with the physical disability. it is what should we do with this do you have accessibility for those people who has Mobility.so usually the movie The CP the cable policy and who people actually comes on the wheelchair and the crutches do we have access? or have accessibility for these people because they are also the citizen of the country? when you're talking about gross national happiness, 6.8 need to be included if you need to be happy. so that's something we need to all those things so that is something the data that we have. if you look into the gender, we have income group I was also taken out the data on income. because most of the time people say that disability can happen to everyone. yes it can happen to everyone. but more if you look into the data. it comes more to the lowest income people who has less money,and now as as an education of people working with disabilities, we also need to think of how should we help people who are economically challenged, how should we help people who are socially and economically challenged, because these people have more children with disabilities. if you look into the highest income has less person with disabiity. usually if the data that we have collected in Bhutan you know we have few these things were having continuously having the number of people disabilities now we are doing a further research to see what is the actual issue. this is something to do with economically challenges, or is that something to do with cross marriage? we also have a cross marriage system and culture, but we are also looking is it affecting they said the actual cost? so we were finding out what is the root cause of uh are they born that's something we are also looking into it. we also looked into the schools now now since we are I'm a principal and everyone are in the working and The Institute, we are also very much concerned about how many children are actually going to schools, and how many are not going to school. so we have taken out some data and this data talks that in 2017that is from 6 years to 8 so usually this is the gap where students go to school. 6 years to 18 years students that is a data taken from 2017. and it says that 6,355 students who are supposed to be going in this are having disability. that is a moderate and the silver I did not have a data about mild. some difficulty I did not put it here because the number goes so high. so when you look into this in 2024, I have also collected a data that is actually the data collected Ministry of Education and skill  division, we have  in 50 schools in Bhutan we have 48 inclusive schools and 2 special schools. 1 is the deaf School 1 cell and 1 is the blind School we have 50 among 50 we have collected data and the data reveals that 1,253 children with disabilitiesare in schools so when you minus 1,253 from 6,750 25 51 102 children who are supposed to be going in the schools are still outside. they are not in the schools. am I not clear to you ? Are both my slides clear or are not clear.Thank you so much thank you uh again so when we look into this we have only 20% of children who are supposed to be going in the schoolsonly in the school 80% of children who are supposed to be going in the children are still outside.so that is quite alarming for all of us specially people working with disabilities in Bhutan. and we have been voicing out that we will do 80% of children who are supposed to be going to school, who are not in the school, what are they doing ? are they looking after the girls are they taking care of other babies are they locked up in the house when the parents go for a walk? what are they doing? what if it is your child ? what if it is your sister ?what if it is your own relatives? what should we do ? there's some question that we need to ask ourself when you talk about personal disabilities or children or disability what should we do with these children ? are they not having a rights for education ? are they not having rights for other facilities? this is something that need to be questioned to us time and again, time and again, because only 80% of the children only 20% of children are inside the school having access to education; 80% are still out. and 1 of the data says that these 80% are mostly in the rural areas. or should we do with this ? how can we reach our education to these children? what should we do? now globally globally universally, I think you mean everyone has to have a concern to those people all those children who are not in education. in Education Services who are not taking education rights. that's something we need to have a concern. this is something that I talked about is little information about the country. now I will be drilling down to my school. as a Changangkha  middle second is is an inclusive School so I'll be talking about Changangkha h and here this is a little scenario of Changangkha  Dr Maliwan would have already visited so this is how we perform our morning assembly where all students together and we do prayers. and we and this is an inclusive School greatly on disabilities are all together somehow will wheelchair some are with crutches, and some are with autism. so all children are included there in the morning assembly.if you look into the data of Changangkha, it is an inclusive School we have 1,003 students and among 10003 students we have 38 General students and 165 children with special needs. so total we have 103. so our school is an inclusive School. we do not discriminate a child with disability; we are as  one; is a whole school approach we see as 1 we do not say whether you are a special needs or whether you are a child without disability. we say it's a it's a inclusive School. and if you come if you happen to visit Changangkha  1 day you will see the beauty of how children without disabilities are helping with disability.and how they are learning from each other. how children know disabilities are learning from the general students and how General students are learning from the child disabilities. so that culture that strongness that connected. that beauty is very strong in Changangkha I think in all the schools they were but now we act as one. so now if you look into the types of disabilities. Changangkha has 165 billion disabilities.  we have not less than 10 types of disabilities if you look into the data that so when you talk about disability is just not one. we have different types of disabilities we have around 10. among 10 we have must we have children with autism. We have 42 children with ASD and now this 42 children ASD has a child with behavior issues. how can we support the children with behavioral issues. when the child act well what do we do?so we take care of the disability, we we try to differentiate what is child and what is the disability. the child is so pure but we separate the child from the disability and makes the child very pure. so we we take care of the disability. when the child becomes well, for example ,for example autism the child becomes wild , we find out what the child what is that triggering factor did that makes a child wild. and we take care of that ticketing factor and give interventions to that what we call China. for example in the morning assembly morning assembly when we all gather If the child leaves the assembly and here what we said our assembly might be very long maybe the sun may be very hot. so we take care of all this and support the child and everyone comes together and that is something that we everyone should be doing. we're doing in Changangkha . so if you look into this we have not less than 10 types of disabilities but the challenge that we have is we do not have one teacher who is not specialized in a particular disability. 1 teacher we have trainings but we do not have a specialized. for example a child has a teacher who has specialized in autism. we do not have we have teachers we have done Masters in English in inclusion but not in particular in this particular disability. so that's 1 of the challenges that we have in the school for example sometimes as a child has child with Down Syndrome has some problems and since we are not very specialized, we go to Google. we ask Google. Google how can we help a child with the Down Syndrome having this issue. and Google sometimes give us something wrong answers. and sometime we we feel that luckily, we do not have to prescribe drugs to them;  otherwise we would have killed the many children with the wrong information. so we need to understand even the when we use Google for the intermissions we also need to understand what is the right intervention that we should need to give to the child with disability. so now if you look into the severity level 165 and if we have mild and receiver so we have68 moderate 49 and silver 48 we have very 48 children who are very severe. they do not have regular classes like academics. they learn to leave, I'll be talking to this how we actually help these. children so we when the parents come to school. every day this 48 pattern would come to school and help the teachers to get the education, and the therapist.okay my Symposium topic isskill for Success preparing children with special needs for independent living that's the uh that is the simple title that I have given here. so before we get into this making you some information how we get to this, so skill for Success we have people in general special needs for independent living, as an education as a as a you know a school we need to think of the child, what should we do for these children what can we do? so now for this, we have if you look into this, we have a dancer's individual a transitional planning. so when you're talking about invisible transitional planning, every child is different. so we try we meet individual curriculum for these children. so we have a vision; we have a dream for the child. the dream actually through IEP individual education plan and in education is developed through a parent a child and a teacher and the school director or the principal what also agree that yes I would also support this so we would sit together saying so we usually make individual transactional prompt for every child.so among 160 we have 95 individual curriculum for these children and these children are actually taking care of these transitional block. so I actually transitional plan is made from the IEP that is developed individual educational plan . once this individual transitional plan is made, when the curriculum is made when the curricula is developed, we also think of the skill development. how can we help these children to develop the skill when their cognitive is very low? so the Changangkha usually takes care of 3 levels of children: 1 is the very severe, mild and moderate. and we have transitional plan for all the 3 levels. I've been explaining this. so that is something Independent Living skills we are also taking care of the skill development. if you look into this,so this is the program now what program should we give? when you're talking about transitional we need give a curricula or curriculum message so what curriculum or curricula that we put inside program so if you look into this? we have mild, we have mild 68, moderate 49, and we also have... so now we need to think of what should we do with these 3 different levels of children.so transitional plan has to be developed based on these 3 levels. every child is unique; they learn in different way, but we need to think of what program should we give, so so we have planned for this. if I talk about ... for mild what what do we do in Changangkha for mine for 68 million what do we do what transitional plan we do .uh how do we prepare them for the work? so we we see this so with these 68 children who has mild disabilities. our general taking General curriculum with few adaptations and few recommendations. so when you're talking about National level and the general curriculum is the curriculum that is describe from the central level. every school has to follow the prescribed the central level curriculum,so they are taking these 60 children are also taking General curriculum with some recommendation and adaptations.when you're talking about recommendations adaptations we're talking about a child with a physical disability, we're coming on the wheelchair, that he needs just an accessibility, just to have a ram so that we get into the classroom. a child with having a low vision may to increase the font size. and then also the sitting Arrangement this adaptations that we do these are some recommendations that we do so that they also learn with the general student the same curriculum.we also give them pushing and plowed classes; pushing push into it we are sending specialty teachers with the general classes to support a particular child ,you can see 2 teachers in a classroom. and 1 teacher is taking care of the general class, and 1 teacher is taking on the special needs child ,who needs more support. and we also take our we call it pull out classes, we take them out in a smaller group so that we give them separate coaching, so that they can be they can we can and make them so that they can cope up with other General students later after the separate coaching that this is something a program that we do in Changangkha . now if you look into the these are quite challenging for us,these students are not severe with the health they are quite okay. by their cognitive is very low. the cognitive sometimes 3 or 4 levels lower than other children. so we need to think of this. so now for this, My gratitude to Northern School of Northern blind School in in chiangmai  I visited the changma school and then there I saw that there are 3 vocational programs are given to those students who have very less cognitive. so we have introduced this with the exposure from the northern School for Blind in chiangmai, so Noi there I then thank you for this because you actually open up that ah Ivan Bhutan we can do this there are many children who has cognitively challenged but if you give the skill development they can actually prepare them to the so this is something we are doing in Changangkha for 49 students we have skill development.skill development on functional literacy and numeracy. we also teaching them the literacy function and also teaching numeracy functional. these children cognitive level is much lower than General students; they cannot take General curriculum, so we need to do some adaptations, so we give them functional curriculum. I have some pictures here we have cooking, we have introduced cooking for these 7 or we have a 9 children there. we also have around... you can see this we have we have cooking we have tailoring, we have laundry we have also art and craft. and these children are taking so we have 4 and we have another 1 we call it mushroom cultivation.so there are 5 pre vocational programs that Changangkha  is offering to these 49 students who has moderate disabilities so we are actually preparing them their life our main objective from this is one day 1 day they would leave their life in the particular skill. they can actually grow mushrooms and sell and they lead the life on the mushroom. they can do some cooking. and they can actually make a special Gia specialty and sell it. One day they would able to take care of themselves; they do not have to you know work for others; they can leave their life complete on this I was talking to 1 of my teachers that who is taking care of the television class I see there is a boy called Rohan, a boy for Rohan. he has autism but he autism was much improved after he came to school.now I was telling to my teacher that 1 day I like to see Rohan in 10 years from now like like you see Rohan opening his own tailoring shop. and that the shop would be marked that  Rohan telling shop. so he can leave his life there that is 1 of the objectives core objective that they would leave so that is something individual transition of planning for our children. something we do they just mushroom. now we have coming up with a big mushroom project. now National mushroom Center is providing us a mission where we can grow seeds which childreen can uh do a practice they can practice their skills and they can also do some you know uh some commercial there when they can leave their life and this would be also supported by the  parents supporting school and together we are supporting the child. is this something that we are doing in Changangkha . for the Civil students these 48 children are very severe but we also have some success stories that these severe children who are in a self-contained classes they are also we could also Transit them into the general process and taking some classes because of the the interventions that we could give to these children, and they are doing much better and we have a provision they can transfer them to General classes. we have some students we weigh in self-content classes, now taking General classes. so that's something so these children are very severe and we have 48 children who are very severe and these children do not learn much academics; they learn only the life skills and then we call it ADLs activities of daily living skills. how to take care how to brush the teeth , how to take care of toilets, how to put their shoes how to wear clothes these are living skills we're teaching them with functional literacy and numeracy. and if you will give them 1 to 1 service. they need our services. if you look into this we can also see how do the brush the teeth and they can go and then they in an independent will teaching them the independent skills how to brush teeth and all you can see this boy learning to brush the teeth, you can also see they also learn how to clean their house, so that these are living skills they do not have to depend on others. and also the the social skills. we also teach them the social skills. children with autism are very much challenging with the social skills. we need to take care of most of them they stay alone this stay isolated. we need to teach them how to be with our friends, how to share things how to so we do all this in other programs like sports like cultural, we do all this so that they learn the social skills. there's something and I was once I'll just share the story .uh we often meet parents I often meet parents with a special need children and what is the expected how can I help you when I tell them how can I help you, the parents say that we do not have much hopes from the school and the children but hope we get from the school is 1 day 1 day when we are not with them, we always think of that please help my child to leave his life independently. so now this transition, we are actually making these children to leave his life independently. so that's a transitional program that we do in the school.now this the last time I said summary I have few messages to tell you. One is every child is special and unique very special I tell when you read the eyes of the child they're very special I know because I'm living with the last 11 years. I know them a very special but you need to Value them. and uh they can learn and grow when we understand and value them. they would grow they will learn and grow, if you understand and value them if you respect them they are such a wonderful person.and then with  the right transition and planning based on the needs and strengths, they can live more independently and confidently so that transitional plan is so important so that he can he or she can leave the life independently and confidently this is what we need and the the last message that I believe and I like every 1 of us to believe that transition is 1 of the most important stages in the lives of children with special needs. and every 1 of us should believe that transitional planning is so important for every child to grow and be better in their lives. let us remember .that is the best code from the Henla killer the best and most beautiful thing in the world cannot be seen or even touch there must be felt from the heart, so let us all flee feel from the heart and support our children of people disabilities we can do it. I tell you. we can do it we need to Value them, respect them, trust them and make a strong bonding, with them we can actually make a difference in their lives of children disabilities.hello so miss Nyendo so now we'll just put the video that you requested is that correct yes do the video shall we just do the video link the video the clip video uh actually I have a video but video did not come here no it'll come over there I'll ask them to show it. I have a video so that it give a strong message to us and let us 

(video)there is there's no mountain you can if you have said it you will do it stop hey well done stop here telling the messages that if you have set it if you feel for it if you said you can do it we can even move mountains. Our children are less than the mountains we can move them. Should we move our children should we should we suffer our children yes or no. Yes. That is important whether there's any questions. Any questions.  with Mathematica hello I have a question when you talk about the curriculum in the school you said you have 89 Calico curriculums know know how many curriculums we have 3 levels 3 types ask me Sam so we have we have National level well functional and individual so there are 3 types of curriculum that we practice in National level functional functional and individual individual. okay okay hello I have a question please person with disability each type of disability in school do they live far from the school. If they have disability they live with their parents. And their parent dropped them in the school. If they live far from school and don't have a car to drive the children to school. Do they have a home visit or anything to ..  in English please yes yes yes uh he he would like to know about uh the student with us special needs uh how far they live for the house to school is that are all that's close to school.okay uh these children who are in schools are actually the cashwe have uh uh in in Temple itselfwe have5 inclusive schools in the municipalityand it's a branch of jangana so uh these children will go to the OWN catchmentareabut more receiverobjectivestake caretheyou mean the severe students will stay with the school right nojanga is uh a day school parents come and take they go homeonly is at the school we found 8:00-17.00. The house leave really far away from school uh do you have if they don't have any um the uh the parent could not take them to school how the teachers provide that uh facility like .in their house or what we also have uh we also visit there are some children again or come to school for example the uh last year I just gave an example of a child who are civilly sick, and we're doing  .so we had to send teachers to do examination in the house. So we support even at home.  And and 1 thing is if the child parents economically challenged we also try to put that child in a boarding school but the the there is a caretaker and they do not have to feed the child and it's taken by the government. Can you repeat that again. Can you can you repeat it again. There are some children whose parents are economically challenged our parentswe cannot affordfrom the Ministry of Education toput them into a boarding school where the caretaker and...And we have we have 5 students in special needs we we didn't need our support so our group of teachers are actually taking care others well they do shopping and thentake the shopping at home and we're taking care of and this does not come from the government is the personal initiative they get some donorsuh support them and this group of teachers go home and support this...Thank you. The more questions if you don't mind taking that. I don't mind there is time I can take. Yes you have about 10 minutes so you have time yeah.uh my question is do you have uh an association for deaf people in Bhutan. We have we have we have the The Madame susheela and sushifrom the deaf Institute and they are actually helping these uh uh uh even in the community I can see them coming to my school and supporting people not people not only children even people having who are deaf.so Madam essay will have more answer about the deaf. Thank you. Hello um uh this this topic is very uh significant for the Deaf community so realizing that this is very important for us to start so for the past few months we have been working again uh with theprincipal peoples organization of hotel and then um we have put up our because there is a procedure we are not yet we do not have organizationbut we have started and then we have umhad some online meetings with the president and the representatives there with the support from 1 of the Australian volunteers David so we are working on formation of this this deaf organization and the name that we are like uh we have um use is um deaf organization of bhangand  we are gradually like uhworking to form but we are not yet there we do not have it but we have started the ground work to form the organization because this is significant for us. And plus we also have uh children whose both parents and mother  They are in my school. We are also we are also sometimes refer if we find a child who has know hearing problem we refer to them we call them and we make them do some assessment .And if we find that child cannot hear at all then we refer touh long as their Institute because they will learn better there.It's a very good presentation, a bit clearer a very clear presentation for us who are Educators and taking care of uh children with special needs.My question is in Bhutan uh is it true that every school uh every specialschool or inclusive Schooluhhavethis kind of practiceuh like you do in your schoolcan you repeat this question again I did not is it true that every specialinclusive Schoolin Bhutan have the same practice as you do. uh I think now uh across the country we across the country we as I said there are 48 inclusive schools.And 2 special schools 1 is deaf and 1 is blind and every school is supposed to be doing. But is 1 of the the the the the first school of inclusive School in Britain we do we have more resources we have more capacities. And we do this and I know other schools are doing the best to supportuh the loan disabilities. 1 more question please go ahead come on yeahso they have hello I would like to ask the question do you have a elderly people uh with hearing impairment like a deaf personI want to know about the deaf person who are elderly people in Bhutan how about that sign language did you have uh deaf peopledo you have elderly deaf people in Bhutan. If so how do you take care of them and uh do their style language languages differ from uh other people because  I guess that the they might have kind of old versions of uh sign language uh we have many death old people I know I also experiencedbut they have their own local sign language to communicate we could understand them. And now Bhutan Bhutan sign language the standard is coming up but this has not do this All People Like Usbut we know how to communicate through the different local sign language. So we are doing itbecause we know even in my beliefs I have some old people like me. Who are but we can communicate so well with their own you know local you know local sign languages. But now standard is coming up with a young ones would understand the sign language standard sign language better.Any more questions. Yes please. Okay please come ahead. Okay. From the school from the blind Bangkok from uh Bangkok. Really admire how you teach your student without even without uh special teachers uh special education teachers.And if it without the financial support from the government you can still provide good quality education and enable your students to have careers and employment.Thank you very much and a big round of applause.  just first question is okay first question is how do you how do you uh give Education Without special by his teacher. uh it's like this I think everyone we all human beings we are born as humans of the humans does not help humans and how much education you have. It has no use very important it is the heart. so I know hard work faster than anything if you really have the heart you will know how to learn and support them. That's something really great we have I have around 8 9 teachers who has done a master and inclusive education they have good basic but how to go and help uh uh uh the specific need of the child. We go fartherand that helps the childrena very important I think everyone else know this the heart. That is important more than than the heart. Heart is importantforchildren with disabilitiesthis heart has to go and things will move. I tell you. ... education for people we are really which we Implement that you have made a lot lot print but I would like to ask you that did you have someone to produce the braille books or the text for the student. And the textbook is enough for your for your countrythank you okay thank you thank you. uh for profound deaf a profound blind we actually refer them to the institutes like deaf deaf School a blindness a blind School. who has low vision we usually give a larger font size because depend on their needs so usually we do this and then school for blind they have enough resources they have enough enough Technologies. To have these resources to have access to the education. There in the books on brand they also in the resources to actually get the education. Even the transitional schools are also taking care the bra and other Technologies are also issue to those transitional schools . So that some blindchildren are very gifted cognitively they are very high. So we take care of these uh students as well. That answer your question. okay sorry sorry okay for ...They would like to ask about ttrs Center or ttrs services available what is that uh communication relay service for deaf people uh communication relay service from this hello hello okay we also we also do this I think so um ...So this is something uh the idea that we have had when we came here especially like we got this ttrs that you all have. And how convenient that makes uh for the Deaf but unfortunately we do not have but we do know that um this is 1 of the um uh that uh all other countries have it. And then is uh specially like I see it in um uh School here in Thailand Deaf schools. But the thing is this uh machine is so expensive that first of all it'snot affordable for us and the um second thing is like even if we can afford to have it we do not have interpreters in well for this uh ttrs we need to have a set of um uh interpreters employed there where they are available all the time whenever a deaf person wants to make a calland. And then have the service so um unfortunately no not now but in future we hope to have 1 . Thank you. I think uh this exchange has been fantastic I think Madame has okay. We have last question for 1 more question yeah . Thank you so much uh transition is very important as we know so Iuh could you please tell us about um how collaboration between a government and the private business how the government take action for the transition to help student with this ability.uh Usually if you look into the scenario of the school in Bhutan. the 1 there are some school specialists even in the private schools so we do a strong collaboration with them. They would always discuss with us because the change is 1 of the finer of the inclusive school and social needswe also discussed with them and they come to discuss with us and collaboratively we we refer them to the the Ministry of Education how to support those children among the examinationother and other resources as well.the strong collaboration is there so you also have a wage a vocational rehabilitation as well. For we when you're talking about vocational this vocational that we have in the schooluh for children with disabilities book Cruise cognitive is very low. We also have vocational program for other General students as well. Whose cognitive is much stronger we also have this because that um we we we we believe that 60% of children who are the students would actually develop skills. So that they can have a job later. So did that just call the minister of education and skill development so MOESD so that skill development is also put their with the with a reason that students who are actually come from the college from the universities are skilled when they come back to uh uh come back to come back home and their job is there. The skill that they learned and the job there is ... it matches so that's called a skill development so vocational are very much there even in general School. Thank you so much. Thank you. Thank you so much last question.I would like to ask abou tuh in the time the school have the financial support from anywhere. They said in Thailand people had uh pension people with disability has pension do you have that in Bhutan. It have a pension from the government assistant from the government for deaf people in Bhutan.Do you have any disability allowances for people with disabilities okay suspiciouswe we uh so far we do not have allowancesfor people with disabilities. No allowances and now as as uh there was a presenter from Japan and they say thatthe uncrpd is rectifiedmy Bhutan in 2023 and there are some of the acts uh some support would come from that act I believe.Thank you so much. All right that was fantastic. Okay thank you uh formerly formerly if you talk about gross national happiness but on for people who economically challenged whether you are with disabilities or without disabilities our King is there to support there is a king's welfare there is a king's welfare where the he would support people who has big challenges. That is included with this ability without disability. Our King is always there to support us but that's something I like to. We have a king in Bhutan they also have a king and both countries had a very keen who cares for his people.So we give praise Long Live to the king thank you so much this is such interesting conversations you're having here so thank you for all the involvement and everything thank you so much. Dr Molly wanker can you please uh present Cristiano with a gift thank you. Such a very thorough sharing moment from goods and speaker and um right now we are going to have opinion or some of that day or some idea shouting firm a doctor Carolina informed the Philippines Dr Galien okay are you ready yes ladies and Gentlemen, please join me welcome Dr Kite from the Philippines she is going to talk about the clinical assessment and management of the Down syndrome such a an interesting topic.Good afternoon everyone. I am Caroline Federer an upcoming trees and currently affiliated with the Manila Central University College of Optometry Manila Philippines. Today I will be presenting a clinical assessment management case of a patient with Down Syndrome. This is a collaborative work Dr Joel Sampson Junior. Down Syndrome also known as trisomy 21 is a genetic condition that occurs when an individual has an extra copy a chromosome 21. The additional genetic material affects the way the body and brain developed. Often resulting in physical um and physical and characteristic and developmental delays. Children and adults with this condition may experience lower learning progress. And may require individualized support to reach their full potential. Because of this developmental differences some children with this condition may not immediately thrive in a typical classroom settings and may benefit uh from a more tailored educational environment that addressokay thank you.  Okay because of this development differences some children with this condition may not immediately thrive in a typical classroom setting. And may benefit more from tailored educational environments that address their specific needs. However with the right support many are able to integrate successfully into the main School and participate in a variety of learning experiences. In addition to learning differences in individuals with this condition a certain health challenges. 1 of the most common is the congenital heart defects. Which are considered the leading cause of illness an early mortality among people with this condition. Earlier diagnosis through prenatal screening such as blood tests and ultrasound during the first trimester can help families. And plan for the care from the beginning supporting a person with this condition often involves team of professionals educators therapy is doctors and counselors. Working together and interdisciplinary approach. These collaborative efforts ensure that their medical emotional educational and social needs are met in holistic way. Helping improve their overall quality of life. This condition uh occurs across all Races nationalities and socioeconomic backgrounds.According to wh the common genetic condition occurs in about in 1-1000 live births Nationwide in developed countries such as the United States there are babies born annually or 1 in 700 to 1,000 libraries. The rate has remained relatively stable due to the better maternal care and diagnostic practices. In developing countries such as the Philippines. The prevalence is roughly 1 in 800 life birds and approximately 1,875. um condition and uh uh um suffering from this kind of condition. Sad to say in the Philippines there is a limited access to prenatal screening especially to the remote areas which may contribute so more live birds with Down Syndrome. Maternal age is also considered a risk factor having a baby with Down Syndrome especially when the mother gives birth at age of 35 or or older. As the woman age increases the chances of chromosomal abnormalities in the baby also increases. Which raised the likelihood of conditions like down syndrome. As for the common physical and ocular features normally they have a flat face wrote balance sheet price and um as to the I issues 50% of them normally suffers from strabismus. You're sightedness or far-sightedness cataract correct...  As for the common physical and ocular features they normally have a short neck flattened facial profile small head ears and mouth. Upward slanting eyes and you can be able to observe white spot on the colored part. I they have a wide shorthands with short fingers a single deep Crest across the palm of the hand and that deep roof between the first and the second and those. As for the common cognitive and behavioral patterns they normally have a short attention span poor judgment slow learning um. Ability and delayed language and speech development. So the objective of this study is to evaluate the visual function in a child with Down Syndrome. To identify ocular abnormalities and assess management strategies. Highlights um the importance of early detection and intervention. So this is the case of a 7 year old boy with a Down syndrome. Who weighs 26 pounds and his height is 100 cm the patient had never uh undergone an eye examination prior to the visit. However it has been evaluated by other specialists such as a neurologist and an educational therapist meet his mother believes may have caused some psychological distress on her son. He was born full-term with normal delivery and the mother was 35 years old at the time of the conception and reported a good health throughout the pregnancy.The child has a difficulty seeing at far so normally he moved closer watch a television. You normally experience headache after screen use exhibiting to see better experience like sensitivity and the mother of searching banging behavior before sleep. Chin banging or headbanging can be attributed to various factors. Such as sensory seeking Behavior difficulty in communication or coping mechanism. Or it may be also related to symptoms of poor vision particularly when associated with the status and other related visual issues.The child was also hospitalized because of anemia and receive a blood transfusion and according to the mother no follow-up consultation was made because of financial problem we also experienced um stomach cramps. And for the family history the grandmother has a cardiac issues and grandfather is hypertensive. For the clinical findings, the clarity of vision was not taken accurately due to the patient's limited attention and cooperation. But the majority of the procedures conducted appears to be normal. Except for uh he has a temporary deviation of the eye um but in the eye moves inward and for the inspection and observation you normally tilt his head. yes, can also observe some spot on the colored part of the eye and has a doll for Bel reflexes.um of taski was also conducted and uh the blood vessels immaculate the optic this is normal except for the fund is background where in dal for burial reflux was observed. For the refraction you can see that there is a high amount of nearsightedness over the right eye. With the power of -7.25 with a stigmatism of negative 1 255 and for the left eye. He has a negative to combined with minus 50 a astigmatism access 1 50. As for the interpretation of the result definitely the child has a poor distance vision and his form of compensation to see better is the Tilt his head the screen and to move closer when watching the television. Chin banging may be related to poor vision or his way to communicate discomfort frustration and need for something. There is also a risk of developing a lazy eye if the condition is left untreated so monitoring is very important. As for the diagnosis the patient is suffering from high amount of nearsighted combined with a stigmatism both for the right and the left eye. But the case is said to be has a severe high amounts of refractive error. So there's a tendency um to uh to lead to Lazy Eye because of the big differences in terms of the refractive power. This is also associated with developmental delays as for the management plan affordable and uh reassessment or follow-up will be conducted after 4 months. We also advise the parent uh to are too sick consultation uh for a pediatrician or developmental pediatrician and neurologists um if needed. The mother was also advised to enroll the child in an appropriate School setting to enhance his mental social and physical capability. She was also advised uh the importance of visual stimulation proper nutrition and again enrolling the child in a supportive learning environment. These measures aim to support the child's visual mental and physical growth. As for the conclusion the visual function the visual dysfunction is due to high and corrected refractive condition. And early intervention is crucial to prevent lazy eye or angle. Follow up is essential to ensure holistic care. As for the recommendation um he will be given uh a partial correction glasses and observation and follow-up is also important. As part of the long-term care it is advised to have the child assess by um thank you Tricia or developmental pediatrician and again neurologist if needed. To better understand any underlying concerns additionally enrolling in educational support programs and starting Visual and developmental therapy will help addresses specific learning and developmental needs.So it is important to understand that having this kind of condition does not define person's future. With love support and access to appropriate Services individuals with Down Syndrome and Lead meaningful productive and joyful lives.  Many go on to build strong relationship Achieve Personal goals old jobs and actively contribute to their communities. But ultimately individuals with this condition like anyone else flourish when they are for their strength included in their communities. and given the opportunity to grow and succeed and with that thank you very much. thank you very much um we started interesting.  Presentation and I'll before taking a break for 15 minutes um we have another speaker is from uh mahadan University Thailand. um Dr black people going to share us about sexual right a little uh little among Dev LG BT IQ individuals in southern Thailand.uh I think so but I'm just waiting for the slides to come. at this stage and we are going to try take a break for 15 minutes.  And you can share or you can uh change your idea before our speaker during your break.  we are ready to have a group photo together presentation and then let's meditate like Professor mentioned you can make with few minutes. 

[Thai Spoken]  For there is and drapy here for the excitement well finally it comes out um my name is uh Robbie and I have my sign name is like this Okay my niece I'm with the Department of the commodity Health Public Health but you don't University so basically for this topic is going to be a little bit different from the... from the first and second day it's then when we talk about a deaf people. We all uh we usually forget about you know uh talking about their sexual reproductive health, so my focus will be on the uh people who are also lgbtiq which stands for lesbian gay bisexual transgender intersects and queer people. So basically the uh deaf people who are living with the sexual diversity and these are all my co-authors from the rainbow sky Association of Outland some And also the from the desktop High fasting I just mentioned about the time now so that they understand it.  So basically what a background is that the in terms of the death LGBTQ people they usually experience the uh multiple forms of discrimination because once you are deaf and then you are also a gay or lesbian people say that. Now that you are deaf and you are gay too and you are transgender too. uh so being deaf is not enough now you have to be a transgender to you and they are experiencing a lot of these kind of double stimulation. And imagine that there are also a number of cases that they also uh living with hjv so they actually positive then again you had deaf you are transgender and you're living with hjv so they are most likely to be excluded from the society okay and also uh there's a problem with that there are no Thai language vocabularies. Talking about you know sexuality talking about HIV talking about you know sexual rights. And also of course we can see a lot of Education gaps not to talk about sex at all because since you already you have no sexual life. You shouldn't have sex you shouldn't report uh you know you shouldn't have continued to have sex you couldn't the reproduce basically. So this is something that the deaf people as they continue to experience. Some deaf women can even have to experience the what do you call the force for sterilization so they have to they have you know they people said that you cannot know how to you know grow up your grow your children. So basically this is the basic problems and also of course yes problem about the social and discrimination. So that's uh so basically this population is very much uh under represented. Okay and also on top of that just to show the evidence that even though the Thailand is a very open country right. Uh with the marriage equality basically anyone can get married with anyone already. But about the 10 or 15 years ago according to data. Uh among the generation wide wide generation only 40% can set that being a transgender that's fine 60% we're not fine. And the number is even less among the gay men and trans women the Y generation only 20% said that it's okay to be care lesbian. But 80% in deep in their mind is still no not okay and that the the number continue to be less among the S generation and Baby Boom generation. And John malan's generation what what is that the silent 1. Not silent 1 to your baby boomer baby boomer is very slow always a small like 20% accept their trans people. And only 10% says that gay and lesbians fine so imagine that together with this 1 plus being deaf you know how much a stigma that they have to be uh be experiencing. So for my study we uh we assess the Baseline knowledge in terms of the sexual rights. Gender identity expression and anti-discrimination principles by having a questionaire. Before uh 20 a workshop in the southern Thailand in March actually recently so uh so what was included in the workshop that we organized in uh that uh the the group and also the team organizing in March include the agenda diversity and the key important thing is about the intersectionality which is still lacking. And also do you talk about the human dignity violence discrimination. And of course Thailand we have already enforced the law called gender equality Act right and plus marriage equality so all of this information apparently uh a number of the uh a number of best people still don't have access to the detailed information. They might know that okay people cannot be discriminated based on their sexual orientation and to the identity. And they know that the anyone can get married to anyone but the details and also how to access exercise their rights is still questionable. So in the workshop we also include whether uh what happens what they can do when their rights are violated go to inform how to find complaints. And also we so a lot of activities we do the activity based learning so it's more than the direct that we do here so it's more fun and then uh according to key findings uh from the score of 15. The average knowledge is only around 5 scores out of 15 so basically the even it comes to the details. Among the deaf people they know almost nothing about you know sexual rights about you know HIV Health nothing so but but the younger generation May likely ... a a slightly have a better knowledge in terms of sexual orientation Concepts. Plus the uh plus they know something that the United Nations has something to do with the duplications what really is that uh that enhanced or improved the rights of deaf people and that's it. But there are gaps in terms of understanding about the bias about the Prejudice and also the structural recommendation. This is almost nothing so we divided the knowledge gaps into 3 different uh for our different uh dreams basic knowledge fantastic my discrimination rights and legal Frameworks. So basically they have low knowledge in all across across 3 uh and uh but younger generation may be likely to have a bit of knowledge. So basically if we wait naturally. The younger generation of deaf people may have to have the improved knowledge. But it will take a couple of generations until they have the equal access to. information. so are we going to wait for 2 generations for them to keep up with the rest of the population or we can do it right now right now so that's why after uh after the workshop the a group of death LGBT people. By their own leadership starting to take actions to develop what we call uh core develop together with the sign language interpreters in terms of some soy specific concept. SOI St stands for sexual orientation gender identity an expression and sex characteristic. So basically the statue developed the term specific term to call gay lesbian bisexual or response people. And also we also this is developed by the deaf people so it's clear to them and is more culturally appropriate. And uh this this is done by the workshop so it's not only among deaf people But it includes the um sign language interpreters and also experts to make sure that there is understandable. So in terms of the uh uh way that we can move forwards first of all we know that the uh knowledge among the LGBT people who are deaf uh very limited lack of what we call system uh like lack of the deaf in terms of understanding they know something but they're not they're not sure what to do with the information. Or how to proceed with the information or how to seek help when they experiences the uh difficulties or discrimination. And the language actually plays a very vital role because the rights concept be signable so talking about human rights uh sexual rights these all of these things are very abstract to certain people. So so deaf people they need to see things right they need to understand things so we have to make sure sure that the sign language there are sign language that can communicate with deaf people with the uh to the level of understanding and also we have to help teller the education to Comedy reality as well. Because I was the because in addition to being aware for University. I was also the alumni of the thigh silent question interpretation diploma under Dr Molly. So I already be she already gave me the uh um what do you call the diploma the certificate already. But I was the under the training in her school the uh certan School for the Deaf for uh uh for 1 so basically I could see that when talking about sex. It's very limited among deaf people at the younger generation should have the access that kind of Education. And also uh this 1 should be included in the curriculum as well. I talked to the no children in school a lot they know about you know basic sex you know the organs the physical uh physicality and also the biology. But when it comes to sexual rights there has almost nothing unless there are specific to your workshops. So basically uh our early filing support that the we should integrate the human right this us into a deaf education. So in terms of this is 1 of my idea co-authors here he's the chairperson of the uh uh hi deaf rainbow uh Thai de Rainbow Club. um And the uh and together we we think that we should create what we call the scale level uh Thai sign language accessible sexual uh sexual health and Health curriculum for deaf people. That's the first uh that's the first 1 and the second thing is that probably we should train more interpreters in terms of you know communicating about abstract and legal vocabulary. Okay and also uh and also we should involve the deaf people especially deaf leaders into you know designing the materials this is very important designing materials. It's as well as policies yeah I see that a lot of reactions with s so I think they liked the idea and also we should institutionalized the inclusive education policy that actually acknowledge not only deaf people but but you know that deaf people have a lot of you know live aspects they have their sexual life they have their spiritual spiritual life  like a father a father uh Peter yesterday presented uh in terms of the access to a spiritual life. So now today I'm taking them to their sexual life so you know that the and and this is the uh basic human rights and all these people should have access to. And probably we should expand the program beyond the urban centers now I think that the uh Dev LGBTQ people have access to this kind of information, but we are not limited to only the center of the urban area of Bangkok but everywhere so how can we enable this kind of information to the rest of the country and this is very important. And in terms of to conclude my presentation uh this is just the Baseline to give you a snapshot. That there are some uh knowledge gaps and discrepancies in terms of you know uh the knowledge of among uh hearing LGBT people. And the death LGBT people and the second thing is that we should have the inclusive program because that people want to be part of our society anyway so why not doing together with inclusiveness. And Right Bas says okay this means that in terms of you know uh policy advocacy it should involve the deaf people not considering about any uh anything beyond human rights so basically all of this information. It's just the best human rights that people should have should enjoy together equally and the last thing is that the policy should be inclusive. You know talking about for example if they talk about the LGBT health. They should talk about intersectionality of people who are deaf who are blind or who have some other forms of the vanilla vulnerabilities. Because Beyond to Beyond this presentation uh in our organization we uh and my University weuh had a training on the lgbtq uh blind LGBT people and they also have their own stories about you know their sexual wise. And take Sexual Health as well and they are very limited. So if we can you know include all of these Concepts out of this Sexual Health into the uh General Public Health Paradigm or the deaf education. It could improve the knowledge uh even better and contribute to the Better Health in the uh General uh General General view in overview. So that concludes my consultation thank you very much. right yes yes yes thank you very much ladies and Gentlemen let's give him a big hand. uh-huh and right now um we am I correct that's our question by chance yes yes for your time presentation is about 15 and 40. the speaker during uh the their coffee break. Because uh after this session there are uh 4 speakers waiting for us. So right now uh we are going to take a break for 15 minutes okay. Thank you very much. build this break in time uh coffee break time could you please scan these QR code to uh evaluate the auto event and give some comments no no thank you very much okay that's right and I finished yes okay so I have come back to the next session presentation. for is now ready so she's on a professor.  ladies and gentlemen welcome to next section. Please Dr Maliwan. Those sitting at the back please move to the front especially this students moved to move to the move to front.   Next speaker Assoc. Prof. Dr. Kanvipa HongngamFaculty of Education, Suan Dusit Universityd comparative study of transition management for for student disabilities. the floor is yours.Assoc. Prof. Dr. Kanvipa Hongngam  thank you good afternoon everybody good afternoon for today and uh present about a comparative study of transition management for student with disability from children to adultfor the reason and scope of article, it uh transition from childhood to adulthood uh for student with disability is complexity and this study compared transition framework in Thailand the US and Finland. focus on academic vocational life skill and cycle development. and I focus on Academy and  recommendation for Thailand to enhance inclusive education transition services. and the background is toexamine transition practice in Thailand ,the US and and Finland. identity effective strategy for students with disability and informed High educator and policy maker of best practice. It involved a headmic carrier light skin and psychosis and in Thailand service and emerging but in court since still experiencing many problems. the US and Finland have policy driven system. methodology in this study we have quality qualitative comparative approach by document analysis and literature review sourced by Iris and scopas UNESCO and government report. analysis from 6 important concept Theory such as ecological Theory, life cost determination daily and social valorization and  transition Theory and transition Theory by Scholars birth uh we use 4 for situation support and strategy.inclusive education principal. Universal Design for Learning such as and accessibility and collaborating. transition in Thailand. for analysis IEP require but inconsistent implementation and vocational training in mainly urban and limited weak School Community collaboration transition in the US uh they have mandate by Ida not at 16 and involve student family and agency. emphasize on on student Le IEP and self determination. in Finland Finland is embraced carrier planning for early years, multi- agency collaboration and on the job learning with natural support. comparative overview. US legal mandate strong student family rolesvillain lifelong guidance holistic support and Thailand early need structure and enforcement. this is comparison body study and uh we suggestion about the best  practice. the US Fin and Thailand the US student LED IEP enhance outcome multi-professional guidance reduce drop out and Thailand Pilot's vocational program promise. 5 best practice in transition management from the US and Finland. Thailand can learn from and implement. for this implementation for Thailand: School choose begin developing IEP for students with special needs during our primary or early Secondary School, allowing them to build life and career skill sin uh structure manner and number 2 close indigenous collaboration. for today use in the agency collaboration but it's a lot of uh some of agency lso implementation for Thailand can established local transition committee that includes representative from school special education centers, local administrative organizations and local employees to call plan and monitor student transition effectively. Number 3 emphasis on real life skill and vocational training. for example US suggest have Transportation use, cooking, money management and offer real work p internship. Implement in Thailand School integrates life and Vocational skills into special education program and collaborate with local business to offer World Training opportunity. number 4 personalized learning plan: in Finland, their strength with finish school emphasis individual learning plan co-creative by teacher and students and and just according to the student ability and goal. Implement for Thailand is Teachers should collaborate student and family to create personalized learning plans empowering student to sit and work towards their own life goal. number 5 professional development in transition management for educator. for both us and Finland they have strong about teacher, and counselor and in both country receive regular training in transition plans, ensuring they are equipped to support student effectively. so in Thailand, for implementation to uh Thailand is the Ministry of Education should implement training program to teacher and related personal on how to plan transition and work collaboratively with family and agency. key success of this suggestion: for early preparing and family and community support: and the large scale employment training and clear transition plan. and the last 1 is psychosocial support. supporting government policy recommendation for Thailand legit let's try transition planning is around the 4 14 or 16 and  integrated service in the curriculum and expand access to rural area. use multi-professional teams and scale up successful Pilots programs. for so conclusion transition is life changing and critical the US and Finland and offer prevent strategy and uh Thailand can enhance inclusively through structure policy and collaboration. okay this is uhsuggestion from uh my study. and this reference for my study.wow thank you very much and next speaker is a very very interesting uh we are going tohere for um our professor from uh The Faculty of Education Professor doctor Asst. Prof. Kamonwan Inaram is going to uh share us adevelopment of interactive digital of course you would want to be visual impairmentfor welcoming Dr. Kamonwan. 

(Mr. Anucha) How many people there? Dr. Kamonwan, I think there are about uh more than 100 in the meeting room good afternoon uh this includes case respective Committee Member and all participants he says that truly I'm uh an honor and a great pleasure to be with you today I would like to thank you for giving me the opportunity to present uh the research entitle is development of interactive digital doors for children with visual impairments our team is a doctor canipa and uh Dr Dona in jaw and also myself uh assistant professor society exciting a time okay uh I will uh firstly I want to uh tell you about the the research that we have done actually for uh last year. As you see the toys that show you uh the dolls normally dolls is a very quiet right but this study we focusing we we have to uh study aim to develop the digital dolls to promote vocabulary learning for children with visual impairments in early childhood. And to evaluate the appropriate of the developed dolls the research consists of the um time is study involving teachers parents and caregivers of young children with visual impairments. the data collection tools include A needs assessment questionnaire uh regarding the current state and demands of uh for with our dolls. The whatever Early Learning that we have to in uh in depth interviews and and evaluation form for the appropriate of the digital doll base instructional package.We decide 5 digital doors were developed and as you see the elephant like the ... Chang any elephant giraffe panda dog and cat. Based on uh qualitative analysis from the in depth interviews with the 10 experts 1 of expert also here.  The dolls will design with shape if you close your eye and you uh the animal would you explain the shape. Someone don't know the shape properly write that why we choose this 1 and also texture test your animal and sounds many South happen right but we don't know what that ... is that right or no no and the tactile buttons that we provide the auditory description of the uh different body parts when a child touches a particular part of the dolls its legs a tail or trunk but to hear the voice. Description of what they are touching for example in the child process the button associate with the they this is a that we we do it. Or similar description for other part the focus group of 10 expert further assess this provided feedback on appropriate of the dolls. Overall appropriateness of the developed digital dolls was rated as highly uh suitable priority need index. This is the 1 that uh doctor can we pass it that is a priority need indexes and the new... satisfy that they use it I don't know either. To uh pni is a modified 0.84 the results indicated the high level of demand of the digital dolls to support vocabulary uh learning. Particular in 4 areas 1 is a sufficient uh available for play.  Second is a variety to serve as educational media and third effectiveness as a teaching and the fourth inclusion of audio description for body parts. Why animal you see receive the highest uh preference. Someone hearing something.  What is that.  Close your eye and you hear this you know what it is... Because you see you know a dog. If you cannot see you don't know. 

[Thai Spoken]  For example to wake you up. Background is a objective is a development of interactive digital dolls. As a learning medium is a a considered to create opportunities quality and fairness in society. The strategy aims to expand access too high quality fair and equitable education. So the services and improve the quality of the student at all levels and probes. Let's see um the ... I don't know you see the slide or not but I have to talk. See um for background we do the. We do for support educational equity and uh inclusion and also enhancefor children with visual impairments. The objective is for developed dolls to a vocabulary learning that so you when you press the button you can hear what it is it doesn't mean that when you press something and you don't know what it is so we theresearcher there is such a put the vocabulary for uh visually impaired children learning. And uh after that we have to evaluate that appropriateness. I tell you when we walk uh when we work with the digital. We find many hard to get the dog the dolls or the that you see elephant that is suitable for the the young blind or even gab you know you have concept for long neck. But when we find the the giraffe on the market is so hard. So evaluate the appropriate for children actually. So Target group our target group is a student uh 3 to 6 with visual impairments only and we also uh give to teachers parents caregivers to help us to do this research. For example uh 10 expert uh 10 students with visual impairments that actually the study in the kindergarten at School for the blind thank you. Let us do it like at there. Uh the research more uh methodology is uh to do the qualitative method. And we uh done it. As needs assessment we do all in depth interviews. And focus group evaluations we we invite expert and we interview and then we find out result. Expert include educators. Also psychologist. Technique uh Technologies we need because if only um dolls but not have digital not interactive at all. So we ask them to do. Put it inside for us. So that we develop uh let's see the develop process. We have to to have needs assessment first and then we will uh educate about the literature review. We are we read and we find out which 1 is base for children and also we find a new model like a media design and we selection. After that we try out to do drop uh guidelines and then wetalk to the the the expert and to find out the expert evaluation. And we also uh final design and we feel testing. Uh the dolls let's see the dolls okay you see 5 dolls right. 1 is a elephant. And Panda. You know why we we we choose the elephant because when you touch elephant can you touch whole things. Can or no. We cannot touch whole body so that's why we we choose this 1. Can you open the picture okay we opened the so really fun when when the child cut you you see the texture here. Don't see by the people see for blind yes feature also. And um we have some sensor in the next 1. And the real estate texture and shapes and sound activation buttons. Uh that we try to do that and zipper and for manual access. Uh expert evaluation 10 expert access. Overall the result highly appropriate the evaluated design that sounds teature uh usability that 1 is we we do use. At the school for the blind we go to find few Trail. We use 10 Early Childhood student with visual impairments the Aged around 3 to 6. Uh children respond with high success function. And uh improve vocabulary recognition. As you say like.. they know what yeah student observation we get is ... children use those independently after initial instruction. Identify any more parts we are touch and sound. Increase confidence and engagement. You can dog to let them play by themselves. You don't need to explain what is that just let them play with themselves. Independent Learning actually.  Learning outcomes that... about the war test result significant Improvement in posttest increase familiarity with animals and body part. Some of them very scared with the animals but after that they don't scare at all. Satisfaction 3 result or shouldn't report High to higher rails offices inspection using the dolls. Okay for discussion that we say that we need for sensory based digital dolls. Uh importance of auditory and textile stimulation you see the need for us and also we need to support the Universal Design for instruction. This is vote for teacher to try to create the new things for the kids. Um let's see the conclusion that this result has uh developed 5 interactive digital dolls for children visual impairments at the Early Childhood state. And elephant uh giraffe panda dog and cat. Each of which has a taxtile surface and and animal sound there is a button to listen to sounds. Describing a shape of the animal to learn through playing with the dolls. And teachers have teaching materials to promote the children learning of Thai vocabulary. It also helped to uh Foster language social and intellectual skills. The interactive digital doors are the most appropriate yet the develop. And we can be used to the promote with learning of children with visual impairment at the early childhood. At the level. Um this is the the research that we have done. Hopefully you can get idea to do more and uh get some get some idea that to bring back home or bringing back uh to the your children in in your Society. Thank you very much. Thank you very much wow it's such and interesting presentation. And uh like I have 1 question um how long how long do we normally teach uh 1 uh a kid to know uh to know or to understand what this thing or this animal is by touching. 

[Thai Spoken] Actually we we teach step by step that we teach a shapewe we taught uh sounds and we put more vocabulary. The time depends on children. If uh they can learn so quick. So only 1 day they know what it is and they can remember uh depends on the the children. Maybe sometime they have lost some uh uh like a intellectual they will take time more than usually. uh No more you see... Okay thank you very much thank you for your question thank you very much thank and next speakers time uh remotely from uh Hong Kong. Um so next speaker is Professor Tangan Glad ... she the director of the center of sign language and death star days of Chinese University of Hong Kong. She is remodeling connecting at via Zoom.Hi hi you can see hi hi hi good afternoon ask good afternoon good afternoon what time is it in Hong Kong. I hope you can all see my my PowerPoint. Yes yes I have to apologize I because of my some engagement campus at the University. I just cannot come and join this wonderful event but thank you thank you for giving me a chance uh to to share my experience with you now I'm going to start because I know I only have about 15 minutes. Okay now this is the title of my talk and I'm exploring to what extent we can incorporate sign language in mainstream education through a core enrollment. Okay and I'm from the center for signing quics and deaf studies. And then I also have an NGO the NGO is called sell code Community Resources okay. Now this is my abstract I hope you have time to read it now I'm going straight into makes... education for deaf and hard of hearing students because we know that nowadays more and more deaf students. Are being integrated or being included okay into mainstream. So normally uh we notice that for a deaf students in general mainstream education. They are normally relying on their their hearing devices to access information. And there is no sign language support and unlike residential deaf schools. They do not necessarily cluster together. So normally they have very very little dhh I mean deaf um PS deaf PS support so we sometimes we call them the Singletons okay. In mainstream education okay no there are other support systems for instance we also saw you know the language interpreters entering the classroom to facilitate classroom communication. But this is what I called mediated communication between the deaf student and the teacher.  And sometimes we also see resource or or itinerant teachers visiting the main change course and then you know talk to the teachers and then talk to the parent um to the parents and the students to advise strategies. Okay now I'm going to to introduce an alternative approach to you and I called it the core enrollment approach which has become more and more important these years. So we talked about mainstream education now inclusive education and then you know other than you know the support system that I mentioned just now. Is it possible to have another approach which we call co- enrollment approach. Now I'm going to flash out a few characteristics of the Coen Roman approach to you. The first 1 is is what I called from peer learning to peer in regular mainstream there may be only 1 deaf students in the whole not in the core enrollment approach we try to create a critical mass of deaf students in the school environment. So let's say we have 1 Dev student and then we have 3 or 4 hearing students. And so if you have 5 6 steps students you know in the same classroom and you will have about 20 hearing students and the whole group study together. That's that's what we called a critical mass of you know deaf students so that would create an opportunity for peer learning at the same time peer support. So in the co enrollment approach we actually perceive that all deaf students and hearing is full membership in the classroom and they have equal status alongside their hearing peers. And this is important because if you have eco sales and full membership you have a good sense of cost of fostering peer support. Okay now the next 1 is direct communication now if we talk about General Co enrollment there are core enrollment programs that do not admit timeline But there are many many co- enrollment programs nowadays that actually admit sign language into mainstream education. And we call this by model bilingualism can we promote my model bilingualism in this type of co- enrollment classroom. That is we try to strengthen students Proficiency in both spoken and sign languages. It's not just the deaf students but also the hearing students we want them to be my model bilingual. Why do we want to do that because we want direct communication between the students and at the same time we also want direct communication between the teacher and the students. Especially the deaf students because if both if both the deaf and the hearing participants become biodal bil that means they are proficient in both spoken and sign languages they will have a flexible choice of language in their communication. And this is what we have seen for many many years and I'm going to give you some example now code teaching is important as well. Because if we have 2 teachers in the classroom normally in the situation in Hong Kong we will have a regular teacher using speech to teach the content. But then we also have a death teacher teaching the same content in parallel with the hearing teacher. No 1 is going to do interpretation but they are teaching at the same time and that's what we call co- teaching we notice that if we have this parallel channels of information you know in the classroom it actually facilitates information accessibility and this promote uh deaf students academic engagement. Now let me give you an a general ideas about you know which parts in the world actually organizes Nicole enrollment education I remember this is a book in 2019. Published in 2019 and there are quite many programs already. Okay and I'm going to show you some of these how enrollment actually started in the states in California. And nowadays you know by 2019 we saw Massachusetts Oregon and and Arizona and in Europe. in Europe there is how enrollment in Spain in the Netherlands Belgium Germany Austria and Israel how about Asia. In Asia we saw Coen Roman in Australia in Japan Singapore in Hong Kong Macau and a city in Chijou. All right so now if you take a look at if you have a chance to to take a look at this you will notice that there are in fact diverse practices okay..so there are Co enrollment programs that do not admit sign language okay but they still call them enrollment because they admit a critical mass of deaf students. But there are many many cool enrollment programs nowadays because of... okay the um the UN conventions on the rights of persons with disabilities because of CRPD. So there are more and more enrollment programs that that mids sign language into mainstream education and they support my model bilingualism. So how do they do it they may have 2 teachers 1 deaf 1 hearing. Or they may have 2 hearing teachers but 1 of them must be proficient in sign language. Sometimes in some program because of resources they only have 1 teacher and the teacher we have to use site and spoken language alternatively. And in somehow enrollment program they will keep the old practice which is to send in an interpreter okay in this call enrollment classes. But then we also saw a very interesting phenomenon that is when a school actually encourages by motor bilingualism even the hearing students happy to learn sign language and they will glow to the deaf students why they glue to them because they want to learn sign language from the okay. Now uh since 2026 so in the year 2026 we developed established this program which is called sign bilingual and Co enrollment education program in Hong Kong okay. Now so if you look at you know um the crpd if you look at wfds expectations.  Do we want our students to access mainstream education adequately enrollment software education in Hong Kong manages that... Do we want our students to assess communication in the classroom that is through by Moto bilingual our program can do that. What about the presence of deaf teachers as role models it is very important. Because before 8080 the Milan Congress there were a sign language and deaf teachers in deaf education.  And now in our Hong Kong program we also have deaf teachers what about friendship developed between the deaf and the hearing students yes we saw a lot of these examples and then what about Mutual support among the deaf peers themselves remember in the regular Street then they only be 1 that students send in our call enrollment program because of the concept of critical mass. We do have market number of deaf students like 6 in a class 5 in the class. And so we have a school of like Primary School 6 levels we may have 30 to 35 staff students in 1. In 1 Primary School. And do we have 4 participation of deaf students in school yes they they they actually take passing or activities. Okay now in the Hong Kong program we looked at 2 we looked at signed bilingualism sign bilingualism to me is an educational concept to make sure that the students can develop what we called by modal bilingualism. They can develop sign language they can develop spoken language.  And so because they are my Moto bilingual so they can actually you know switch between 2 languages. When they communicate with each other and for Coen Roman we want to make sure that our deaf students are socially and academically integrated. Okay they can actually interact socially and academic academically with the hearing peers. And the deaf students have access to mainstream education. Okay so these are the what we call this the circle classroom processes. So we have a hearing teacher here we have a deaf teacher here and then they have the teaching content in the middle. Okay so that hearing code teaching is important and then you also see death here in call deaf hearing students call learning okay so in this type of classroom you always see you know a lot of opportunities for switching switching between Hong Kong sign language back to Cantonese or back to to to English and then back to Hong Kong sign language. Because the teachers as well as the students by model bilingual okay so now so what do the teachers do. Now as you can see in all these you you will see 2 2 teachers 1 is hearing and the other is death okay. But both can sign and so they need to call plan the lessons they need to co-develop teaching strategies. Because the deaf teachers can can tell the hearing teachers the needs of the deaf students so the healing students sorry the hearing teacher will start to to look for Alternatives or to look for Solutions.  And so in the classroom after school planning co-developed this strategies they will go teach in the classroom. so now we start this program in the year 2026 okay and so we started with this 1 the kindergarten and then we have a primary school and we switched to another Primary School and this is the secondary school. And then we also developed downwards we started baby signing program because we want children before ... you know also exposed to sign language as a as you know an early exposure to to boost language Foundation. And we also work with um a baby crash okay of 500 babies no hearing loss at all. But they they love sign language they they just learn sign language and parents and teachers love it. So right now we have a through train from preschool pre kg to kg primary as well as to uh secondary schools. Okay now um I'm sure you cannot tell which is who is deaf and who is hearing this is what I mean by full participation. They can take part in music festivals they can take part in sports they can take part in all kinds of things and they can also enjoy a full curriculum together. okay now this is the excess of our students in the past when I when you know I I'm I'm still working at the University and I've my university for 35 years or 30 years I forgot many many years and I seldom saw signing deaf students okay receiving education maybe at chk. I haven't seen any until recentlyand most of these students who enter the University. From our graduates of our cello program so I'm not going to go through you know all these you know disciplines with you. I was thinking that you know you know in the past they would only go for vocational training.  But now I can see that they can go for academic training as well so they can go for Environmental Studies we have a student now pursuing Environmental management or environmental science information management. And want to go back to special education and 1 or 2 of them are interested in Chinese. And 1 or 2 of them engage in the CK degree program PA in biodal study so if you have students interested in pursuing this ba program in Hong Kong as each K which is language uh please come and contact me okay. And then we also have students you know doing higher diploma or even associate degree and you notice ranges even bigger. You have social work early childhood education legal studies Healthcare foot Korean fashion design Creative Design animation and so on. Of course know we do have you know this is a you know a normal curve we have very bright students deaf students where you also have you know slightly weaker students. And so they would do like a diploma program in hospitality. They want to become a chef okay. And then some of them are interested in design and desktop publishing so I I can see that in fact very very Broad range of of topics. That they can pursue even if you know they are signing deaf students and now we support they can actually go through. Elementary education and then to pursue post-graduate and not postgraduate and even you know post-secondary education. Okay now Dev teachers as Role Models this is very important because in our program we make sure that deaf teachers you know working with us. So imagine that you know this is 1 of our deaf teachers in the core enrollment programs. And in fact this is his student many years ago and after so many years the deaf teacher decided to go back to college. He studied part-time got got the right qualifications and then they both entered CH case ba in bioto bilingual studies. And they finish this 2-year training program and they graduated in 24. So Ricky now be becomes our Hong Kong sign language instructors at CJ now what about Friday actually has no Coplay at all okay. So there's no way for her to be implanted okay but then she actually benefited from sign bilingualism and bimodal bilingualism. Show whole enrollment program and right now she'd be actually becomes a deaf teacher. She she goes back to the cello program and becomes a deaf teacher to support the deaf students there. And so you can see that you know there is an intergenerational you know impact. From teacher to students and from students back to teachers and back to cycle program to teach the deaf students. Okay so um the specific model of Hong Kong has been ated in some places from Hong Kong China actually developed preschool education in in mainland China they started in 2017. And then from account there are no more Deaf schools in the account and what do they do they came to Hong Kong to ask for support so we support them to establish um Circle education. So south of kindergarten and baby Crush started in 2018 in Macau and now are moving to um they have moved to primary 5. And then the school has already planned for the secondary education okay. Now what about Singapore Singapore are also if they have no more deaf schools and so Singapore government came to us to see if they can implement the model in Singapore and they did it successfully. They started in 24 with a primary school. And now they have they have the first cohort of students doing secondary now that means they started in 2018 and then they they go through all the primary education. All right and then they have the first cohort going to secondary 1 okay so for all these years we have about you know 300 to 3000 deaf Educators and researchers coming to Hong Kong to you know to you visit our programs they are from 34 cities all over the world. And I'm going to present my model again and um in July next month. During the um iced the dev education Congress because they would like me to introduce the program to them. Um at that point will be more detailed.  Now our model of that education coin Roman education actually award. Okay which is called the first zero project award and um I sent uh Dr you Chris you. Our our backbone supporter of the program. To go to Austria to go to the to the United Nations to receive this award. And then we have quite a number of of Publications already. Okay about this program and I'm going to talk about the results. Uh when I am in Rome and iced 2025 next month.  I'd would like you to pay attention to this book if you have a chance no borrow this book from the library. And then goes through the whole Concepts which is new new to a lot of us. The whole concept of Co and Roman education okay I think this is the end of my talk. Okay now um I hope I didn't exceed the time I'm allowed to uh are there any questions. Thank you very much. But I think uh we have not not enough time to uh question uh. But I can't hear you. I'm so sorry I. I can only... I can hear you now thank you. Thank you very much for your presentation. Thank you very much for inviting me. Okay I'm sorry...  How many questions who has questions right now no questions right Dr Gladis thank you so much uh for your presentation my name is Indra and it was a very pleasurable and you are exactly on time. Okay thank you thank you very much thank you very very much. Okay uh 1 more speaker today. Um I have okay aha um welcome as an ... from The Faculty of education so Lucy University ladies and Gentlemen please join me. Um today I'm excited to share with you the uh my research on developing um in the story books um through parental satisfaction did that a story book uh highlights effective Educational tools that significantly support child development including development of social and creative thinking um without confidence um ethical behavior and radical reasoning. That share reading activity between parents and a child. Help force the well-rounded development in student. Um I talking um June 2022 Thailand had a questionably 2 million person with disability um including 185,000 ... person we we  in the 2005 Academic Year that there were 1,389 student we we were impairment in inclusive school. And uh the office of the basic education Commission of 415 were in the early primary education that this uh we focus in this study. So I see um lie our variable of featuring attractive restoration diverse usability in contrast the production of real books is complex costly and limited to tomorrow use the best. And the results most real book um our produced solely as the classroom learning media um. Opportunity for reading between bright student and decided student it is evident that silent shooting more likely to receive reading support. For example the elephant engage in attract uh extracurricular reading with the colorful interest rate restoration or participate didn't share reading with their parents. Share reading with parent dealing Early Childhood is common experience among sited student which contrasts student reviews very environment to read in real. Uh therefore we developed the integrated sensory story books.  With several research study had indicate to be highly effective enhancing learning for a student reviewer environments um. This story book include Braille uh tactile graphics uh now let that audio and large print the not only around children will be very impairments to access the story content through various modalities was also enable relevant to read the book with their child their children. I have uh based on the reason above we aim to examine the parental that infection the use of the integrated sensory story books when reading with children will be sharing payments. The finding from this study will be used to further improve the quality and effectiveness this book. Research Metrology but it depends uh if the individual my parents and my elementary students randomly selected from the research volunteers. In the recent instruments 1 the set of 5 of um it degraded sensor is terrible figuring real large print tactile image and now audio we are a top key pain of the Figure 1.  Second the baron parental satisfaction question there assessing the usability of the story book which decide. According to the udl guideline like that.. My the integrated sensory story books that on the right side contain the brand message and the last print. And on the left side okay do you see the the uh tactile image and on the top left uh each page you will see the round sticker that container code that work with the talking pen. When touch with a talking pen the audio the MP3 is 1 of you open open okay. Next okay that that correction uh over 5 weeks uh Talent type here but this particip uh particip with our reading session. Using the story book afterward parents um completed the situation questionair. The data will analyze you think the mean standard deviation is credit based on the predetermined satisfaction criteria. Okay next yes um this is the demographic of the participant you will see the 9 parents and 9 students. Okay um the table of parental safety sections that do you see in the sick area uh almost have the very satisfied that just only 1 in the bottom line. That they get uh 4.44 the sacrifice but also still high. The results uh summary parent report the high expectation in the fee area the high F1 is the the simple and intuitive use followed by the flexibility and use and low phycical difficult and for and general usability uh size and space for applause and the consistency of use yeah. Slowly lower but are still satisfied. Next conclusion the high-end very high satisfaction rating regarding the use of the integrated sensory story books in various aspect indicate that the parents support. The application of the um you know what's on design for learning. To swdign the material for student will be very implement reflects the positive attitude parents 2 word using in credit sensory story books. A positive attitude toward these the material is likely if enhanced share reading experience between parents and children... Um in conclusion parents show strong satisfactions with uh the greater sensory story books particularly regarding the simplicity flexibilities. Low .. if you call it I uh further refinement is need to improve the consistency across different leading environment. This is something like uh the audio a little bit a little bit low. So it's difficult to use in in the right in the noisy area. Um okay um inside of a variable guidance for enhancing the development of the sensory indicator story book for uh children with your impairments and their family thank you for your attention. Thank you very much for your presentation. Has any questions. Okay thank you very much. So this now brings us to the end of day 2 of the symposium thank you very much everyone for staying. And as as usual I should thank the deaf community staying right through both days of the symposium. I look forward to seeing all of you tomorrow day 3 will be just exciting as day 1 and day 2 have a good day good night thank you.

[Thai Spoken]