WBU-ICEVI 2012
WBU-ICEVI General Assemblies: Achieving Our Vision through Empowerment and Partnerships
8 – 18 November 2012
The Imperial Queen’s Park Hotel
Bangkok, THAILAND
ABSTRACTS
WBU General Assembly Days
14 November 2012
Time:9.00 – 10.30
Title of the Session: The Role of National Members in a Changing World
Presenter:Aubrey Webson, Perkins School for the Blind
Abstract:
Joining disability alliances or networks for promotion of human rights of persons with disabilities must always be seen as a strategy for strengthening the blindness rights agenda and organizations of the blind advocacy.
In 2011, a coalition that included AFUB, Sightsavers, several DPOs and human rights agencies in Africa jointly designed an advocacy strategy that led to Press Statements and a successful Petition to the African Commission on Human and People’s Rights to defer the process of developing an African Disability Rights Protocol without participation of stakeholders.
WBU-ICEVI Joint Days
15 November 2012
Title of the Session: MDVI – Assessing Community Needs
Presenter:Frances Gentle, ICEVI
Abstract:
Community Perspectives on the Needs of People with Multiple Disabilities
The focus of this presentation is on the needs of children and adults with disability and their families in PNG and Timor-Leste, as identified through qualitative transformational research undertaken in Papua New Guinea (PNG) and Timor-Leste between 2006 and 2012. The needs of people with disability and their families are presented under the following five themes: (i) social and cultural beliefs, (ii) geographical location (urban, rural and remote communities), (iii) school accessibility, (iv) financial needs of families, and (v) post-school employment and social and financial independence.
The solutions proposed in this presentation are based upon intensive analysis of innovative, disability-inclusive educational reforms implemented by the PNG government over the past two decades. The case study contributions of 32 leaders and practitioners who participated in the research study have galvanised the presentation’s emphasis on human rights and empowerment for children and adults with disability and their families.
Presenter:Kansinanat Thongbai, Perkins School for the Blind
Abstract:
Great Friendly network for improving the quality of life of person with disabilities at Wawee Sub-district, Mae Saruay District, Chiang Rai Province, Thailand
The network for improving the quality of life of person with disabilities at Wawee Sub-district, Chiang Rai Province, in a mountainous region of North Thailand, began in 2008 by a private organization called “Center for Prevention of Blindness and Improving quality of person with disabilities by community” received a one-year grant from Disabled Fund of Thai Government. At Wawee sub-district, there is high number of person with disabilities 276 people registered, 42 children with cerebral palsy aged between 0-16 years old which 38 are severely disabled and they have never received rehabilitation service before. To work the most effective in improving quality of life of person with disabilities of Wawee sub-district, both private and government organizations met and planned together to put their expertise and resources in various activities. Then Memorandum of Understanding was signed between 12 organizations which are community leader, sub-district administration office, District hospital, Office of DistrictPublic Health, Lampang Eye Foundation, Foundation for Disabled Children, Special Education centerProvincial Office, Office of Provincial Social Development and Human Security, Community Volunteers, Center for Social Development unit 12 and World Vision project at Mae Saruay District to support each other on personnel, budget, materials, the use of the building or conference rooms, technical, information and other related factors. From 2008 to present, there are many continuing activities such as various training for care takers and parents of the disabled, home visit by community volunteers and health personnel, adapting home environment for the disabled, providing orthotics/equipment and other social welfare support as the need of person with disabilities. The continuing work and strong cooperation between these organizations has resulted in progress in improving quality of life of person with disabilities at Wawee Sub-district.
Title of the Session: Encouraging Sport and Physical Activity
Presenter: Paula Conroy, Associate Professor, UNC
Abstract:
Physical Education for Students with Visual Impairments: Implementing Universal Design for Learning (UDL) and Differentiated Instruction
Physical inactivity is a major health concern for all. Individuals with disabilities are at a higher risk of developing sedentary lifestyles (U.S. Department of Health and Human Services, 1996). The health related fitness levels of individuals with visual impairments are generally lower than those of sighted individuals (Houwen, Hartman, & Visscher, 2009). However, researchers have shown that people with visual impairments have the same potential to develop motor skills as their sighted peers. This is significant because activities of daily living require an increased exertion by the student with a visual impairment (Buell, 1973). Including students with visual impairments in physical education classes is an ideal way to teach students how to move and participate in physical activities that can improve fitness levels that last a lifetime.
Universal design for learning (UDL) and differentiated instruction are ways that teachers can include students with visual impairments in physical education classes in separate settings and with sighted peers. Teachers who pre-teach and re-teach movements and language related to content being taught in class can help students build concepts needed in order to learn and participate fully in physical activities. These movement concepts that are learned can be carried into orientation and mobility instruction in the community where motor skills and endurance are essential.
In this presentation, I will explain how TVIs can work with general physical education teachers to design and implement movement activities with students with visual impairments.
Presenter: Frances A. Candiru, 2nd Vice President, WBU
Abstract:
Experiences of sport and recreation in developing countries
This paper will define sports and recreation. It will also give an overview of sports and recreation for persons with visual impairment in developing Countries. The paper will discuss the importance and benefits of sports and recreation to persons with visual impairment in terms of health, economic and the like. The document will also look at the roles of different players for instance the government, private sector and other stakeholders in support of sports and recreation for persons with visual impairment in various countries. The paper further intends to encourage National organizations or Associations of the blind, and Blind sports associations in the developing countries to carryout awareness campaign concerning the importance of sports and recreation activities. This will lead to positive attitude change of the society towards persons with visual impairment. The paper will also encourage attitude change of the blind and partially sighted persons themselves to value sports and recreation for their own good.
This document will urge persons with visual impairment to use the national policies like the Disability Act and Equal Opportunity Commission Act for the case of Uganda, regional and international instruments such as the African Charter and the UNCRPD respectively as advocacy tools to lobby for support to promote and sustain sports and recreation activities, from their government and other service providers. It will also further encourage the National Organizations of the blind to form sports Associations of the blind in their countries, and strengthen those already in existence, for effective and efficient management of sports and recreation in developing Countries.
Finally, the document will come up with some recommendations to improve promotion of sports and recreation throughout developing Countries.
Title of the Session: Research in Special Education
Presenter:Peng Xiaguang
Abstract:
Since 1978, through implementation of Reform and Open-Door policy, serious efforts to expand access to education for children with disabilities in the People’s Republic of China began, and at same time the approach to special needs education has gradually evolved to include the education of children with disabilities within the general education system.
A survey using questionnaires was conducted with educational managers, researchers, headmasters and teachers showing that improvements of education quality in the mainstream classrooms of children with disabilities are influenced by the following:
•regulations and ideas that lag behind social development
•governmental policies and the execution of those policies
•knowledge levels of special education classroom teachers
•function of resourcecentres
•the attitude toward the mainstream schools’ acceptance of children with disabilities
•supported services to children with disabilities (mainstream school, family and community)
Therefore the healthy development of disabled children studying in regular classes can be effectively promoted by perfecting laws and regulations, clearly defining responsibilities of government at all levels, reforming exist system (such as administration system and supportive mechanism) and establishing of mechanisms and systems. This paper highlights the major measures or strategies on how the survey results could better influence the policy-making and implementation of EFA-VI in China.
Presenter: Praveena Sukhraj
Abstract:
Crucial Factors for Inclusive Education
This presentation highlights factors countries implementing inclusive education should consider. An overview of anti-inclusion, moderate inclusion and radical inclusion is provided. This presentation serves as a base line from which governments can jumpstart, amend, or continue the implementation of inclusive education policy and practice in their individual countries.
Certain studies conclude:
‘Children do better academically and socially in inclusive settings...
Effective inclusion improves achievement for all pupils/students...
Given commitment and support, inclusive education is a more efficient use of educational resources...
Economically, it is far more efficient to target resources towards a single inclusive education system from the outset than to develop a dual system of separate education for disabled and non-disabled persons and then have to work towards bringing about inclusive education...
There is no teaching or care in a segregated school which cannot take place in an ordinary school...’
Such assertions lack a solid evidential basis, and must be given cautious reliance. ‘More generally, the considerable body of research which now exists on inclusion hardly justifies such sweeping conclusions.’
Important factors for countries to note:
There is a definite place for special schools in the education system;
Implementation of an effective inclusive education system cannot occur overnight;
There is no ultimate or best educational system that has to be achieved, rather, the education system must develop various service avenues equal in quality where learners with diverse and different needs and abilities can thrive in their educational environment, as ‘one size does not fit all.’;
Educators must be capacitated and equipped to make the transformation to an inclusive education system;
The country must have adequate resources and funding to implement its choices effectively; and
The best interests of individual learners must be considered when determining which educational option best suits him/her.
Time:4.00 – 5.30
Title of the Session: A new inclusive approach to government funded curriculum materials for the digital age
Presenter:Jim Fruchterman, Benetech
Abstract:
Textbooks are critically important to education.Educational materials are becoming increasingly digital, including textbooks. At the same time, Common Core standards in the USA are causing a massive wave of new educational materials, which will be created in this new digital world.
For students with visual impairments, we now need to meetthe challenge of making print textbooks accessible as digital textbooks, as well as the delivery of textbooks online for all students.
In the U.S., the IDEA law mandated that all printed textbooks published after 2006 be available digitally in a national repository. While this has improved access to many textbooks, at Bookshare, we are still scanning half of the textbooks required by K-12 students.
As the problem of accessing text in textbooks is increasingly solved, we are now turning our focus to image accessibility: tactile graphics and image descriptions.Benetech’sBookshareproject has joined with the DAISY Consortium and the National Center for Accessible Media (NCAM) to create the DIAGRAM R&D Center with the goal of dramatically reducing the cost of image accessibility by more than a factor of ten. All of the tools being developed are open source and free. We are looking to the future to ensure that new materials with graphics are fully accessible to students with visual impairments.
These new technologies will also provide the opportunity to cost-effectively collect data on tens of thousands of students. We will be able to conduct research at scale about what really works for people with visual impairments, which might inform improved ways to teach and support.
The move towards electronic textbooks will also change the face of mobile and braille access. Textbooks will be available online in web browsers, as well as on mobile phones, MP3 players, and braille notetakers, offering the possibility of increasing accessibility and affordability for everyone.
Presenter:Pedro Millet, Senior Developer and Information Architect
Dorina Nowill Foundation for the Blind, Brazil
Abstract:
The Brazilian Ministry of education has started in 2009 a program dedicated to offer to all Visually Impaired students in the public school’s network, accessible versions of textbooks for all grades.
More than 80,000 Visually Impaired students are studying in public schools, although more than 60% of the Visually Impaired children are still not attending school.
The program establishes that all the books bought by the government from publishers must also be delivered in Braille and DAISY 3 formats. The books for the first three degrees are to be made in Braille and for all other grades in DAISY 3. As the publishers do not have the expertise to produce such formats, they have asked the Dorina Nowill Foundation for the Blind to produce these books for them. Dorina Nowill Foundation was the first institution in Brazil to work with DAISY books and is the largest Braille press in Brazil.
The program started with paradidactic literature books in the first year. Then, in the second year, it introduced textbooks for Science, History, Geography, Biology, Portuguese, Spanish and English for the High School grades. In the third year, books for the 4th and 5th grades of elementary school, including Mathematic, were requested. The next year the demand will be for all curriculum textbooks for the 6th to 9th grades.
The books for the 1st to 3rd grades are made in Braille and the other grades receive DAISY books.
All DAISY books are full text, full audio with image descriptions for all images.
More than 300,000 pages were converted and adapted until now, and more than 200,000 are expected to be converted next year.
A lot of different problems were raised in these years, like the extent which audio descriptions are effective to fulfill the textbook adaptation needs, the need for a national standard on textbook adaptations, the publisher’s understanding of basic techniques to author books that can make these books more accessible or more adaptable, the lack of solutions to complex material like Chemistry and Mathematics formulas (although we recognize the MathML and ChemML efforts on this).
One of the great challenges on this program is to engage publishers in the creation of textbooks that are more universally designed and to cooperate with this accessibility fundamental effort.
This presentation will target these and other problems and solutions developed during the last three years of the program.
Presenter:Michael Wright, Nota - The Danish National Library for Persons with Print Disabilities
Abstract:
Getting to Denmark
Background
Denmark is a small country with app. 5.5 million inhabitants and about 25,000 to 30,000 persons with vision impairments.
Curriculum materials in accessible formats are delivered by the Government free of charge for students above 18 years old.
There is a twin system with services delivered from the Ministry of Education and The ministry of Culture (Nota).
Students with print disabilities are provided with a certain amount of money on an “account”, from which they can purchase titles in an accessible format. Prices differ due to production costs.
Through Nota students can get access to curriculum materials from Bookshare/Benetech (USA) and from the Nordic countries, all free of charge.
For students in primary school and students below the age of 18 there is no formal system to provide textbooks in accessible formats.
A national digital school library for accessible formats is on the verge established by Nota.