The 9ᵗʰ International Symposium on Special Education (ISSEDfororforThe 9ᵗʰ International Symposium on Special Education (ISSED)I haven't yetcolleague atfor a whileforforcall nowinside of nowa lothow may I direct younowdon't know whatoh myonce you've come so farsoupforI will ship itfor some timelongwithso(Mr. Anucha) Good morning once agai. Today is the last day uh and we will spend up only a half day 9 Internationa limport them on special education at our University. foreign speakers after the registration you will have a photo session together present their paper and Dr. Maliwan I'm going to going to present or give the certificate paid for our over presentThe scarf giving what does it mean? Because it's like it looks like a gimmick for this year. So maybe Indra you can ask to explain to tell us more about the scarf giving. Come to the last day it's been a very informative and interesting 3 days and today is going to be as good as the past 2 days before we start a little light fun this is an endo we're all wondering what the meaning of that white cloth is that you gave all of us can you tell us what it is everybody's wondering what it is?(Male Speaker) Good morning everyone. Good morning everyone here.  Good morning everyone here. All wonderful people here. The white when you talk about the white. White is something that actually purifies the the the mind soul and everything and white is something an indication of peace and Harmony and happiness that connects not only people it also connects the heart a soul and all the senses together so we the white cloth is a very precious include that actually connects people with all this blessings. So white clothes usually we offer this in our country to show our respect. show up the value of the people the respect to the people and that actually uh it's a culture that we actually have in our country that's something that we deeply, with deeply we have this respect and the value that people. So with this uh the white usually won't talk about white it purifies the whole things. It when it is beautiful when it is purified the hearts the soul and everything connected, so the white is something that's so special that we give we offer to a very important person. So something that we value and we respect, so with this I think that is the hope that. (Miss Alice) Thank you so much I've seen you give this many times but I always wondered what it is so thank you so much for that appreciate it we will go straight to our session now. Our first presenter is Dr.Siriluck a lecturer affiliation faculty of Education the contractor see March of eighteen University um when you're ready Dr.Siriluck we can start the proceeding. (Dr. Siriluck) Good morning everyone. My name is Dr. Siriluck  in special education program faculty of Education and now I am the director of special education center University our Center is first is early in 2012 program that we take care of a little children with special needs, aged around 3 to 12 years old. And the second unit is day service center we take care of the person with disability who is 15 years old to 36. Now we have 36 years old to do their vocational and do their Independent Living scale in our unit but today I will talk about another unit in my special education center. This is called disability Support Services Unit. This unit is take care of student with disability quality to register is in our University. And this is the journey that we accommodate until they have at work in their life, so we developed transition to work for student with disability at Nakhon Ratchasrima Rajabhat University. The background of BSS Unit was a officially established in 2010 at that time um Thailand has education person with Disability Act 2008 that gives opportunity to all people with disbility to access at school and also University so the Commission of Higher Education have to implement this law in all Thailand University. So they set 12 DSS Center units at that time. is 1 of that group, so our duty is to accommodate university student with disability to be successfully in studying in higher education, but before 2010 University have already include still dealing with we surely impaired coordinate with foundation of the blind at that time. The foundation give us 1 teacher to be in our university to accommodate students, to make the materials right like the Braille book, and the uh translate Braille to text, text to braille to try everything find the teacher that come from uh foundation for the blind we have to do all things by our own so we start to accommodate first thing student with visually impaired and according from that law University open through other different type of disability come to our University such as hearing impairment physical disabilities, intellectual disabilities, so they can access into our University in different faculty in our University. So at that time we spend much of the time to making the guideline how to accommodate different type of disability in University. I think this is what so challenges for us not only for the blind but all of this. And the big challenges is the attitude of the lecture did not have a confidence that they can teach especially for University lecturers, they not have confidence that our student with disability. So we have to many many projects how to give quality services to our students. as I mentioned that is lot of students with disabilities  in many faculty, in 6 faculties in our University so as the DSS that under all the faculty of education maybe sometime we have a difficulty to contact with other so in 2018 we have First Committee from the administration level. This committee is come from the wise Chancellor to uh who take care academic things the team of 6 faculties is a member director of special education center is the secretary. So we have this committee do like a supervised implement the law into work our University. They take care of the number of the student uh the type of disability that can access into our University act so on everything, so we can work as a committee to do the DSS unit that on around our University. Look at this picture so you can see that our the first that set up DSS and we are busy to do like how to accommodate , how a student can graduate on time something happened when one of our student with hearing impairment have to do that internship take on the third year. Normally the program we will send the student for internship but at that time uh these students study in marketing program in Faculty of Management, and all of hearing uh student go to another province to do internship. So for the student, he could not go to another Province without finding interpreter or someone to help them in that so the go to the DSS and said that you some workplace for this student to do his internship so this is the first time DSS go out of the university and go to that the name of the local business is Toffee wholesale this is the local business in Korat. Korat is the nickname of Nakhonratchasima. see man and we go to the owner and to the manager and talk about our student and we just like a discussion how student can do internship in his company and we have the way so we spend 2 and 3 days in that company with their student like a training how to communicate with other people in the company. What type of job that he will do in that company. That is such an exciting time exciting time for us because I don't know what the business do. We don't know because that we are DSS but after that he can internship. So this uh company send them into like a stock, so they do not do much communicate and have routine works, like take a stock and  report to the 8 of the of this of that section install it can pass that day so this is the major consideration for the to prepare the student with disability all of child abuse before they do their internship and practical. So we can basically have to move to the business the school, the anywhere that our student do that internship and practicum. So in 2022, we got the fee find that from the University to do the project this project is aimed to promote employment opportunity for student with disability by increasing the potential of employment 3 activities.Activity 1 that I mentioned before, so we go to coordinate with the lecturer and with the workplace how what is the job descriptions that the student will do, when they go to the practicum before they go maybe 2 or 3 months before they go to that place or schools. and so we have many uh molecular and for us we accommodate or to be like make a collaboration like this. And this is one of the school of the Blind. this is School of the blind at Korat. I can call you man so uh the the lecture go to the principal go to the teacher and again to supervise our student they major is in English they do teaching English and uh to go off the blind .The activity during their study. what is the social Innovation Foundation. This is for Section 35 of uh empowerment personally disability that said that when you have when the business have their employee 100 people. They have to have people with receiving 1. so they have to give the money of 1 person to the to the Fine to go to the fund but if you don't want to give the money to the fund, you can do other things in section 35 like to give the like job training for people with disability so the social Innovation Foundation uh they can contact with the company and get the position job position to do like a job training for hours University student with disability and they get salary, by the DSS take care of what were and what to do what to practice in our University. In the picture that is the officer of a social development come from that department to give to describe the light of the student section 35 what you will do what you will that time0 Okay now not only for student we have 1 graduate with autism and do our Coffee. Coffee shop, we have coffee shop our University now he worked in that coffee shop and do like and have got way from section for 35 section. Oh this is another Activity 1, I just show you that not only to send them to that workplace for student with uh which visually impairment we do like orientation and mobility when they do practicum during their internship in the workplace also not only the lecture, but we have to do to prepare them to work in that for their internship. And another activity that we have done is uh occasional training vocational but because we think that not all the University student can go to higher in government official or private business so they have to practice the what case in our scale. Maybe they can own their business and earn their living by their own so we as for find date from the office of Social Development and Human Security in our province to do the project to train our student. For example; this first is about making a cradle from a little closet or we go to the coffee and how how they make coffee how they use like a drip coffee like this. And this is at Suan Mae-mon and they planned vanilla plant that use uh I scream and any maybe drinking stop drinking uh we aim that uh when they go to have experience about this they can thing about it what they can do or of the business owner is can Inspire them, not only during this but we have many many characteristic to their business. But as you know this is the background all of 3 activities is only maybe we give them experiences, the big experience for all student. But when you think about that they get a job they have to prepare individually because student with disability have their own life, own way of life, or in family that very different from others. So we think, DSS think that maybe we have to create the system that more individual for them so in 2024, we received funding from the Office of the National Economy and Social Development Council for their fiscal year on 202 and the cabinet flagship project and there the national strategy for lifelong human capacity development they stop Master Plan Focus on Workforce enhancement and promotion of sustainable employment. That's such a long name but this is a strategy plan of national strategy plan. So we developed transition system to support still then with disability at Nakhonratchasimato their journey toward employment. 1 thing that we get is not only the skills that have in our University that maybe they learn in to be the English teacher or anything but when we go to the employment, one thing that I have learn from Dr.Leah yesterday. They should have self-confidence you maybe some of our student is very very code the echo academic thing but when you they go to the workplace that different because the environment at uh the workplace is different from the university. So first thing that we think is maybe we have to make a strong mind for our student. So the first activity we invited speaker to make our student strong mind, how they can understand themselves, What is the strength? What is the weakness of them? And maybe we can say this is a like a soft skill or how they make that confidence in themselves. After that we invited speaker to train them about to write their own ICP or individual carrier plan. So they can first they can understand and they can make goal. The goal is very important. Push them to set to goal. Goal when you studying in the University and goal when graduate and what job that you will do only latent things .On this training, I think uh the result is very interesting um met some of our student is not like to be the thing that they learn in University. For example, the English teacher they were in in Bachelor Degree in English expect that I would like to have my own cofee shop, and maybe I can talk to International people that come to my coffee shop idea so maybe many dreams of our student in through that when we develop ICP so as I'm at DSS. Oh maybe is Only The Graduate is graduate but my dream is maybe another thing how they can balance the dream and and realistic what the thing they learn what their family and what they would like to do to maybe look back to the skill ability or anything that they can do set up the realistic goal. After that I talked to the computer center, for what? For to do like a like a back office, we say that m is to do like a system computer system through the ICP can go through this system they make it on computer and DSS can see it and maybe after discussion we compromise they go anything. They go into computer of like on one of their web page that you see. So we set the manual and get uh our student to do ICP on computer. So we started not only before 2 or 3 find internship but I start now we started at the first year when you come to the first year you have to go to this system look at what is your for the for your study what is your goal for employment or for your jobSo thank you for Computer Center Office do this for us. and Activity 2 is building the collaborative network. Network is very important if you know the workplace for the network, they know us, I know you. So they can make like give the opportunity for our student so we build a collaborative Network for employer Liberty for student with and graduate student also trade student to this is the offices have one is for your time the way is Toyota Thong Ruay Nakhonratchasima definitely sell the car but they are the the to be my uh to be our Network because so your that home rule they have the employee with graduate with disability in their business I think for hearing impairment for physical disability one and they need more. They need more in that business and I try to what why you get our student in your business. So they do not do by the law. This is the important, not do it by the law but diabetes. Welcome disability friendly by their heart, not by the law. Sometime when we think that law that like a compulsory for the business is and the reason is is very strange for that and maybe if I have uh the proportion is sufficient no more to come to our visit but this is not so I think Toyota Thong Ruay is 1 of the best company that we learned from them and other is uh the library for the line office of Social um development and human and human security uh the school for goodbye the special school for student with intellectual disability in a highlighted seat map so we have all Network that in our problems and the third 1 is to preparing all of the system have to implement by our DSS, so we start to create ICP. DSS follow up that ICP and we go to have the activity with our Network. So this is like a system, like a system to start at the first year until they graduate. The results answer that we thought is we have the system for individual student with disability. We can look at more than to give the activity for all of the students, but we care for individual, more individual for them. And for the recommendation, then we develop ICP project I think the person that very important is their parents and family not only the lecturer the the DSS and the student because our student rely on their family especially the student with autism so parents, their family to talk about how is the the future for them and how the plan is how to paint each step for them and to develop individual transitional transition to work it ITWP process. We should have the lecturer the vocabulary and business impact because we have to know what the business needs and maybe the lecturer until in 4 years in University maybe the lecturer help us to train them that skill before they go to the workplace and the last thing is we have to training job coach skill because when we do the transition system at DSS at accommodate but for job coaching is more than that we have to know how to collaborate with family with workplaces so uh we have to train this skill for our DSS officer, so 3 things maybe can improve the transition to work system for our University. So now maybe you have any ideas for this story that I have told you. (Miss Alice) Thank you Dr. for presentation we learned a lot from that uh so you don't have time for question and answers because our timing is very limited but if anybody has questions can talk to Dr Siri Lac afterwards thank you so very much a big round of applause for Dr. Siriluck Thank you very much. For our next presentation is actually a video clip from the United States presented by (Dr. Rumpasri) Institute of human development University of during us uh if the team is ready you can uh start the presentation thank you very much. [Inaudible] (Dr. Rumpasri) ... and support parents in transition I found multiple resources but they all have some information in common the resource explains to parents about the spatial education law or IDEA and they charge right. The resource usually addresses something like what's going to happen when children with hearing loss go to preschool. What service might they be eligible for? Who will be their service providers?. How can they receive the services? What is the least restrictive environment.? What are the school options?. All this information will be described comprehensively because this is what happens need to know what parents needs to know before the child goes to preschool. Once parents know this information in general. Do you think they need to know information that is specific just for the child? Yes.  My question is who will specifically answer these questions to the parents like what's going to happen when my child goes to preschool. How will my child be supported? What services he or she might be a little bit for? Who will be his or her service providers? How can he or she received the services? What are the school options for my child? The answer to these questions will be discussed in an IEP meeting by an IEP which includes students general education teacher the teacher of the death speech language pathologist an educational audiologist especially the parent who is the most important person in the IP team in the IP meeting the IP team including parents will discuss and identify what would work best for a child when he or she goes to preschool. I would like to highlight the word discuss it means parents should have some information about what they would like for the child to be in preschool before attending the IP meeting so parents can express their needs to the team not just attending the meeting and listening to what the team tells them what is the best fit shop my next question ishow can the parent receive the information to prepare before the IEP meeting as I mentioned most of them are available online. Early interventionists can also provide these resource to their parents to help them prepare for the transition as well. For children with hearing loss there's another document that is paired with an IEP document. It is called a communication plan. Many of you may know that people who are never heard of hearing has a variety of how many case in modality. Some case receive information through sign language and convey the message through signing, right? through their auditory at visual input and verbally Express the needs. I met one student who comprehends information from reading and she sent her message through others by writing. What I'm trying to say is there is a wide range of communication modalities that people who are different heart of hearing are using. They are all individualized. Therefore, we can't assume that all kids who are deaf do sign language we can't assume that our kids red clay implantation we understand what you said and verbally tell you what they need. selection we as professionals have to consider each child's preferred more of communication. We need to know for example how can top team receive information through visual or auditory? How can Tonnam communicate with others signing speaking or writing, right? With the parent about the school selection and that is the purpose of the communication plan that is aligned with the child's IEP.I would like to stop at this point and highlight some ideas that you could Implement in your daily practice. If you are a professional who works with young kids and families during their transition you could provide a resource that is comprehensive and unbiased to support your families. The resource might address something like what's going to happen when your child goes to preschool? What is your child's primary mode of communication? What are the available school options in the region? and School contact is also a must. The resource can be a guideline that simplifies transition process step by step for parents to go through. For example; communicate with their current service providers visit schools talk to teachers or school principals and explains about the child's unique needs. Look for a program curriculum, School Activities, Support Services School cultures and environment accommodations and modifications opportunities for the child to interact with peers for example. The resource should not be your opinion or your experience. The idea of this statement comes from my research study in 2022 to prevent thigh parents, it is because if a parent meets 3 professionals, there are suggested parents based on their opinion 3 professionals, have 3 different opinions, this makes the parent very confused a good resource should include facts or accurate information that parents can receive, have time to think about and make a decision about the child's school placement on their own because they have enough information to consider and make a selection not because you tell them which school they should go to. Back to the IDEA law in the US, this law focuses on providing children with disabilities with free and app public education in the least restrictive environment. I know these are all law languages, right? And what do they mean? We have to go through each work what element that is considered appropriate and what is the list restrictive environment? This term refers to the environment that presents the fewest language and communication barriers. Although the United States have effective newborn hearing screening system comprehensive early amplification and intervention and high percentage of kids will receive cochlear implantation at early ages schools for the deaf still exists in the country because the US government have to provide a school with the fewest communication barriers for students with hearing loss. We know that the most hearing parents would like to take the child to a regular school. You spoke a language and try to pursue hearing amplification cochlear implantation devices this is not only in Thailand but in many countries around the world. However, I would like to encourage you to bring the concept of the least restrictive environment from the American law to consideration before you have a conversation with the parent because there are so many components to promote school achievement for students with hearing loss. We have to consider is that's child  fully equipped to be successful in the regular school and be able to learn from that environment? Is that school fully equipped to support that child's academic achievement? Is the family informed about their responsibilities that are aligned with their expectations? if you are at an early interventionist, make sure that your cases are ready to pursue significant steps and succeed in the school environment. If you are a specialist, make sure parents received information or support, reviews pros and cons of all available School options for parents to make a decision with confidence.  If you are a school principal or School staff, make sure you know each child's needs and plan for providing accommodation and modification for them. If you are parents, collaborate with schools and service providers obtain valid information to help you set realistic expectations. All right I hope you gained some ideas from this presentation in terms of what you can change or utilize in your daily practice to support families and guide them through a successful transition within challenging situations. If you have any questions or if you're interested to see an example of parental resources and guidelines IEP or communication plan, you can contact me through my email and have you to share the information I have with you and thank you for having me today. (Miss Alice) Oh wow not live, so she doesn't know that we're applauding her thing so I'm going to take a video of you applauding her 1 will get can I have an Applause for Dr. Rumpasri. Please thank you very much. It is my honor to invite this presenter to share their valuable insight and fighting with us. With a warm welcome to Professor Dr. Saengphet. (Dr. Saengphet) Good morning. Audian 1 a development audiobook and effective technology device answer it for and handicapped or under a private this disability uh because I am a lectuter forgot on I have trained teacher who work as a patient needs to call more of them uh they uh many device I think they should use device that is easy to look for. such as s audio book. a tlaking book government program created by by reader we at the bed in the talking book. in 1970 the term used as a casette. there are many formats; CD MP3 and download digital and uh uh payroll in Hardware device different UI different device, tools.  it is a recording of a book being read out loud .  audio book had been available in theschooll and public library many year we can look for audio book somewhere library and music shop. audiobook is recording a text being read spoken audio book have been available to schol and  public library. made prior to the end of video concept now DVD compact and download audio book Until 1980 that the medium begin to attack book retail and then book retail start repaying audio book on audiobook\in separate display. many year ago we can look for maybe in some big Counties in United States. We focus on a print  book. advantage of the book are durable. easy to share and no power, plug. and  cannot be easily to copy.it cannot easily to carry we have to look for the book in libraries. Rural  area in Thailand, there are no library only in the City. on University they have a libary and many book and uh nowadays a uh an electronic book of version uh I've been booked maybe PDF file we can read uh electronic Dy that is a expensive device because uh it's specially for books. we can get books from the device that many people have for audiobooks.nowadays we have audio book in MP3, or some format the author can use in the application, MAC or  windows. now there are many computer there are no CD DVD ROM. it's small now.  I give my student who depending could be a teacher in my class. and many people had to put it in CD rom but now we have many devices at Microsoft Windows They can type with text. so many uh people you computer to make audiobook. They can provide benefits check out in good convention in book and uh independent lanuage we can learn and uh listening Lincoln and were uh vocabulary skill uh we make them your phone for blind individual or  second language. audiobook or the new format audiobook can use uh in mobile phone or tablet. mobile phone maybe. IOS 8 iPhone. uh the media they them in the iPhone with voice over. and enjoy or something uh application talk back sometime we can put MP3 in smart TV in the classroom. many our Word document file can you in this uh because of lack of libary or  book no book in rural areas, I make my student to makeaudio book instead. the thing that we concern maybe there is uh uh some books we cannot transser because of the copyright. but luckily Thailand  allow the people with disability can make media for the handicapped no copyright.  Thailand allows that. audio book I think it benefits for the student for a teacher to learn. it can make Microsoft uh at Google Document application. The mobile phone can play it. I will I show you some of my students who use clips to  show how to use voice over the hello my name is Thonchai. and we talk about voice over voiceover is a screen reading that we can use by finger we can use it in our iPhone. and this program for children with special needs or people with visual impairment and voice over is easy to use, because it's combined with iOS and can you use the application that come with iPhone .it can correct easily when you turn on the voice over.and you also can correct the word the voiceover can explain to you everything including pictures like these pictures have the tree, the door, the dogs. Tuere is also Turning controlling features you can use the things figure um fingers to control in front of the screen. next I will show you how to use voice over.  to start voice over, you tap on setting. then , find the accessible features. you will see voice over on the top. tap on ... next we will see how the voice over works     next I will show you how to use it in Facebook app.  Then we will try to use voice over to read a book for us. [Thai Spoken]Okay we can use IP uh uh iPhone with io8 or Samsung audio Android. we call it talk back. but now a brand change to Google Assistant. it can really texts  to have sound. it can benefit for people. the I think on pupil old man uh people they can read and put the EF your phone and uh have got benefit from the but my work my research focuses on training people to make media.  if we wait for the auto people to make media for us,  Maybe not uh not uh concern with this.  May be some student  Primary School can record from computer or mobile maybe in 10 year or the author Maybe have the tech document can you in mobile phone io8 with an open it to bewith voice over with Android talk back we have visual libary  but the government has to attribute Thank you for your attention. the audio books is something that we all should look into. thank you so much for your presentation sir. let's get ready for our next presenter.cell our next presenter is assistant professor Dr Asst. Prof. Dr. Chawaporn Dhamanitayakul, Faculty of Journalism and Mass Communication, Thammasat University please welcome to Stage Dr Chawaporn thank you very much. let's have a round Applause for them. thank you very much.so good morning everyone. I'm form Thammasat University I'm going to present about my project the project it will we make it as a team from uh the different universities in Thailand, like Kasetsart University and NIDA National Institute Administration development. all right so uh it is about the developing the curriculum on media literacy monitoring and digital intelligence question or Primary School students so my area of the focus is about Primary School students.I'm  a little excited here so um for the introduction so as you like nowadays um today I should um children's are growing up surrounded by media and digital um Technologies digital environment, so thesetools are  not just a part of the learning environment I also like embedded in that daily life. At the same time as you see here from the picture, you know it's also like not only the opportunities that the children facing but also like the risk that they are facing as well. okay like for example  the Privacy, cyber bullying and things about online so that's you know the the reason like why we are doing you know this curriculum. the goal of uh the developing of our curriculum is to equip the young learner with the ability to critically engage with digital content from the early age. so we should equip them with the early age so that's why we are you know trying to develop the that help the teacher to you know Empower them with digital literacy and media literacy skills. The objectives the objective of the project is for develop practical and evidence-based curriculum that integrates media literacy media monitoring and digital quitients as we know DQ like as you know like DQ has been embedded in you know uh the schools not only like Primary School um also secondary school and in the University level. so this campaign or this project is funded funded by Thai media fund. or in Thai we call ... in the last year project so um this um project .the curriculum was developed under the consultancy project developing media literary curriculum for primary school education um talking about methodology of the methodology here in the methodology we have uh the curriculum design approach which uh studied like the documentary analysis for the 6 case studies from UNESCO command Sense Media um DQ Institute media smart e safety and also like we focus on the context like Thai context in umthe primary school.  in Thailand. then uh we have uh the framework that we are going to explore which is like media literacy racing monitoring and digital intelligence DQ pillars. then um we are trying to to you know um tell the students development level promoting experiential and emotionally resonant learning, such as like digital storytelling selves exploration and media analysis. we are trying to push them to to to umhave a skill of um critical thinking skill once they exposed to the media in the early age. and then we also have a focus group discussion with the experts who are from the academic areas that are really relates to umPrimary School levels. like for example people from um Ministry of Education and also we were having a focus group discussion with the teacher who is going to be who theones  that used the the curriculum. we want to make sure that the the curriculums accuracy at age appropriateness and contextual relevant. then after we have the curriculum  we had it like um kind of experimental we had a pilot test with School, in Kanchanaburi province. okay it's in the yeah what well my uh if I have to say like why we pick Kanchanaburi. its's because the geographical context and sees socioeconomic status context quite you know differences in that area so we try to um implement the curriculum in that kind of number province which we um collaborate with Gary primary educational service area office one.We also supervise this curriculum and also the pilot implementation by Office of the basic educational Commission. so we have  30 Authority teachers you know leader that implement the the trial with oue curriculum. okay let's talk about the findings.  what we have here um starting from like uh the case study comparison. this table is a summary of the comparative analysis. soeach of the document here um brings uh the unique strengths of how each of them empower media literacy and DQ for the the the the kit in the same level that we are working with, so these insights help us shape a well-rounded context our project. and this is a summary from the expert in size as we mentioned about the this group discussion and the expert Insight information quite interest and very very useful for uh our development of the curriculum. the most useful here is this word the learning package. because like once we had a discussion with the teachers with the primary school students, they were asking us are you loading me more work in the schools?we were trying to say that no we're not going to load more work for you, but then please help me how we can help so at the end they come up okay they come up with the the the word learning package, ready to eat they say they exactly use this word "ready to eat" curriculum . so later we trying to to to we're trying to develop a ready to eat curriculum  for the teachers that facilitate them to um Empower or equip the should the children with a media literacy and DQ. then we also focus on this uh this is also really interesting School space unique media literacy I mean like em IDL is Media information and digital literacy, so the schools face a unique midl challenges but students share comments psychological development needs s,o this is what we share what what they share in common with a different context of the school.MIDL and EQ can be taught using non digital methods promoting critical thinking through online activity offline activities, sorry so it means that with that different in you know the context of the school and also the level of um socioeconomic status of the childrenwe cannot say that with these differences with the poor level, student has a chance also to face challenges and you know online media so what happened even like this type of the school we also need to equip them with that midl and DQ skills too. so we're trying to you know from that uh finding the way to help the teachers to teach them once they face how the carnal life survive with the situation. The last thing is um here from the expert critical competency as a foundation. so uh the experts suggest that developing critical skills is a key fostering student resilience. this is a word that I like to remind resilience in ever evolving digital world. so this is like the suggestion from um the experts inside. so here is the curriculum that we have developed. so we had it in um e electronic form and also we have you know like a book, a small book but these are for teacher as a material. this is like the thing that I mentioned ready to eat curriculum  this is like the ready to eat that may help the teacher to equip the student with media let's try and also uh DQ skills and they will be able to monitor the media too. all right what do we have here is uh media literate in this Sub in this curriculum we have 2 subjects here media literacy and media monitoring and DQ. We wan to  make them able to monitor identify unsafe media to performed the media literacy competencies and also demonstrate Proficiency in digital skills and intelligence so we apply Bloom taxonomy to be the basement of the curriculum development and these are the list the list of curriculum learning outcomes categorized by the core area competency so we like try to adapt what we need to talk to that also psychological development, and daily lives. so this is the example here uh yeah it's in Thai but I let me I have a quick introduce about um the the activities the example learning activities for subject media literacy and media monitoring. so what we have here is .. we have the the activity for the the the the the year 2 students. The objective for teaching year 2 students, we are trying to make them identify the unsafe media content. so that's why we we develop that. and as I mentioned earlier about ready to eat or learning package, we provide this you know structure about the teachers need to use. for example uh the content of of the thing that that they need to teach and also the process of teaching. we have also developed the material for the teacher to  use and at the end we also talked about this rubric for  evaluation to facilitate the teachers to to to see like whether like that teachings experience achieve or not. okay so this is the example of the material that we have design for the teachers.We're trying to make it friendly to the teachers and in the same time for the the children too in order that like once the teacher access into our material they have to do is just print and use with the the the children. okay this is another example.so this is um learning activity for DQ this so this is for the year 3 so this is a teaching emotional, type of emotions and then it we link it to uh the Emojis that they might face in online world. we make them like you know uh give them the situation like case study and ask them like which of emoji you can use for this case study.and after that we had a pilot. so this is the example of uh the teachersvery cool teachers and very active teacher so they apply this to their class um uh in in the different as I mentioned earlier ,these are the first the first picture is a school in the city the right hand side your right hand side yes is in school in around the border of Thailand. okay so the evaluation like from based on pilot implementation. the student chose wrong a critical thinking about the media; they know more about the media. they have a higher awareness in digital safety and improve understanding of ethical content creation. so um the teachers noted high engagement in Practical uh applicability of the content. so in conclusion  the media literacy and digital intelligence quarter are essential for foundation of children's Digital Life, so equipping them with these competencies not just educational but it's the safeguard as they face ever changing digital environment. this curriculum provides a practical model of early intervention of digital education with the property show training community support, it can be scaled nationally. and extension of AI literacy is also recommended to prepare students for ethical interaction with emerging intelligence Technologies. when we talking about teacher training where actually this is the first phase of uh the project. Around October last year until December we had the teacher training and what I see from that project hi teacher there are really inspiring for pushing that students to be equipped with media and digital literacy.  they really concerned a lot they are so active about that before I finish my presentation, I have been coached which is like from the book in the innovator's mindset Empower learning at least Talent and leave a culture of creativity they say here: technology will never replace greater teachers, but technology in the hands of the great teachers is transformational. so this is uh if you are interested in our curriculum you can scan here from uh the website of time media fund and I also have the copy here. all right sothank you Dr hiropon your presentation every year is absolute excellent thank you so much much for sharing with us I really enjoyed it I think we have something that you wanted to present to our uh Dr Venus can you take over...anyone who uh who wrote a water bottle yesterday you can speak is up at a subject at the back of the room. Thank you uh anyone who cross a water bottom yesterday. You can pick it up at the subject at the back of the room thank you uh. QR code okay right now we're going to have a short break and it's going to be a QR code who did not scan it earlier please scan. And do that right after scanning after maybe 5 minutes we'll start with the next procedure thank you very much. [Thai Spoken]  If you're interesting in the curriculum of .. on you can contact her directly and asked for some sample.  And then so everyone can contact if you interested in her curriculum. Dr de are you ready yeah okay all right let's go to the next uh session. Our next presenter is uh oops ... Sorry about that a few changes I got all right on stage Dr Donnie Validates from the vice team from the Manila University. Please start your presentation thank you. Uh hello good morning everyone so again I'm Dr dhoni saludes uh I am the vice dean of the Manila Central University.  College of Optometry and uh I am here on behalf of Dr John Laurens artist. To present our uh the result of our study. Entitled uh effectivity of Optometric vision therapy and uh Rehabilitation among patients going to select uh clinic in color. I can see the Philippines. So uh for students special children and diagnosed vision problems can significant the impact academic performance. So we all know that 80% of uh what we know is being acquired through the eyes so any problem related to Vision can actually affect the learning performance of the students. so difficulties with eye tracking focusing and visual memory will result problems in reading writing and concentrating in class.  Vision therapy helps enhance these skills often leading to improved reading comprehension reduced fatigue and better attention span. So it enables a student to fully engage in learning without the frustration caused by visual barriers and this could result again to better academic performance and academic achievement. Optometric vision therapy is a customized non-invasive treatment program they signed to improve and strengthen the visual skills and deficiency. It goes beyond correcting eyesight with glasses or contact lenses focusing instead on how the on how the eyes and brain work together to interpret visual information. So vision therapy is particularly beneficial for uh those with binocular vision disorders. It means there is a deficiency or a problem in icoin and movement problems or visual processing difficulties.  Or the ability of the brain to interpret what is being um sense by the eyes. So by addressing these issues patients can experience a substantial Improvement in daily functioning and quality of life. So the objective of this study was to determine the effectiveness of optometric vision therapy and Rehabilitation among sense in a select vision therapy clinic in the Philippines.  So this is a retrospective study which was conducted at huarez Vision Center. The again located in koloa can see the Philippines wherein 101 uh patient records were studied and uh we focus on conditions like amblyopia. Meaning uh when we are talking about ambliopia this is actually a condition wherein there is a blurring uh blurring of vision. Which cannot be corrected uh fully buy glasses or contact lenses. And it is also that attributed to idc's to be smooth or misalignment of the eyes. The perception problem or the inability of uh the uh the child or the person to uh a certain distances and visual motor issues. So the the result of the study the re uh the study revealed that most uh patience underwent Optometric vision therapy and Rehabilitation where children aged 6 to 9 years old. And most of them are female. Distributes moose was the most common visual condition which is followed by... so cases showed notable Improvement in visual acuity. And the perception while patients with this traismauer...  And significant but it had they had significant uh gains in uh the perception so I hand coordination accommodation. When we are talking about accommodation this is the ability of the ice to Focus when we are shifting our gaze from distance to near and vice versa.  Uh and convergence uh problems also showed positive outcomes particularly in motor skills and visual uh focusing. So most patients with the perception issues demonstrate that significant improvements ministerial disease so in conclusion overall the findings support that Optometric um therapy and Rehabilitation are effective interventions for improving visual conditions. And enhancing patients with a visual function The findings also highlights the importance of the inclusion of optometrists in the team of professional as in the Department of Education. Sadly in the Philippines the department of education does not uh employ optometrist in schools. I don't know here in Thailand if you have a optometrist since who are uh who can actually diagnose uh um. We uh we should relate that problems which can can affect the learning of the students.Okay so recommendation so optometrist and Optometry students may use this study as reference to better understand. The effectiveness of Optometric vision therapy. And Rehabilitation and managing conditions such as um Lithia the business the perception difficulties. I hand coordination issues accommodations and convergence problemsso patients especially those with special needs and their uh parents can gain better. Understanding of the underlying visual conditions that may be affecting their daily life and academic performance. So This research emphasizes that ovt and Rehabilitation can significantly approval visual function enhance uh quality of life and support learning development. So other health practitioners are also advised to consider vision therapy as an an surgical option for conditions like extra business. So teachers and parents May refer their uh students to optometrist for vision valuation. Particularly for those who are not performing well in their class roll out this unrelated learning problems. The Department of Education and may consider hiring optometrists as part of their team. So these are uh sample vision therapy activities which can uh enhance the the visual efficiency of the students like uh the 1 that you can see here so these are examples of vision therapy that can enhance the convergence uh the IRB in use to treat um libia and uh other uh problems related to vision. So these are the sample cases uh we just included the uh sample cases regarding stabus it's because we cannot visually present. Improvement when it comes to the perception problems and the others. As you can see here uh this child has a problem with uh the alignment of the eye which can actually significantly affect their learning such as when they are reading okay. So as you can see there is actually significant Improvement. In some cases we still need to uh provide glasses uh correct the underlying uh vision uh problem first the learning the learning efficient first before we can do this and therapy. It and it enhances actually the results. Okay so again vision therapy is not just for children. So we can also uh perform uh Vision the therapy uh for adults. So again this is non surgical procedure so it's um less invasive as compared to uh surgical intervention. So so with that uh thank you very much and again uh I'm happy to be back here in Thailand.Thank you very much. Thank you very much Dr Donnie I'm sorry all the planning stage I'm just so nothing but that was a very impressive uh um presentation and it's good to see that today we're going to be hearing from the Philippines and we're talking about Optometry because the last few days it's been about here Erie like your hair loss and all that it's very nice to have something different for been a different few days so thank you for so much for your presentation. Uh hand a round of applause for Dr Danny please. Our next presenter is Dr Kyle Dr Kyle Joseph mituna from the M minis Manila Central University thank you so much. Whenever you're ready.. a good day everyone so grab I am Dr K Joseph matatena Ali optometrist in the Philippines and representing an Affiliated in Manila Central is it the College of Optometry Uh for D9 International Symposium on special education I would like represent my case study entitled clinical assessment and management of a patient with article visual impairment or CVI secondary to cerebral policy with microcephaly focal epilepsy. And gdd uh this case is in partner with my colleague Dr Maria Angelica Santos.  Sorry in relation to time it really let us Define what this terminologies are sight and vision. Site is the ability of an individual to see clearly. Crystal clear to see things in the environment and the Integrity of the organ which our eyes. On the other hand Vision Vision as a complex process wherein an individual well we'll see things clearly and followed by understanding what he or she is seeing. Combining these 2 with proper coordination an individual with normal process of sight and vision able to cope and to grow in the society. Scientifically and clinically 80 to 90% of the characteristic we have or we obtained are the results weak accumulated.  Uh sorry our site envision our Behavior are the results we accumulated in using our eyes our eyes has the big contribution to our growth and development as a person like this child. Even as what we are now is the is because of the sense of seeing and understanding. And now let us further discuss the definition of CVI or called cortical or cerebral visual impairment.  CVI is a brain-based visual impairment caused by damage to the visual pattern our visual processing areas of the brain. Next would be CP or cerebal policy it is quote as brain disease causing paralysis by this uh meaning.  Refers to the damage to the brain that causes loss of muscle control just like for example a cerebellum is damaged.  5 motor skills such as writing typing is affected. Next what is microseal it is a medical condition in which the cursor circumference of the head is smaller than normal.  What is focal epilepsy it is referred to the electrical and clinical manifestation of seizures.  That arises from portion of the brain.  And lastly is the gbd or Global developmental delay it is the significant delay in 2 or more developmental domains.  Such as motor skills speech and language cognitive social emotional development and daily activities.  Uh those with uh diagnosed with gdd are not considered with intellectual delay. So the further discuss about CVI it is says that CVI could be temporary permanently visually impairment. Caused by disturbance of posterior visual Pathways and occipital lobe of the brain.  The degree of neurological and visual impairment depends upon the time of inset as well as the location and intensity of the insult. So here in the slide these are the common causes ethology of Pediatrics CVI. The highlighted uh terminologies which part of my case the patient here will be having hypoxic ischemic encyclopedia infections.  Seizures and toxins and drugs. For the incidents of CVI according to skullzi and good for... CVI is recognized today as the primary cause of visual impairment in children in the First World countries.  In which Advanced Medical intervention are available to infants and children.  Uh in the Philippines there's no published articles or records with regards to the numbers of CVI patients. For the prevalence it says that 70% of kids with cerebral policy have CVI and according to any uh according to every studies articles.  Uh 64% of kids with CVI have epilepsy 72% have developmental delay. 20% have a autism and 20% have genetic anomalies these cases those with CP gdd autism there are still remaining numbers which are underdiagnosed with CVI.  So in diagnosing CVI  to help us to further evaluate and proceed with diagnosing an individual with CVI. These are the guidelines or checklist in assessing CVI condition. We must undergo patients to have eye exam that does not explain the child's profound lack of visual attention.  We must conduct case history taking with any neurological condition associated with CVI.  And for us to further evaluate we must see the presence of unique CVI Visual and behavioral characteristic. So what are these uh behavioral unique characteristic of the CVI.  These are the 10 Visual and behavioral characteristic of CVI.  First they are very strong having strong preference in colors red and yellow. Second they have a need for a movement to elicit or sustained visual tension.  Third visual latency when we say visual latency they have lag or delay fixation of objects or target.  Base field preference and fifth is the difficulties with visual complexities meaning of this uh patient with CVI.  They are we we wanted to avoid them in crowding crowded areas due to crowding phenomenon. So if the setting or in the room. The things must be in storage area because the contrast is very important to them.  Sixth is the light gazing and non-purge gaze. So patient will see we are a very attentive to light blinking lights.  7 difficulty with distance viewing.  8 absence of typical visual reflexes. Example blink to touch between eyebrows blink to threat meaning when the kids are in France when there is an approaching object to them.  Like touching your fingers on your forehead. The initial reflex is that the kid or the infant blink or close the eyes. However with CVI they tend not to blink their eyes when there is an approaching uh objects or threat to them. Difficulty with visual novelty when we say this um they having difficult is to respond to a new object. So when you present something new to them without uh detention. They could not easily fix it to that new object. 10th absence of visual guided reach. And after getting the checklist of the 10 um Visual and behavior character. We must undergo them to functional vision I just wanted to compare what is visual function.  When you say visual function it answers I got it.  And when we do functional Vision to see V patient they must understood and answered I got it and how I used it.  It is very important to them to measures how well a child uses his or her vision.  The perform routine tasks in different places and with different materials throughout the day.  For my case I just want to have a disclaimer later I'll be showing my patients face so patients pictures photos are consent and sign that would be presented to this um event only. So in this case I'll just run through it. So during uh this is a case of a 6 year old male diagnosed with CVI secondary to CP which focal epilepsy microscopy and gdd.  So in history during the perinatal period on the fourth month stage the mother had chicken and there was no any medical intervention intervention was given.  The mother had only 1 visit of ultrasound on her 7th month. And the child was born full-term through normal vaginal delivery.  The Midwife in charge noticed that the umbilical cord was wrapped around the child's own head and observe of discoloration.  On the sigma on the sixth month of each child he was rushed in the hospital due to seizure and was given fob barbital drug just tap the seizures.  Doctors recommended having CT scan and the results shown with CP. Or serial blood policy secondary to microseal and hypoxia . The patient under the encyclopedic refraction and resulted to mix a stigmatism and the and the doctor diagnosed the patient with CVI.  So in preliminary examination conducted. Uh in this case it doesn't we did not use um any letters ships numbers as a tool for Target. uh Vision we use a measurement of a toy which size as 80 cm in height.  And 50 cm height for the near visual Equity taking. The patients uh an AED meaning no glasses right eye on both eyes.  Patient able to perceive the target it is CM toy at 100 cm. distance and for near both eyes patient able to perceive toy which having 15 cm. height at 50 cm.  With the patients current prescription or habitual correction at with power of the right eye plus 200 with -400 a stigmatism access 180  and on the left I positive 150 with -200 a stigmatism access 18. The patient able to perceive at the size of the toy which is 80 cm at 50 cm.  And at near the patient able to perceive the target 75 cm.  Other preliminary test was conducted pupil size are dated in nature which is MIDI under normal elimination measures 5 mm.  Swinging flashlight test having no signs of Marcus gang I forgot to write down that the patient also has smooth or smoothe.  Full gazes however we observe nistagmus of the ice fungus of the moscopol what i is having pale background.  Well delegated optic disc blood vessels are thinner and pale.  After this we conducted objective refraction uh on the right eye. We that we have the net value of Plano with -600 stigmatism and on the left -I00 negative 400 a stigmatism access 180 and the patient was able to perceive a small toy at 150 cm distance.  So for us to determine as well.  If the patient has CVI this is the example of checklist uh to determine that the patient is having to diagnose the patient with CVI. And also we also adopted a uh the last first day we discussed The Shining oh this is to help us to further evaluate the functional assessment of a patient uh low vision this is a shining Oak which is a tool adapted for Filipino children.  To assess growth and developmental milestone from Civitan Asia research in Institute.  So this um... management or uh activities will be suggest uh suggested schedule. A variety based on the child's capability so for the assessment uh patient have found out diagnosed with CVI based on the visual and behavioral characteristic.  Caused by hypoxia microscopy focal epilepsy and gdd.  After visual objective refraction resulted to mix a stigmatism on both eyes.  Significant amount of Correction was seen on the old prescription compared to the result of static retinosis.  This is due to the fact that the child under gun cyclopen refraction during the time. Functional visual assessment was done and resulted to 11 over 19 which compiles the characteristic of CVI patient.  5 developmental areas have found out that there is a significant delay.  Smooth Pursuit revealed full in all cases however of tasks period to pay for those background and tenure vessels that usualpatient has makes a stigmatism on both eyes and confirmed a condition of cortical visual impairment.  For the management we suggested to retain the eyeglasses and have strong color preference observed may be developed Upon Time by exercising and presenting different colors aside from preferred color yellow until such time that the patients range of known colors will widen.  Also observe proper guidance of the given schedule of activities for both develop developmental of eye brain and motor coordination.  For now there is no treatment or cure for cortical visual impairment.  However early intervention Vision rehabilitation services and educational vision can help to ensure best use of available Vision function.  For some children with CVI vision gets better over time. But everybody is different so this was the actual um methods that we have with the patient so Pikachu is the bigger size and the other yellow target is the near visual equity um target as you can see the patient is also very attentive.  More focused when there is a shining material or object.  And during uh this uh a static retinoscopy the patient was lying on the ground. The CP because patient um always scrolling moving and not very attentive during the examination. Even without sight there's still Vision so thank you everyone tap and clap. Thank you very much. Thank you Dr. Kyle. Our next presenter is from the Philippines as well Dr Brian yosua bernado from the College of Optometry in the Philippines . Whenever you're ready whenever you're ready Dr Brian. Hello good morning everyone I am Dr Brian Joshua Bernardo a faculty from Manila Central University College of parametry and Manila Philippines.  I'm here to present a clinical case study titled clinical assessment and management of a patient with accelerative retinal detachment secondary to retinal capillary Emmanuel. Before we start the presentation I'd like to acknowledge my co-author John Patrick Bernardo So to see the flow of the presentation. We'll start with the introduction so some terminologies and the definition of the positions. The patient's history clinical findings diagnosis and management and the key takeaway from this case study. So first let's define this 2 terms are umbrella under visual impairment okay So according to the WHO we can classify them by either the virtual Equity the clarity of vision or the visual field the extent of what a person can see for low vision their clarity of vision should be equal to or worse than ... and for visual for their visual field it should be less than 20° so just to put it into perspective. For those who still remember this reading chart on the right. So that's called the snail and chart.  So those who have eyeglasses maybe in the clinics you saw this chart but nowadays we use digital charts right.  So for a person with low vision even with glasses or contact lenses.  The Target that that can be that they can only see the third okay from the biggest letter. Now for blindness it can also be classified through the clarity and the extent of their vision but the difference is it's okay. Again for the clarity of vision for a person to be categorized as blind. Not all blindness are equal okay when we hear the term blindness the first thing that comes in mind for me personally.  Then I just closed my eyes and I think oh that's blindness I can see a thing but not all not all people who are categorized as blind.  Are the same okay so some patients that are categorized as blind. They can really see a thing okay it's Pitch Black some can still see light and some can still see some detail but it's for very large objects okay.  So according to the World Health Organization for a person to be categorized as blind when we check for the clarity their Vision should be worse than 2400. Okay again for context the big letter e on top that is 2200. For a person to be classified as blind you should enlarge that e more than twice. That's the only thing that can that they can see okay.  And for their visual field the extension should be less than 10 degrees.  Now that we got that settled we'll go to the conditions of the patientso the first condition that the patient is suffering from is retinal detachment. I'll only explain that cuz that's what our patient is suffering from so retinal detachment is a condition wherein the retina of the eye the inner layer of the eye detaches from the middle layer from the core. Okay so there can be 3 types of and tractional.  For our patient she had excavated.  So extra native retinal detachment happens.  When there is a fluid buildup in between the layer of the retina and the layer of the choroid.  Okay and that fluid buildup pushes the retina away from the core is causing the detachment.  Now what causes that fluid buildup so it can be a retinal disease it can be due to trauma. But specifically for our patient it's because of a disease.  Which is the retinal capillary Emmanuel blasto. This is a rare condition wherein there are 2 more formations on the failure is of the retina okay.  Now or syndrome when we say non syndromic it's just rch by itself. There are no other underlying conditions with it.  But the more common type of rch is the syndromic.  And particularly rch that is syndromic is associated with the 1 H linto syndrome.  This is 1 of the rarest conditions genetic conditions in the world. It only happens for 1 in every 36,000 Birds okay. So if there's a 100,000 here.  There might be a possibility that only 3 of them have vhl it's that rare.  In the Philippines there's only a handful of recorded cases for vhl and we haven't diagnosed our patient with vhl yet but we suspect that she has the VHL and the reason for that is because I'll go back to rch rch if it's non syndromic. Its age of onset will be between 20 years old to 30 years old. The signs and symptoms but if it is syndromic. Its age of onset is earlier okay. Our patient is only 9 years old. At 9 years old she was already diagnosed with the retinal capillary hemoglobin.  So it's a big possibility that she also has the 1 HP Lindo syndrome.  Now vhl is very concerning because it doesn't only affect the eye it also affect other organs so what happens with vhl . We have a specific Gene called the vhl gene.  So if you have the syndrome your vhl Gene is defective it's faulty  and the function of your vhl Gene to suppress tumors.  Okay it suppresses tumor growth. Unfortunately if you have that syndrome there is a high risk or you are at a high risk to develop tumors at the following organs the cerebellum the retina of the eyes the spinal cord adrenal glands pancreas and kidneys.  Okay and the life expectancy of this patients are 40 to 50 years old only okay.  So it's it should be diagnosed very early.  Now let's go to the cases 3 of the patient. Back in 2020 the first sign that the patient or the mother so from the patient is that she has an IBEW specifically her eyes are turning outwards.  But the patient herself had no complaints for her vision so she feels normal. She can see she thinks she can see clearly.  So her mother didn't bring her to an a doctor to check her eyes. In 2021 patient was brought to an optometrist due to blurring of vision.  But they were referred to and of them due to a suspected retinal coloboma. Prescription glasses were not given as they have been told that it will not improve her vision due to financial struggles.  The next I exam that the patient has had was a year after from 2021 to 2022.  Patient was examined by an opthalmologist that was also referred to a retinal specialist because of a rare condition.  At this time patients complain is already severe bearing of vision.  I highlighted the severe blurring of vision just to seethe fast progression of the disease from 2020 the patient feels that she can still see clearly. You can still see properly. But in 2022 she are having struggles with her vision. That her mother notices she has slight bruises on her arms and legs. Because she's always bumping on the sides of objects. 2023 at last she was brought to a retinal specialist and on 2023 she was diagnosed with the retinal capillary hemoglobin.  At this point her left eye is already blind totally blind and she stopped coming to school. She came from a mainstream school but at 2023 just stopped coming to school because of her struggles usually and on May 10th 2024. The mother because in 2023 she was suggested to have a surgery for her rch.  So in 2024 they decided to get the surgery but unfortunately the surgeon will take up to 6 or more months before the procedure.  So the the mother look for other interventions so that her child can go to school okay.  So let's go to the findings. Unaided visual Equity at far is ... Ft remember the chart earlier The Big E she can only see the Big E gets close at 2 feet. This close to her okay on her right eye and her left eye can't see light. There is no vision on her left eye. During refraction is also showed that she has a refractive error of plus 7 sphere combined with 275 cylinder axis 20. But unfortunately the prescriptions didn't help it made her vision worse. So the doctors decided to not give her any prescriptions. For the pupils right pupil is still reactive to light and when looking at near unfortunately her again her left eye already.  So it's not reactive to light or anything or any stimulation visual stimulation and she also had another phenomenon a very rare phenomenon in her left eye. Which is the Hayman Bill chowski phenomenon so it is a type of nistagmus.  Monocular and establish only 1 I has the Jitters or the jerk and the jerk looks like this.  Her eye moves oscillating like a sine wave from left to right and right to left okay. This phenomenon can only be seen after years of development of a profound visual loss okay.  Her visual field so that's why she's always bumping into things. She has no peripheral vision and even though she still has central vision still very poor.  For the diagnosis again she was diagnosed with excavated retinal detachment.  For ... and blindness we haven't put vanilla in the syndrome in the diagnosis because there should be further testing to make sure that she really has that condition. For the management number 1 patient education on how to cope and adapt to daily living with her visual field loss and severe burning of vision again. We need to give pointers and suggestions.  When it comes to her ads the activity of daily living because with her condition it's very hard even just to leave everything. Number 2 RBI is a NGO in the Philippines resources for the blind Incorporation.  So they do counseling they do assessment management and even job opportunities for the visually impaired.  Number 3 of them just referral for urgent treatment of her ocular disease. So the surgery should be the top priority because eventually her right I will also get blind. If won't undergo the surgery. Number 4 she also she was also referred to an internist and oncologist for the suspected vhl.  So we need this 4 test are we suggested this for this to confirm if she really has vhl. Number 1 is the multi genetic testing if we see that she really has a faulty gene that we can really confirm that she has the Von hippo in those syndrome. .f not if Gene testing is not really that accessible we can go with the ultrasound the MRIS. If they found any traces of tumors on the other organs then we can really highly suspect that she has vhl and lastly low vision 8 we gave them we gave her a telescope for far.  For spotting objects and an electronic magnifier at near.  Unfortunately electronic magnifiers are very expensive. So we actually improvise an electronic magnifier for her. So this is uh that is Patrick my brother.  So for the unneeded distance VA again she can only see the biggest letter at 2. But with the telescope she can see the second line at the normal distance okay. So that's a very big Improvement for her. At near she can only read that near without any AIDS at 4 inch. with very big letters.  But with the magnifier she can see the smallest letters even though she is looking at very near at the magnifier.  But instead she can still see the bigger letters and she can still write read and write with the improvised magnifier.  So the improvised magnifier will cost around maybe 2,000 to 3,000 that but the conventional ones they cost 15,000 to 20,000 okay. So a very big to cost reduction and the good news is she's actually back to school right now. She got her confidence back okay. But she's still in the mainstream School. But although even though in the mainstream schools she can still she can still read in right now. So I leave you a code but it restores Independence dignity and the ability to live life with purpose and confidence with that thank you. Thank you very much it was a very good flow nothing to be nervous about very flawless excellent and made us look at people with the blindness in a different way. Thank you so very much.  This is what a very interesting Christian stations next presenter in the presentation. The the study of prototype ties finger spelling animation for running on smart for buy phones. Please keep warm welcome as item Professor Dr ... put at a sign University of Technology Thailand.  Please welcome Dr...  Good morning everyone my name is ... I confirm University of Technology. Before I present I would like to uh thank you that they found the Chan in Thailand and Dr maliwan. Today I would like to present this my research uh about forget on the development of I think failing that 3 event for teaching individual colon Thai sign language in topic research is the study of Thai fingerspelling Animation for learning on smart mobile phone. Communication in uh this world is important as of every day but the people with hearing impairment. Can be challenged and effect their quality of life. This is because they communication different from the people who can hear. Most people use speaking, listening, writing to communicate in concerns they have in the video often use sign language and rely on visual cue. Because they cannot hear sound. Thailand has 400,000 people with hearing accounting for approximately 19 29 of the total population of person with disability.  Today AI has show great in the support people who hearing impaired for example voice to take technology allow spoken to be turned into check. With help their individuals conversation in real time. This is specially used in online learning.  Where communication is often  a challenge of uh all deaf student. AI can also converse to be to sign language to deep learnings helping to link spoken language in sign language more effectively. In addition AI can turn sign language to take or spoking inwwords. Improving communication between hearing impaired individuals and authors.  AI may be a tool that helped equality and reduce communication barrier.  For people with hearing impairments.  This is study on the potential and limitation of current technology to decide approach for AI based sign language interpreter.  This study in the first phase approach that for applying AI in design to system and are suitable to align the development of sign language interpreters. The type scripts are writing system use for Thai language. It in quotes 44 consonants letter and 16 warwell symbol. That can be combined to 32 different over your voice.  And for tone marks. There are also other special marks used in writing Thai fingers spelling was modified from American singles spelling by kin k and has been used until today.  This research design in based on this national network uh really useful in turning hand landmarks into sign language. They can understand the complex pattern between 21st point on the hand.  Such as ... Such as uh how finger bent and how the hand rotation.  DNN also works well with different hand shape and camera angles because they learn from a lot of example marking them more flexible.  Also DNN Network well with tensorflow.  And can be export introduced in website.  With the 2 like tensorflow.js. So they can the political right and in the browser without needing the server.  Research team is uh 1 prepare the video for 6 time script. Example .. is a in uh American spelling finger spelling B is booming my entire finger spelling.  J J is Joan in Thai finger spelling.  m m is Mama or horse in Thai finger spelling. R is not in Thai finger spelling. This AI by natural Network with the program teachable machine train AI sening the hand Landmark for machine learning. And 4 export the model in the website or mobile to be uh interface by... This is uh the workflow for for the research team. And now the analysis results by 1 Way Anova. To study the different of satisfaction score among prototype school. The results show that in between group sum of square equal 1.4 and which includes some for uh equal 20 uh no 32.395 and if equal 0.427. This indicates that uh no set this significant difference certification. In the 6 prototype group so is this prototype is suitable and aligned with the developments of sign language.  The Thai finger spelling can apply this prototype to use DD work. And I think if uh we train the AI for 44 letters.  It can use this AI interpret the letter to Thai finger spelling and ... thank you for attention. Thank you very much that was very impressive learning sign language here as well that's really nice. We really are getting a different breadth of work here no so thank you so very much doctor yeah. May I invite our next presenters um Miss piima 1 more and Mrs kanduang more from The Drew kale central school in thank you very much. So they call and good morning ladies and gentlemen to introduce myself I'm pamo a teacher working in inclusive education program in dual higher Secondary School Bhutan. Good morning my name is and I am also working as an inclusive here in Bhutan thank you. Uh we are here to present you about empowering a child with General policy through vocational class.  Before we present our paper let's go to the school statistic.  Our school is a higher secondary school where we provide the service to children from grade to 12 no school we have 700 children and from 700 children we have 15 students who are children with disability.  We have children with several policy autism Down syndrome and intellectual disability.  So let's look at the case profile of our child if you look into developmental history he was born at 32 weeks crawled at the age of 2 years walked when you were 4 years old. And he was diagnosed with cerebal policy. If you look at his strength painting. He is good in football too. Uh he plays with his class team and most of the time he is the goal keeper and sometimes he plays as the midfielder. Then he finds joy in cycling too the challenges he have uh histograms with writing as he has fine motor issue he has the problem with gripping the small object he also has written speaking issues.  The support we give from the school we give physical therapy to him we provide life skill activities and academic he attends the functional curriculum and he attends the vocation class. Uh well see out here is the condition that affects uh the movement the posture and the condition of the uh balance of the child. And uh sorry people see impacts the motor skills.  Their communication and sometimes the cognitive development of the child that's why they require um support therapy therapy and understanding for individual like us.  So that's why we have our case study is  to highlight about a child living with cereal policy and learning laundry resist skill. Practicing traditional painting and then and earning an income during the trans to independent uh living and work.  We all know that a child with disability will be not able to exceed in the academic. So we thought of starting with the vocation education so why vocational class for our children. Number 1 booster of the self extreme it builds up their confidence when their friends are in the mainstream shedding they attend the bookstore class and they get the extra skill. And they are aware that they are not only getting the academic skill but also the vocational skills. So it builds up the confidence of the child. It's also enhanced both mental and physical ability of the child. It also helped in the social interaction because they have to work in the and when they walk in the team and when they work in the team the collaboration is there and there is a communication skill so the talk with each other and their communication skill improves too not only that we also cater to the emotional well-being of the child. When such activities the introducing the school it supports the mental health and emotional stability of the child.  Not only that the vocational skills helps the child to be independent. And in future we are preparing them for the job. So with this we started 2 basic or 2 pre vocational activity.  We started with the laundry service and the traditional painting.  Why did we go for the laundry service.  Our school is the residential school where 50% of the students light in the School.  And our school is also uh 1 of the school in Bhutan which uh gives us service of Bhutan Bachelorette program. So most of the time the children are engaged in the school activity and they don't have much time for the laundry. So we thought that why don't you take advantage of that when they don't have a time for washing their clothes.  Why don't we provide the service.  So we took that initiative and we charge a minimum rate for the service they get from our children.  And we open the bank account for our children whenever provide the service their accounts get filled up.  After doing that on what we felt is that we are not only providing the service to the that we are fulfilling our Kings vision. The vision of producing skill independent and responsible individual it's a small initiative but it is going to impact for the long term.  So benefits of laundry class it develops the fine and motor skill. In our school when we talk about the laundry the laundry is not done only in the machine washing is not by done only by the machine but we have to do by our hands so their motor the fine motor uh skills are developed their and it also helps in the cognitive and organization skill.  Because laundry service is a structured method which they have to follow.  So it helps in the cognition and organization skill.  And they become responsible they know every Thursday and Friday. The laundry day and they have to be ready for that 1 the sensor into a sensory issues are also ignited and the social skill because they have to take the laundry from the mainstream children and they have to ensure that it is given that their children.  So it helps them in the communication skills too.  So how did we started the procedure we started looking for the external funding you got the funding and we bought 2 washing machine missions and 1 dryer.  So a dryer in our area because our school is located in a place it's known as a rain pocket area and in summer it rains a lot and we don't have time. We there's no sun to dry the clothes so we brought a dryer too. For for the service which we are going to provide.  The child start in a structured method what they have to do and they had learned the skill of washing drying folding the clothes are in the clothes and even the service delivery.  And the second pre-process now which we started is the traditional painting why traditional painting if you look at this building this is the traditional House of our country. Even if you build a house with the Mint or the concrete it is mandatory of our policy the country's policy that it should have a church of culture and the painting of Bhutan witness painting so we thought that we'll start with the traditional painting there is job market in our country.  Uh why we uh we have traditional painting and our uh school is it also reflects our commitment in preserving cultural values to gross national in uh Val gross national happiness. Not only that it has many impact on uh office the child living with a cable policy. Uh it has uh significant um enhance in pattern recognition through symbolic and repetitive elements.  Not only that it also helps to build the creative skill for the child who is living with ... policy as he was able to communicate um and do self-expression through this traditional painting.  Not only that he was also able to gain  uh fine motor control and also to be able to have uh imaginative thinking which contributes to the creative skills. And this also contribute to the work skills because the child was able to learn things like um completing the tax on time not only that he also uh develops the patients while doing all the this vocational so that the traditional painting also uh gives uh the child to enhance skills for income.  So we have started the child there he has started from the basic uh tradition paintng and gradually the child was able to produce the refined techniques.  From uh Technics of the traditional painting which impressively the child was able to showcase his skills beyond school and even earn some income from his painting.  So um from this case study we would like to see that as many researchers presented here the child was able to um develop physically and also he was able to uh improve his fine and gross motor enhancing coordination and physical endurance.  Not everybody of us are mean to be doctor or scientist. We need somebody to light the bulb when the doctor cannot see.  So that's you that's USA and also we are able to um find cognitive growth.  Throug the vocation that we give so cognitive growth through uh cognitive growth. We are able to boost problem solving and focus. By reinforcing sequencing and memory for the child and through the vocational. We are also able to have Emo uh emotional empowerment which built a self-esteem through hands-On success and provide a sense of propose and joy. Not only that uh skill Improvement whereby the child is able to learn the um skills in laundry and traditional with increased productivity and creativity.  And economic employment we were all able to  see income generation through Boost itself steam by the child who is living with cerebral policy and improved Financial Independence as well. And social interaction for this child we see many um involvement in the teamwork and improved uh communication appropriate communication skills which promote uh inclusion and peer peer learning.  So finally what we would like to see here is that through uh this vocational skill to the child we are able to have Community inclusion highlighting it not disabilities as somebody.  Earlier mentioned that we need to focus on the strength of the children who are living with disabilities.  This will help to strengthen the social acceptance and belongings.  So let's look at the challenges we faced.  It's the accessibility we don't have big rooms where the child gets individual learning spaces so this is 1 of our challenge.  Another thing is the funding for the materials when we learn traditional painting we have to buy the paints. And we don't have much fund for that one. On top of that we don't have trained instructors. In school at present we have a teacher who knows the basic of additional painting and he is uh teaching the child or the children. What he had what he knows so what we feel is that is very important for us to have train structures in the school.  The recommendation is that it's moth to have a vocational training in schools.  It is very important to have a vocational instructors who are trained and make sure that accessibility and continuous mentorship is there and implement individualized training plans and assistive technology. So ley's look at this is a beautiful place it's known that song in our language and 1 fine day you have already seen our child is by the house owner to paint the both the 1 find the our aim is that not only will be painting the house he should be included in the fourth painting also. And thank you very much.  Thank you very much teacher per and teacher can you from ban for your we are wonderful presentation. And our next speaker is very very famous specialist uh from the USA. Um please welcome uh Dr Ron's radio from the USA But on behalf of uh Dr Ron presentation uh kundra to help us to explained his work.  Are you ready... this is more nerve-wracking than present than being your host because I have to present on behalf of somebody who's very very good Dr Ron beer is from the United States and he's an intern teacher in the USA and I've personally met Dr Ron. Uh he has come to Thailand train special education teachers in English so that they can actually teach the deaf people how speak English.  So he's come here many many times as Dr malavan will no uh and it helps so many people. So let's hope I can do justice to his presentation.  Of the 400...  Okay we're talking about employment of the disabled.  Of the 472 000 disabled people of working age in Asia 1/3 are are employed.  Low 28% employment rate for disabled workers in Asia's ILO. 25 Asia Pacific countries have quarter systems for hiring bled workers.  472 million working aged persons with disabilities are unemployed or underemployed.  Philippines 57% of people with disabilities are employed. Vietnam 30% of people with disabilities are employed.  China 84% of people with disabilities are employed. China's quarter systems team affective. Thailand 76% of people with disabilities are reported to be deployed in most the agriculture sector.  India 36% of people with disabilities are employed. Reasons youth with disabilities do not work lack of awareness accessibility discrimination stigma limited policy and enforcement.  Limited education opportunities transportation and logistic barriers.  Lack of confidence and lack of adversity sales.  Now the types of employment for workers with disabilities what is it sheltered employment supported employment open support employment and open inclusive employment.  Here are some photos of Asian workers and study programs as you will see in different fields.  Types of employment for workers with disabilities what are there... Sheltered employment as segregated workshops are tailored support and accommodations limited production. Supported employment integrated settings specialized support and training supports in finding jobs and specialized training.  Open supported employment fully inclusive employment where workers are recorded on a trial basis by schools and agencies until fully hired.  And then again finally open employment a fully inclusive with minimal training or salary reports.  Now we're talking about open supported employment what is that workers begin prevocational orientation and pre and primary school and high school students are retested for vocational preferences.  Student visit places of work and meets the workers students select the top choices for placement and is allowed to volunteer at these places at least 1 day per week.  In the last 2 years of high school a work study program starts with a student works part time at the selected job. During the last 2 years of high school work work hours increase the student works half time in their last year of school after graduation a funding agency. Case the employer and agreed wage for the first 2-3 months with the written agreement to hire the worker if they are successful on the job.  Work experience enables young adults to what start in preschool work awareness well. Elementary School introduction to professional work aptitudes and interests that documented and cultivated with visits to work sites.  Work-related vocabulary is introduced in high school subjects are taught using examples from work sites of Interest.  Develop practical skills and information that are applicable to their intended professional pathways.  Gained insight into corporate culture and expectations simplifying the transition from study to job.  Development ... to Future opportunities demonstrate their strengths and to some misconception about the disability learn about their talents.  Interests and opportunities for personal and professional development.  Here's some photos of students working in different jobs.  As you can see it's from different parts of the world. Uh and you're trying their best and learning and you know they're pursuing what they want to do.  And the final Message from Dr Ron and I I agree with this work is love made visible.  Thank you very much and I hope I made adjusted to Dr Ron thank you to Dr Ron yeah. All right while I'm while I'm still on stage uh I would like to say a few words. On behalf of the foundation for the deaf under the role of patriot of her majesty the queen.  From our chairman Mr susanann chotika Satan from a darling Dr maliwan Thomassang and for myself we would like to thank the University faculty of Education under the great leadership of sorry... of associate professor Dr Venus Sutton dean of Faculty of Education interested in University. The entire team here at the faculty of Education has done a tremendous job starting from the registration to putting all the teams together when you come in flawlessly each person knows where to go it's given uh a bag register and look at this every single day. We've had flawless and for this I really would like to thank the team above let's give them a round of applause without the team above today would not have gotten very well. So from on behalf from all of us thank you so very much.  Another round of applause for certain District University faculty of Education. For 1 more thing uh this book that everybody received 175 pages the team back there worked night and day to finish it so that we could all have this so thank you so very much for the team right. We come to the last part of this presentation of this absolutely wonderful Symposium that we had and we learned so much before we move forward. I would like to invite Dr maliwan to the front so that she can give uh certificate to all of our foreign presenters thank you very much. read the name of the presenters and we will present the certificates to them.    Mrs susheela Guru and Mr Yeshua gashin.  Mrs Pima wangmo and Mrs candu wangmo.  Actually it was the same as uh for or susheela you had to come back together sorry I'll send him a separate 1 so if you can just hold that yes.  For Mr why I'll send it yeah.  Uh can I have the certificate back yeah yeah I I'll change it for you. Yeah I'll change it for you just for the photograph yes.  Next Dr John SherwinDean.   Dr Caroline Farah.  Dr Chen. Dr Jennifer Lin Winola.  Brian Dr Brian yosua Bernardo.  Okay Dr Kyle Joseph munia. Okay 4.	Dr. Donnie Y. Yuledes.  Dr Hiroki Furuta.  Dr. Miwa Ozeki.  You've got yours ready right so yeah on behalf yeah. No this is for Dr miwa. Doctor for a can you accept the acceptance for Dr Prasad please thank you.  Okay... assistant professor Dr s Pitt children ratke.  Assistant professor Dr chawa horn ...Okay a sin Professor Dr  wood with data son. Okay associate professor Dr can we find... I'm not sure if uh is here the hall. No okay maybe okay if any errors on the certificate please let the team know and we will correct it for you so that ends our award ceremony for this so Dr maliwan please close this absolutely wonderful symposium yes.  [Thai Spoken] Ladies and gentlemen as we close this meaningful symposium. I want to thank each of you educator researcher policy maker parent and my beloved students and especially my deaf friends and students. Over the past session we have explored how to better support children with special needs. How to better support children with special through every stage of life. Learning living and working.  The idea share and connection made here. A powerful reminder that change is possible when we work together. Let us take what we have learned and continue our effort. Beyond this room.  Your dedication is through driving force behind the inclusive and supportive education. Thanks once again my friend for being here.Being part... safe trip home and see you next symposium thank you very much. Let's have  go together and the stage please can we get together for a group photo.  Dr maliwan do you prefer can you go on stage and we all meet you up there. I think middle over there.  You want to have it on the stage yeah on the stage can we have all of us please come on this to take a photograph to remember absolutely wonderful ... please come on stage.  So let's call the photographer to help. Some can stay here some can go on the on the stage well please.  How can we have some more people on the stage please.   How can I help... so like to invite all of the team um from equity of education and you can stay on the line.