Abstracts

Abstract Ref.
Number EA RC 001
Inclusion, Assistance and Support Services:
Topic
Progress and Prospects
Communicative Competence of Senior High
Title
School Student with Visual Impairment
Daisy M. Corpuz
Secondary School Teacher III
Daniel R. Aguinaldo National High School
Davao City, Region XI
Postal Code 8000
PHILIPPINES
ckdaze@yahoo.com
Abstract:
The importance of developing communicative competence for students with visual

impairment in an inclusive education is an important issue to address. Research
on the performance of students with visual impairment based on educational
setting has not been conducted often limits the understanding of their skills. It
was the purpose of this paper to find out the communicative competence of a
senior high school student with visual impairment. This student including his
mother, teacher, classmate and schoolmate participated in the research
undertaking. Case study was the mode of inquiry in this study. As a result of this
study, it yielded common themes which were classified as his communication
competency profile and communication skills list. It was found out that the student
has high communicative competence. This means that he is a competent
communicator in the context in public, meeting, and group or dyad to strangers,
acquaintances or friends. It was also suggested that further studies should assess
the differential impact of a variety of courses on student’s communication
competencies in diverse contexts and describe a communication approaches to
develop communicative competency of student with visual impairment.
Keywords: communicative competence, visual impairment, senior high school

Abstract Ref. Number EA RC 002
Appropriate and Effective Assistive Devices
for the Education of Persons with Visual
Topic
Impairment and Multi-handicapping
Conditions
Newly Developed “Safety in Movement
Title
Devices” for Persons with Visual Impairment
Dr. Bhushan Punani

Chairperson, ICEVI West Asia
C/O Blind People’s Association
Jagdish Patel Chowk, 132 Ft Ring Road, Vastrapur, Ahmedabad 380015, Gujarat
INDIA
blinabad1@bsnl.in
Abstract:
Recently developed Torch-It is an innovative, need-based, cost effective and easy

to carry and convenient to maneuver device. This laser signal based and hand
held device identifies the obstacles both vertically and horizontally to ensure safe
indoor as well as outdoor movement of people with visual impairment. One can
hold the device in the palm and walk around or alternatively, this device can be
mounted on the white cane. It has been designed to detect obstacle at adjustable
distance of 0.8 to 1.5 meters while moving indoor as well as outdoor respectively.
Its features include adjustable detection distance, ergonomic grip and with 7 days
chargeable battery back. Priced at merely US $ 23, it is a revolutionary device.
Another such device, Taparch that works on the principle of “Sense of Touch” and
it lets the user identify the distance and dimension of the obstacle ahead with
ease. This device is fitted in the footwear and enables the user to identify obstacles
on the ground by emitting sound signal. This device, priced at US $ 40, is based
on the principle of “Footwear facilitating easy & faster mobility of persons with
visual impairment”.
Both these devices have been tested and launched at Blind People’s Association.
These have been developed by young technology wizards and emerging
entrepreneurs. The purpose of presentation shall be to demonstrate use of these
devices and to establish that how simple low cost technology could facilitate
“safety in movement” of persons with visual impairment and those with additional
disabilities.
Human Resources and Development
Topic
Program for Competence and Commitment
Teacher’s Training in the Use of Electronic
Devices as Tool for School Based Visual
Title Skills Training for Students with Visual
Impairment in Nhat Hong School For the
Blind, Vietnam
Shammah Tomacruz-Quiroy
Low Vision Optometrist
154, Nadurata St., Grace Park Caloocan City
Metro Manila
PHILIPPINES
shammahtquiroy@gmail.com
Abstract:
There are 17 essential visual skills to facilitate learning at school. Good and well
developed visual skills enable the students to read, write and do other school
activities with ease and efficiency. However, for students with low vision, visual
disorder or disease disrupts the proper development of the visual system during
developmental years needless to say, an already impaired visual system has poor
visual skills and needs aid in developing their visual skills.
Optometric vision therapy is used to correct or improve visual skills. Vision therapy
refers to the total treatment program, which includes passive therapy options
(e.g., spectacles, occlusion, pharmacologic agents) and active therapy. Active
therapy is designed to improve visual performance by the patient's conscious
involvement in a sequence of specific, controlled visual tasks or procedures that
provide feedback. Clinic based therapy however effective, needs continuity in
school or home to sustain the efficiency of visual skills.
The objective of this teacher’s training is to be able to create activities with the
use of Electronic Devices as tools for school-based and home-based visual skills
training for students with visual impairment.
With the current wave of popular technology Ipad and other easy to use tablets
computers have introduced accessible activities to develop, enhance and
rehabilitate visual skills of children with visual impairment. Games are appealing
and more challenging to children thus making the students an active participant.
Thru the use of electronic devices, teachers can incorporate these activities to
their IEP as school-based or home-based active visual skills training
Training was held at Nhat Hong School for the Blind in Vietnam, participants are
teachers, doctors, administrators and parents of students with visual impairment.
Training included lecture on Understanding Essential Visual Skills for Learning and
a workshop where teachers created Visual Skills Training Program for student
using IPAD/ Android Tablet and application of the created program to their actual
students.
EFA: Strategies to Serve Learners with Low
Topic
Vision and Multi-handicapping Conditions
Enhancing Mobility Skills Among Blind
Children in Resource Constrained
Title
Communities:
Experiences from Uganda
Dr. Niyisabwa Odette Tumwesigye (PhD)

Lecturer
Department of Community and Advisability Studies
Faculty of Special Needs and Rehabilitation
Kyambogo University
Kampala
UGANDA
niyisabwa.odette@gmail.com
Abstract:
Uganda is one of the less developed countries in the global south. Twelve point
four percent (12.4%) of its population are people with disabilities (UBOS 2014).
This section of the population largely experiences effects of their disabilities during
their early years of development. In acquiring mobility skills, the effects of
blindness appear even bigger as blind children in Uganda are greatly
disadvantaged by attitudinal and environmental barriers largely imposed on them
by society. Parents in Africa are not trained how to bring up children with
disabilities, do not involve them in participation, and the fact that Uganda lacks
early learning centers for blind children. As a result, blind children are not
stimulated to explore the environment.
With the introduction of Mobility and Rehabilitation (MBR) program which was
introduced in Uganda in 1998, parents of blind children in Ugandan local
communities have become torn between toeing the traditional line or going with
the contemporary involvement wave. MBR is a bilateral aid project meant for
promoting mobility skills for persons with visual impairment, and one of its
intentions is to be adapted and employed to cultural contexts.
This paper presents the experiences which blind children go through as they
endeavor to acquire mobility skills, and how those experiences impact on their
acquisition of mobility skills. It also highlights issues such as ignorance of parents,
and the fact that poverty influences parents of blind children to give priority to
domestic activities at the expense of involving their children in mobility stimulating
activities. The paper aims at raising awareness about the need to make deliberate
efforts to train blind children in mobility at an early age, and to involve them in
activities as a way to promote their mobility skills. The main target groups include
professionals working with blind children, (teachers and trainers), parents, social
workers, policy makers and implementers.
A qualitative research approach using case study design was used to investigate
five (5) congenitally blind children aged between 2 and 7 years, and the cases
were selected from a rural setting using purposive sampling technique.
Observation method was mainly applied and data was analyzed using content
analysis method. Results indicated that parents of blind children still hold the
traditional practice of restricting them movement and participating in activities,
and family members preferred doing domestic activities at the expense of
engaging their blind children. Results also revealed that some blind children are
faced with harsh experiences of being locked up in the house while family
members are engaged in domestic activities, while others were beaten for
stumbling on obstacles while endeavoring to navigate around the environment.
The study recommended early identification and functional assessment of
children, early stimulation and mobility training as soon as blindness in a newly
born child is identified, and parent training and counseling services.
UNCRPD and the Incheon Strategies in the
Topic
Light of SDGs in the ASEAN Perspective
Quality of Life of Adolescents with Visual
Title
Impairment in Metro Manila
Asst. Prof. Karen Sagun Ongtangco, MRS, MSOT, OTRP, OTR

Research Center for Social Science and Education
Occupational Therapy Department, College of Rehabilitation
University of Santo Tomas
Quezon City, Metro Manila, Manila 1100
PHILIPPINES
ksongtangco@gmail.com
Abstract:
OBJECTIVE. This study aims to describe the relationship between the quality of
life (QOL) and visual impairment by investigating the four (4) domains of QOL
which are psychological, physical, social and environment.
METHOD. Adolescent students (n=36) aged 12 to 21 with visual impairment

answered the WHOQOL-BREF questionnaire (World Health Organization Quality of
Life – Brief Version), presented in English or Filipino. A semi-structured interview
was also conducted in order to further understand their perception regarding the
different domains of quality of life.
RESULTS. Domain 2 (psychological) had the highest mean among the Domains.
This was followed by the mean for Domain 1 (physical health), with participants
expressing concerns regarding mobility. Meanwhile, Domain 4 (environmental)
had the third greatest mean. Domain 3 (social relationships) showed the least
mean value, with participants expressing limitations in their social participation.
The mean QOL score of the participants was 3.47 (neither poor nor good to good).
CONCLUSION. Visual impairment affects social relationships more than the other
domains of QOL. Visually impaired adolescents had perceived their quality of life
as neither poor nor good to good. Participants also expressed concerns regarding
mobility and social relationships. Thus, visual impairment does affect occupational
performance, and consequently their quality of life.
Keywords: quality of life, visual impairment, adolescent, WHO QOL BREF

questionnaire
Topic
Enable Participation: Common When
Title
Possible and Adjusted When Necessary
Maartje Dierick
Early intervention therapist
Bordewijklaan 3
Den Haag
Zuid Holland
2591 XR
THE NETHERLANDS
maartjedierick@visio.org
Abstract:
For children with a visual impairment, it is important to playfully learn to use their
senses. By training their independence, senses, game skills, movement, posture
and mobility, their development opportunities are optimized. As a result, these
children can often follow regular education.
In our work the emphasis is on two specific training courses:
1. Tactile training: For children with a visual impairment, it is important to pay

attention to the touch development. Through training, the child can perform
tactile skills that connect to activities in his daily life. The most important
starting point here is that the child must have / get pleasure in groping.
2. Visual training: In visual training the visual possibilities of these children are
developed. Examples of training goals are extending the visual attention,
learning an effective viewing strategy. Also learning to fix differently, to
adjust the viewing distance efficiently to the task. Furthermore, improving
visuo motor skills is a point of attention. Just like learning to perform a visual
task independently.
The basis of visual training is optimal viewing conditions, tailored to the individual
child. Think of: light and lighting, color and contrast, systematic working, use of
other senses.
Topic
Conditions
Different Strokes for Different Folks: Tailor
Title
Fitting Low Vision Aids
Dr Sheila Jimenez, MD, DPBO

President, Low Vision Interest Group of the Philippines
Head of Section, Low Vision
St Lukes Medical Center QC/Fatima University Medical Center/
DOH Eye Center EAST Avenue Medical Center
National Focal Person on Low Vision
Quezon City, Metro Manila, Manila 1100

PHILIPPINES
mssantosmd@gmail.com
Abstract:
Education is a basic right of all children. Visual impairment should not be an

impediment to a child’s right of gaining knowledge. Inclusive education is what we
want for VI children but not all schools and children are well equipped to help them
cope up with school activities. Day to day school chores can be a dilemma and
the appropriate low vision aids could be a great help to overcome such challenges.
This article will showcase how visually impaired children were able to assert
themselves and continue their struggles in “mainstream schools” using the
suitable devices for proper education.
Inclusion Assistance and Support Service:
Topic
Empowering the Blind for Regional
Title Integration Through Learning English Online
Program
Ms. Criselda Valderrama

Foreign Affairs Coordinator
Jeraissa Olivares
Foreign Affairs Assistant Coordinator
Christian Foundation for the Blind in Thailand
Underth Royal Patronage H.M. the King
214 Moo 10 Soi Pracharag Maliwan Rd. Banped District
Muang Khon Kaen
THAILAND
criselvalderrama@gmail.com
Abstract:
The Christian Foundation for the Blind in Thailand (CFBT) acknowledges the
significance of the English language as the world’s Lingua franca and the working
of ASEAN.
CFBT launched a pilot program on Learning English Online (LEO) using its school
in Khonkaen, Nakorn Ratchasima and Phetburi provinces. After the
accomplishment of this pilot program which will run during the academic year
2018-2019, the program will be implemented to other schools in ten provinces
under the supervision of CFBT.
Benyalai Online Library, Facebook and YouTube were three main platforms used
to implement the program. The target group of this pilot program is composed of
students in lower and upper secondary school. Afterwards, to be extended to
visually impaired students, primary staff and administrators.
The course modules are offered through an online platform that is convenient and
accessible for the visually impaired. The modules are divided into different skill
levels. Anyone who finishes a stage is allowed to proceed to the next stage until
they complete the full course.
Enhancing the English language skills of CFBT stakeholder empowers them to

contribute to Thailand’s economic progress as it integrates with other countries in
the ASEAN Region and beyond.
Topic
Impairment and Multiple-handicapping
Conditions
Effectiveness of Pre-Braille Instruction
Using Modified Braille Instrument in
Title
Improving Reading Proficiency of Readers
with Visual Impairment
Ms. Sarrah Mae B. Villoria

Self Employed/SPED Tutor
Blk 8 Lot 12 Equality St., SGR Village Catalunan Grande
Davao City
PHILIPPINES
islet_sarah@yahoo.com
Abstract:
The purpose of this study is to find out the effect of pre-braille instruction using
modified braille instrument in improving the reading proficiency of a reader with
visual impairment. The study was undertaken using a single-case experimental
design where reading proficiency of the single subject was recorded prior to and
after the intervention. The assessment included an investigation of three
categories of reading, namely: Letter sound, 2-Letter word and 3-Letter word
tests. During the pre-test examination, the subject never obtained any score on
the three kinds of test undertaken. However, after the intervention was
conducted, there was a significant increase in the subject’s reading proficiency.
This study concluded that the braille intervention utilized in this study has
significantly improved the reading proficiency of the visually impaired subject. It
is recommended for the education process in general, particularly that of teaching
students with visual impairment to continuously innovate in teaching and explore
several means to improve the same. Finally, other uses of the pre-braille
instrument using modified braille instrument can also be extended to other forms
of learning development.
Topic
Light of SDG’s in the ASEAN Perspective
SDG 4 and Education Target 4.1 Applying
Title
the MTSS Framework
Dr. Frances Gentle

President, ICEVI
Lecturer, RIDBC
361-365 North Rocks Road
AUSTRALIA
frances.gentle@ridb.org.au
Abstract:
ICEVI’s Mission and strategic goals (2017-2020) are aligned with three key United
Nations mechanisms for promoting the right to education for persons with
disabilities: the Convention on the Rights of Persons with Disabilities (2006), the
Sustainable Development Goals and related targets (2015), and the Education
2030 Incheon Declaration and Framework for Action (2015). The global targets of
Education 2030 contribute directly to achieving the overarching 2030 Agenda for
Sustainable Development education goal (SDG 4), and involve translation into
achievable national targets that are based on national realities, capacities, policies
and levels of development.
This presentation explores the application of a Multi-Tiered System of Support

(MTSS) Framework to education targets 4.1 and 4.2 of the Education 2030
Framework for Action. The lens of “vision impairment” will be applied to the
indicative strategies, and will include the implications for development of policies,
standards, and approaches to organising school practices and programs in order
to achieve improved achievement, engagement and wellbeing outcomes for
learners with vision impairment.
Topic
Inclusion and Fundamentals of Braille
Title
Literacy Instruction
Dr. Frances Gentle

President, ICEVI
Lecturer, RIDBC
361-365 North Rocks Road
AUSTRALIA
frances.gentle@ridb.org.au
Abstract:
The International Council for Education of People with Visual Impairment (ICEVI)
and the World Blind Union (WBU) hold the position that the ability to read and
write braille is a key to attaining literacy, independence and full participation for
persons who are blind. ICEVI and WBU believe that children and adults should
have the right to choose to learn and use braille, as enunciated in the 2006 United
Nations Convention on the Rights of Persons with Disabilities (CRPD). The CRPD
recognises braille as a means of communication and social inclusion for blind
persons, and stresses that braille should be taught and produced by competent
people who have the appropriate skills and experience. Ratification of the UN
CRPD, together with the Sustainable Development Goals and the Education 2030
Agenda has resulted in an increase in disability-inclusive education policies and a
growing shift from specialist to mainstream schools. It is therefore imperative that
specialist, class and subject teachers are provided with training in the national
braille code/s and braille literacy.
This practical presentation offers participants an opportunity to learn the
fundamentals of braille literacy instruction. The presentation is suitable
professionals and parents who are new to braille or who wish to support beginning
to braille learners on the journey towards literacy.
Topic
Vison and Multi-handicapping Conditions
Title Accessible Books for All
Mr. Brad Turner

Vice President for Global Literacy
BENETECH
480 S. California Ave., Suite 201
Palo Alto, California
USA
bradt@benetech.org
Abstract:
There has been a shift in the way people access information: eBooks and the
widespread use of graphics to convey information have created a “new normal”
for how we read and learn. While these resources are readily available, too many
of them are not accessible. As a result, people with disabilities such as vision
impairments, physical limitations and severe learning disabilities, often face
barriers to information. Benetech/Bookshare has partnered both with US and
international partners to provide free access to over 400,000 books, periodicals
and more to qualified library patrons. In this session, participants will hear about
some new agreements and opportunities to provide accessible e-books to their
members through a variety of technology platforms.
Topic
Prospects and Progress
Translating Scientific Evidence into Practical
Title
Points to Best Inform Policy and Practice
Mr. Ivan Neil B. Gomez

OTRP, OT, OTR, MAED, PhD (cand)
Faculty and Research, Center for Health Research and Movement
Science,College of Rehabilitation Sciences
Metro Manila
PHILIPPINES
ibgomez@ust.edu.ph
Abstract:
Over the past few decades, there has been a number of researches that tries to
elucidate visual impairment from economic, neuroscience, rehabilitation,
education and psychological perspectives. With the growing number of research
evidence, there has been a call to summarise the salient points in the body of
evidence and translate them into knowledge aimed at informing practice and
policy relevant to improving the quality of life of persons with visual impairment.
However, context and knowledge barriers may exist that hinder how we find and
consume the best evidence. How do we make sense and make something from
these research evidences? In this presentation, I aim to provide a summary of the
body of best evidence related to visual impairment from different perspectives.
Using a reflective inquiry and influenced by critical thinking and knowledge
translation, I provide strategies on how we can contextualise the evidence into
informing practice and policy related to improving the quality of life of persons
with visual impairment. I will conclude the presentation with a scheme to best
present the evidence, implications to practice and policy, as well as practical
clinical points aimed at utility of relevant persons and agencies.
Topic
Light of SDG’s in the ASEAN Perspective
A Survey about the Provision of Basic
Title Human Rights of Persons with Visual
Impairment in Punjab, Pakistan
Dr. Muhammad Jahanzaib, Ph.D. Scholar

Dr. Samina Ashraf
Assistanct Professor
Department of Special Education
University of Punjab
Punjab, Lahore
PAKISTAN
m.zaib92@gmail.com
Abstract:
The present study is an effort to investigate the prevailing situation about

provision of basic human rights of persons with visual impairment in Punjab
Pakistan. The study was descriptive by nature and survey method was applied to
collect data from conveniently selected 112 persons with visual impairment, 63
were university students and 49 were working in different fields in three divisions
of Punjab viz Okara, Lahore and Faisalabad. A self developed close ended
questionnaire was used to collect data. Reliability of research instrument was
calculated by Chronbech Alpha and it turned out 0.81. SPSS was used to analyze
the collected data by taken frequencies and percentages of the obtained
responses. Conclusions showed that most of the persons with visual impairment
are deprived from the right of equal educational opportunities, employment and
social status. Women with visual impairment are facing more deprivation about
their independence, civic rights, safety and accessibility rights. The study
recommended that both electronic and print media should raise the voice for the
rights of persons with visual impairment. Existing legislation should be
implemented for the provision of their rights. Families may be provided counseling
and support to protect the human rights of persons with visual impairment.
Keywords: Provision, basic human rights, persons with visual impairment.

Topic
Conditions
Competencies of Students with Visual
Title Impairment to Employ Technology Studying
at the Institute of Lahore
Dr. Samina Ashraf

Assistant Professor
Dr. Muhammad Jahanzaib, Ph.D. Scholar
University of Punjab
Punjab, Lahore
PAKISTAN
miss_samindse@yahoo.com
Abstract:
Present research is conducted with two major objectives: 1) to know the

competencies of students with visual impairment to use computer technology 2)
highlight the factors causing lack of competency among persons with visual
impairment. We use descriptive type of research design to conduct this study.
Population of the study was comprised of students with visual impairment studying
in the computer institutes and higher secondary schools of the Institute of Lahore.
A number of 100 students with visual impairment were selected as a sample of
the study. The researcher used random sampling technique to select the sample.
The age range of the students was from 18 years to 25 years. A semi-standardized
questionnaire for the interview of the respondents was used as an instrument of
the study. The respondents were required to respond against each item on two
options (i.e., Yes and No.) given in the questionnaire. Collected data were
analyzed using SPSS. Findings of the study revealed that majority of the
respondents including blind and low vision are competent to use computer
technology.
Keywords: Technology, visual impairment, computer

for the Education of Persons of Visual
Topic
Conditions
Effectiveness of DAISY Multimedia Books as
Title an Educational Assistive Technology for
Visually Impaired Student in Bangladesh
Dr. Diba Hossain

Professor
Institute of Education and Research
University of Dhaka
Md Shahnawaz Khan Chandan
Feature Writer
The Daily Star
Dhaka
BANGLADESH
diba_h@yahoo.com
Abstract:
The paper reports on the changes in reading-listening comprehension experienced

by the visually impaired (VI) students after using DAISY multimedia books. The
prime objective of the study is to explore the effetiveness of the DAISY multimedia
books as the primary education material for VI students. The mixed-methods
study include classroom observation, competency-based test, interview, focused
group discussions, relevant guidelines, and document cosultation used as tools for
data collection. The study covers five experimental schools annd five control
schools from five different divisions in Bangladesh as sample. Based on the
assessment results, it has been identified that the achievement level of the
experimental school students is better than control schools students.
Thus, the paper recognizes that implementation of DAISY multimedia books as

the primary education material is feasible and prospective. However, the paper,
based on the findings of the study, reflects on the factors delimiting the
effectiveness of DAISY books. Some factors are unavailability of DAISY books at
hostel or home, lack of trained teachers, inadequate ICT infrastructure in schools
and teachers’ severe dependency on Braille. This paper recommends several
initiatives in this regard such as increasing inter-agency collaboration, identifying
and establishing necessary ICT infrastructure and arranging teacher-training
programmes.
Topic
Light of SDGs in the ASEAN Perspective
Identifying and Assessing all Children with
Multiple Disabilities and Visual Impairments
Title
and Training Teacher in Shanxi Province,
China: A Case Study
Ms. Deborah Gleason

Director, Asia Pacific Region
Lisa Jacobs
Perkins School for the Blind
175 North Beacon Street W
Watertown Massachusetts
USA
Deborah.Gleason@Perkins.org
Abstract:
The 2030 United Nations Sustainable Development Goals 3 and 4 call for nations
to “ensure health and well-being for all, at every stage of life” and for “inclusive
and quality education for all.” An accurate count and assessment of children with
visual impairments, including those with multiple disabilities, is an essential step
to reaching these goals.
According to the World Health Organization, 19 million children below age 15 have
a vision impairment. The total number of children with uncorrectable vision loss
around the world is still unclear.
Between 2015 and 2018, Perkins worked with the Shanxi Provincial Bureau of
Education and Shanxi Provincial Eye Hospital to conduct a case study at the
Chinese Disabled People’s Federation Preschool in Shanxi Province, China.
We found that 10% of students had undiagnosed visual impairments in addition

to other disabilities. We trained teachers on the unique educational needs of
children with multiple disabilities and visual impairments. Additionally, the team
identified and assessed more than 400 children with disabilities that were not in
the school system who had undiagnosed visual impairments.
Learn how we identified and assessed these children and trained teachers to
enable these children to meet their full potential.
Topic
The Role of Occupational Therapists in
Title Helping Children with Visual Impairment
Reach Their Full Potential
Anna Yap Tan Pascual, MRS, OTRP

Teaching Fellow, University of Philippines
Manila
PHILIPPINES
yapotrp@yahoo.com
Abstract:
An estimated 19 million children are vision impaired (WHO, 2017). Of children

with developmental disabilities, 50-66% will also have a significant VI (Case-
Smith, 2011). Children with VI benefit from coordinated and comprehensive
services, including occupational therapy (OT) (WHO, 2011).
OT aims to enable children with VI to access meaningful and functional activities

of daily living. These activities include independent living skills, inclusion in family
and community life, education in school, and interaction with their peer group
(Southwell and Hunt, 2011).
This presentation will discuss the following goals of OT in working with children
with VI (Warren and Nobles, 2016):
1) Teach the use of remaining vision,
2) Train in nonvisual methods to complete activities,
3) Development of gross and fine motor abilities, spatial awareness, and
daily living skills such as feeding, toileting, dressing, and engaging in play,
4) Ensure that the child is able to participate fully in the classroom, and
5) Transition to adult life, including vocational preparation and community
living.
Appropriate and Effective Assistive Device
Topic
Conditions
Title STARCRAFT: A Math Table Game for All
Huang Kuei-Chih, Ph.D. Candidate

F.W. Tung
Wen-Chih Chang
National Taiwan University of Science and Technology
No. 43, Section 4, Keelung Rd, Da’an District
Taipei City
TAIWAN
Socialdesign2199@gmail.com
Abstract:
Early elementary mathematics knowledge is an important prerequisite for future

math learning. However, learning those basic calculation skills is sometimes not
easy for visually impaired children whose lack of graphic capacities prevents them
from doing calculations. Thus, more proper materials should be designed to
support their mathematics learning process. This inspired my group to design a
table game supporting mathematics learning for this group of students, called
STARCRAFT. STARCRAFT is regarded as a supportive tool for the enhancement of
basic math skills, including distinguishing odd and even numbers, addition,
multiplication, division and subtraction. Furthermore, the game also enhances the
cognitive development of players who have to choose the appropriate math
operations to get the items they want. STARCRAFT includes the normal written
letters and the Braille letters, thus apart from our main target players, the game
is also designed for the ordinary children, parents and teachers. This feature has
created better ties among visually impaired children and their family, their
teachers and their peers.
Keywords: the visually impaired, table game, mathematics learning, interaction

Appropriate and Effective Devices for the
Topic Education of Person with Visual Impairment
and Multi-handicapping Conditions.
Education, Technology and Students with
Title
Visual Impairment
Dr. Humara Bano

Assistant Professor
University of Punjab,
Lahore
PAKISTAN
inchargedse@gmail.com
Abstract:
The fundamental right of education for students with visual impairment is

not given to them as per their required needs. Moreover the teachers are
not aware with latest technology that can help in instructions. The multiple
handicapping conditions have also made their life more vulnerable. The
main objectives of this study are to:
1) identify the awareness of teachers about the utilization of information

and assistive technology in instructions,
2) explore the available technological services for teachers and students
with visual impairment, and
3) compare the use of technology by the girls and boys with visual
impairment.
About 200 students and 60 teachers have been contacted from the special
schools to collect the information with two questionnaires. The results
revealed that teachers do not use any sort of technology in the teaching
instructions and except computers no other technology is available in
schools for students. Moreover the boys are more accessible to buy and
use the technology as compared to girls. It has been recommended that
real inclusion of students with visual impairment is not possible without the
integration and training to use technology for teachers and parents is not
made compulsive.
Keywords: Students with visual impairment, technology, teachers,

education
Appropriate and Effective Devices for the
Topic Education of Persons with Visual Impairment
and Multh-handicapping Condictions
Application of 3D Technique to Develop
Title Geometrical Concepts among the Students
with Visual Impairment at Elementary Level
Dr. Humara Bano

Assistant Professor
Sana Qaiser, M. Phil Scholar
University of Punjab,
Lahore
PAKISTAN
inchargedse@gmail.com
Abstract:
The present study will be conducted to develop 3-D geometrical concepts

among students with visual impairment enrolled at elementary level. This
experimental research following the ABA design will be implemented
through the self made test with a scoring criteria to develop geometrical
concepts among the students with visual impairment. The basic
intervention will be based on 3-D shapes of geometry instead of 2-D
traditional instructional approaches. The population and sample of the
study will be comprised of students enrolled at Aziz Jahan Begum Trust
Institute for the Blind Lahore. The two months treatment will be evaluated
on percentage of scores gained by the students before and after the
treatment to find out the significant effect of the treatment. Independent
sample t-test and paired sample t-test will be applied to compare the
individual and group performances. This research will be helpful to
introduce new instructional approaches for the teachers in mathematics
for the student. The results of the study will be shared accordingly.
Keywords: 3D-technique, geometry of mathematics, Students with Visual

Impairment
Human Resource and Development Program
Topic
for Competence and Commitment
Title Sayap Ibu Foundation Indonesia
Mr. Tuti Hendrawati

Manager, Sayap Ibu Foundation
Jl. Raya Graha Bintaro, 33 B. Pondok
Kacang Barat, Tangerang Selatan
INDONESIA
Hendrawati.tuti@yahoo.com
Abstract:
Sayap Ibu Foundation was established in October 2005. Currently provides

services to more than 480 MDVI children. Thirty-six of the children were
abandoned and they reside at the orphanage. More than 400 children come
from underprivileged families and provided different interventions. We
encourage these families to keep their children at home.
Early 2013 we collaborated with Perkins International to a model for good

services in both care and education in the institution and outreach program.
Perkins International provides continues technical support on program
design, training, coaching and mentoring to our staff, management and
families. It started by building our positive beliefs toward children and our
roles, structuring daily activities in the dormitory and building skills to the
staff to enable each kid to be more independent.
This project has been transforming our institution from “care to education”
providers and has significant impact to children, families, staff and
organization. This presentation will show the process, impact and lesson
learned like:
 Attitude changes of our staff and management,
 Professional development,
 Program development and our service,
 Community awareness and satisfaction,
 Families confidence on raising their kids,
 and the most important of impact is our children’s current life and
their future.
Topic
When Invisible Become Visible: Mother’s
Title
Experiences with the Long Cane
Ms. Emma Louise Sutherland

Tutor, Marker, Research Assistant
Macquarie University
Balaclava Road, North Ryde
NSW
AUSTRALIA
emma.sutherland@mq.edu.au
Abstract:
The long cane has been universally identified as a symbol of freedom and
independence for children with vision impairment, however it is also considered a
stigma symbol. For mothers of children with vision impairment, the introduction
of the long cane can present a range of prospects as their child transitions from a
somewhat unnoticeable disability to one that is evident. This study aimed to fill
the gap of current research by recognising the potential for stigma-related
encounters to be part of a generally positive experience. Link and Phelan’s
conceptualisation of stigma was used to analyse the semi-structured interviews of
three mothers, determining the presence of not only stigma, but also positive
experiences and resilience of individuals to overcome negative perspectives.
Parental reactions to these experiences varied depending on context, knowledge
and stress arising from other factors (determined by using a Parenting Daily
Hassels Survey). Significantly, the study embodies the notion that “a family with
a child with a disability is a family with a disability” (Glidden, 1993, p.482). Looking
forward, this study has the potential to inform inclusion, assistance and support
services with the importance of recognising potential issues to be able to better
support parents and young children.
Topic
Developing Appropriate Services for
Title
Children who are Deafblind in Vietnam
Dr. Namita Jacob

Tamil Nadu, Chennai
Perkins International
INDIA
namita.jacob@perkins.org
Abstract:
Children who are deafblind form a low incidence group in Vietnam and as a
result, there has been little development of teacher skills, educational
programs or services for this population. This presentation discusses the
deafblind services offered by NDC, Ho Chi Minh City developed with
technical support from Perkins International.
Children who are deafblind are a diverse population with a range of skills
and need for support. The deafblindness program therefore offers many
services including early intervention, parent and teacher guidance on
education and communication, individualized literacy lessons, functional
activities with peers, inclusion support in mainstream schools and schools
for the deaf and opportunities for interaction with the Deaf community.
From a single child in 2012, the program now serves several children within
and outside the school. The outcomes are very visible in their learning,
communication and participation in age appropriate typical activities. The
presentation follows these students from their activity-bare life, into a rich
and varied life that they live today through the services received.
Topic
Title Becoming Somebody
Dr. Namita Jacob

Tamil Nadu, Chennai
Perkins International
INDIA
namita.jacob@perkins.org
Abstract:
This presentation discusses how one school in Vietnam responded

meaningfully to the challenge of serving children who did not adequately
benefit from the existing educational curriculum. The school felt many of
their students needed a different learning experience and developed
functional activity based programs. This quickly provided students with
foundational skills allowing them to later benefit from transition programs
focused on the situation and ability of each child. The program is guided by
the principles and major goals described in the Total Life Learning
curriculum.
To illustrate the impact of this program, we present the story of Phuong, a

young man who grew up in an orphanage and attended the school until
grade three. Unable to keep up with the academic curriculum, he dropped
out and spent many empty years in the orphanage until he got another
chance through the functional program of the same school. Through this
program Phuong grew in confidence, ability, and knowledge and developed
a strong sense of his own desired future and a plan to achieve it. While his
future is far from settled, there was much positive learning from these
efforts and one result has been a strong and successful experiment with
providing such experiences to more children within the Orphanage.
Appropriate and Effective Assistive Devices for
Topic the Education of Persons with Visual
Impairment and Multi-handicapping Conditions
Title Free Technology for Inclusive Education
Mr. Allan R. Mesoga

Copy Reader, #21
Road 7 North Daan Hari
Taguig City
PHILIPPINES
allan.mesoga@deped.gov.ph
Abstract:
Inclusive education may be realized better by the learners with disability if they
can perform their task independently and acquire as much knowledge and skill as
the learners without disablity. However, due to limited number of alternative
materials like Braille books and digital talking book as compared to the printed
books, those learners with visual impairment often strive harder just to get the
required information. Thus most learners with visual impairment do not develop
their literacy and numeracy skills compared to learners without visual impairment.
This statement is supported by the study conducted by UNESCO Institute for
Statistics (UIS, 2018). Data gathered from twenty five (25) participating countries
show that only fifty two percent (52%) of adults with disabilities have basic literacy
skills against ninty thriee percent (93%) of adults without disabilities.
To address this gap, regular teachers, special education teachers and learners with
visual impairment must be trained on open source and appropriate technologies
to get and to provide more reading materials in alternative formats. This lecture
aims to showcase open source technologies which may boost the literacy and
numeracy skills of learners with visual impairment in no or minimal cost.
Topic
Love is Blind: Phenomenological Study on
Title
Attraction and Attachment of a Blind Person
Mr. Jerick B. Targa

Student
Karen Anne C. Quing, RPm
South Luzon State University
Purok Masagana Ibabang Iyam
Lucena City
PHILIPPINES
targajerick@gmail.com
Abstract:
The goal of this research was to provide an understanding on blind people’s

attraction and attachment forms. The research was limited to three (3)
couples or six (6) congenitally blind individuals. It focused on knowing the
factors that blind people considers in choosing a person to love in terms of
physical, emotional, and social aspects; how they developed and formed
attachment to other person; and to know the problems and challenges that
they faced in choosing a person to love. A series of interviews were
scheduled. The researcher used an interview guide questionnaire to answer
the objectives of the study. Thereafter, the researcher utilized
Interpretative Phenomenological Analysis (IPA) to come up with the
insights into how blind people finds attraction and form attachment. Results
of IPA showed that blind people became attracted to a person based on the
person’s maturity and personality such as being kind and showing them
care. Their attachment was based on whom they felt secured with, their
fellow visually impaired. Future researches on the intervention of the family
of the blind people regarding issues on acceptance, a study regarding the
attraction of blind people with different types of blindness and studies
regarding their attachments style are recommended.
Topic
KABAHAGI Program: Local Government
Title Initiative for the Inclusion of Children with
Disabilities in Quezon City
Ms. Karen Ongtangco, OTRP

Mr. John Ray Lucas, MCD, OTRP
Consultant, Office of the Vice Mayor
2nd Floor Legislative Bldg., Quezon City Hall
Quezon City
PHILIPPINES
ksontangco@gmail.com
Abstract:
The KABAHAGI Program, which translates to “participatory” in English, is

the pilot Community Based Rehabilitation Program initiated by the Office of
the Vice Mayor for Children with Disabilities in Quezon City. Looking at the
current situation of PWDs in QC, one may find a plethora of challenges from
lack of data, fragmentation of efforts and lack of program sustainability to
name a few. With this, the KABAHAGI Program aims to improve the
quality of life of children with disabilities through the mobilization of
community resources, and the creation of equal access to health,
educational, vocational and social opportunities for the stakeholders. The
project utilizes the twin track and CBR approaches within its five phases,
namely, situational analysis, participatory program design, social
mobilization, implementation and monitoring and impact evaluation. With
the three main key features of inclusive program development, community
integration and people empowerment, this community-based rehabilitation
program is currently in its implementation stage in District 2, with the vision
of expansion to all districts of Quezon City.
Keywords:disability-inclusive program, participatory approach,

community-based rehabilitation
Inclusion, Assistance and Support
Topic
Services: Progress and Prospects
Title A Call to Focus on Aging Visually Impaired
Mr. Lauro L. Purcil Jr., MPA

President
Center for Advocacy, Learning and Livelihood (Call)
Foundation of the Blind, Inc.
Project 4, Aguinaldo St.,
Quezon City
PHILIPPINES
lauro.purcil@mysero.net
Abstract:
There are reports that the aging population is increasing. Perhaps, due to
better nutrition and other health boosing promotions, the life span of
Filipinos has reached nearly 70 years. Female have long life span than
males.
In the Visually Impaired Sector, there are no researches being conducted

to determine whether such perception are the same to other sectors. There
are anecdotal observations that are not conclusive: either encouraging or
otherwise. Nevertheless, like other sectors of the population, if government
could realistically plan to ensure that legitimate concerns and rights of
aging Visually Impaired be addressed, the need to do research should be
responded to. The following questions may be looked at:
1. Since only three to five percent of person with disabilities are able to
access basic education, how do the more than 95% of them live their
lives?
2. Employment, as indicated by the percentage of those able to access
education could not be greater. How are they sustaining their whole
years? As members of the family, community and society?
3. Do the various social protection measures benefit them? How and
How much?
4. What about those who have the chance to work and be employed,
what happens to them after retirement, during their aging period?
With these facts, that the sector of Persons with Disabilities including the
VI sector is among the Left Behind among the marginalized population,
greater attention and studies have to be performed. As declared by the
World Health Organization (WHO), fifteen (15) percent of the population of
a country are Person with Disabilities. Eighty of these fifteen percent are
among the impoverished citizens. With the population of over 100 million,
we could estimate that at least 15 million of Filipinos are with disabilities
and if only 20% of them are visually impaired, at least there are three
million blind and low vision Filipinos. At lest 10% of them are amongst the
senior citizens, such number is significant and we just can’t ignore them.
With a movement in the United Nation to finally develop a binding Human

Rights Treaty for the Elderly, it should be considered imperative for the
Philippines to do serious researches for aging Persons with Disabilities in
general and the aging Visually Impaired in particular.
Topic
Title Eye Belong
Annette Lee-Esparaz
Founder
Touch the Artist’s Vision (TAV)
PHILIPPINES
Annettelee27@gmail.com
Abstract:
Museum vists form part of the educational program; an essential learning

expereince for one to appreciate human artistry and creativity. However,
traditional art, culture and heritage pieces in the museum predominantly
cater to the sighted. Visitors gaze at displays encased in protective glass
cases.
In our earnest desire to preserve these artworks for future generation, we

have turned a blind eye to potential museum visitors who are visually
impaired. They too have the same desire to expereince the arts they only
hear about.
Today of the 106 Million Filipinos, 3.18 million suffers from visual
impairment. The Philippines Magna Carta enacted in 1992 upholds the right
of the disabled to gain access and enjoy the benefits of going to museums,
galleries and libraries (RA 7277).
The museum as an educational institution should have inclusionary

programs to encourage the visually impaired to explore, apprciate and learn
from the visual world by making its collection accessble, giving them the
opportunity to experience the life enhancing power of art.
TAV, the Philippines’ first accessiblity program was developed in 2008 and
since its inception, was hosted by the Metropolitan Museum. This
accessiblity program – includes Touch Tours, 2D Tactile Diagrams, Audio
description and reenactment, which opened the Museum experience to our
visually impaired citizens.
TAV’s ten-year experience and interaction with visually impaired visitors

testifies to the credence of this advocacy.
Human Resource and Development
Topic
Program for Competence and Commitment
Partnership to Achieve Education for All:
Title Training Teachers to Serve Learners with
MDVI
Ms. Deborah Gleason

Director, Asia and Pacific Region, Perkins International
Weningsih
Ami Tango-Lemkitkae
Sam Yhon
Lina Kurniate
Dede Supriyanto
Perkins International/Ministry of Education and Culture
INDONESIA
Deborah.Gleason@Perkins.org
Abstract:
This presentation addresses challenges in assuring that children with

multiple disabilities and deafblindness can access a quality educatin in line
with the UN Sustainable Development Goals (SDG) – specifically Goal 2a.
Teachers need specialized skills to understand the individual needs of

students with multiple disabilities and vision impairment (MDVI). Perkins
International has consolidated 95 years of global teacher training expertise
into its first Perkins International Academy (PIA) courses, which aim to train
teachers and related professional on best practices.
A ground-breaking partnership between Perkins and Ministry of Education

and Culture, Republic of Indonesia. PPPPTK TK & PLB positons Indonesia as
a leader – in the region and the world – to reach its SDG relative to
educatiton of children with MDVI, guaranteeing education for all, a part of
the UNCRPD.
The five-year plan: train an initial group of Indonesian teachers through

three PIA courses, then train select graduates as trainers.
The long-term plan: replicate and expand a mutlifaceted set of certification

courses, developing trained teachers with the capacity to reach all of
Indonesia’s children with MDVI.
We’ve successfully implemented five PIA courses over the first 18 months
and will review results of these initial courses, as well as plans for our
countinued partnership.
Topic
The Paradigm Shift in Services for Persons
Title with Visual Impairment in the Context of
RPD Act 2016 and UNCRPD
Dr. Yogendra Pandey

Associate Professor
Faculty of Education
Banaras Hindu Universty
Kmachha, Varanasi
INDIA
ypandey@bhu.ac.in
Abstract:
The needs of every human being are very diverse and unique. These
diversity and uniqueness are carried and forwarded as a part of culture of
each society. The first and foremost duty of all democratic governments is
to serve the society honestly and generously, especially special needs
section of the society. Wolfensberger (1983,1989, 1992b) also described
the "human service super system" that is made up of policies, structures
and patterns which are consistent across different localities. The rights of
persons with disabilities are raised very genuinely in our country (India).
Now, the society realizes and recognizes the needs of persons with visual
impairment. The significant and gradual change reflects in perceptions and
attitudes of community towards persons with visual impairment. With this
view of society, the government and stakeholders are redefining the
legislations, policies, laws to change conditions about various services for
persons with disabilities or persons with visual-impairment.
Our country is one of the signatories of the United Nation Convention of

Rights for Persons with Disabilities (UNCRPD) from very beginning.
UNCRPD was adopted by UN on 13th December 2006 and India ratified it
on 1st October 2007. The Persons with Disabilities Act 1995 was made in
1995 and enacted in 1996 in India. This Act was very prominent for India
and it was the first legislation of its kind in Asia Pacific countries. Now, we
have passed the Rights for Persons with Disabilities (RPwDs) Act
2016 and enacted in 2017. These are very significant landmarks in the
protection of the services of PWDs and defining the new paradigm shift
which is implemented and observed in India.
With these notions, this paper is focused on various services which are
facilitated through our policies, laws and recent RPwDs Act 2016 for persons
with disabilities and visually impaired. The paper also tries to throw the
light and analyses the given provision in RPwDs Act 2016 and will compare
to old act. The paper will try to find out the implications of the RPwDs Act
2016 in the context of Inclusion of persons with disability at various
organizations, institutions, etc. and also evaluated and compared with
UNCRPD.
Keywords: Rights of Persons with Disabilities (RPwDs) Act 2016, inclusion,

paradigm shift, services, UNCPRD
Transition Approaches Leading to Career
Topic Development in Higher, Technical and
Vocational Education
Higher Education Provides Greater
Employment Opportunity: Dynamics and
Title
Challenges Face by Visually Impaired
Young Adults in Cambodia
Auray Aun
General Director, Krousar Thmey Cambodia
#145 Street 132, Teuk Loak 1, Tuol, Kok, Phom Penh
CAMBODIA
direction@krousar-thmey.org
Abstract:
In a developing country as Cambodia, persons with low education would

have limited access to labor market. This would be even more difficult for
persons with disability especially blind people. Krousar Thmey Organization
through its Academic and Career Counseling Program found that there are
many challenges that harm blind people to get a job such as misconceptions
on blind education, limited supporting technologies, the lack of national
policy encouraging inclusion and discrimination.
Based on employment market survey, strong partners’ network and

counseling and advocacy activities, our organization has defined ways to
raise employment opportunities for visually impaired students.
We believe that trusting in their own capacities and accomplishing higher

education enable them to compete with the sighted students to get a job.
By completing higher education, they prove themselves and potential
employers that they are able to work as efficiently as sighted people do.
In addition, Krousar thmey works with the local authorities to improve

public policy regarding job placement for person with disabilities; changing
mindset of political and economic decision makers will have an impact on
their integration.
These complementary approaches allow more and more blind students to

be welcomed by companies and government institutions.
Appropriate and Effective Assistive
Devices for the Education of Persons
Topic
with Visual Impairment and Multi-
handicapping Conditions
Using Assistive Technology to Promote
Title Inclusive Education in Primary Schools
in Uganda
Kyebagadha Binasali
Lecturer, Faculty of Special Needs and Rehabilitation,
Kyambogo University
UGANDA
kyebagadha@gmail.cocm
Abstract:
Students with disabilities in Uganda experience several challenges in

accessing education. They face the lowest levels of educational access of
any cohort of students. Of the 75 million children of primary school age
worldwide who are out of school, for example, one-third are children with
disabilities (UNESCO, 2010). Of Uganda’s 40 million people, 12.5% are
Persons with Disabilities (National Census, 2014) and 2.5 million are
Children with Disabilities (UNICEF, 2014). Out of the 2.5 million CWD, 9%
attend school and 6% complete primary education (UNICEF, 2013), this is
because in Uganda only 5- 6% of CWDs can access assistive devices (UN
Report, 2017), yet assistive technologies (ATs), can provide children with
disabilities access to traditionally inaccessible, environment and
educational content through electronic and online learning channels.
Incorporation of Assistive Technology (AT) is one of the key components of

the e-learning orientated revised curriculum as it promotes inclusive
education. This dimension is designed to accommodate learners who have
different challenges like visual impairment, physical and cognitive. This
paper highlights the types of assistive devices, the impact of using AT in
promoting Inclusive education, and barriers to access of AT in Uganda and
way forward.
EFA: Strategies to Serve Learners with
Topic Low Vision and Multi-handicapping
Conditions
Child Friendly Learning and Inclusive
Title
Education
Md. Jahangir Alam

Thematic Expert, D&ID
Centre for Disability in Development (CDD)
A-18/6, Genda, Savar, Dhaka, 1340
BANGLADESH
Jahangir.bvips@gmail.com
Abstract:
Every child has the rights to education. Bangladesh government ensures

their rights by laws, policy and bi-laws. They also committed to promote
inclusive education through international different treaty. Thus they have
taken various actions for children with disabilities to include and
mainstream in the school and society and also created child friendly
environment for their better learning. In this regard we discuss below topics
in the conference.
 What is Learning?,
 Any change in voice, a neurological development or modification in the
brain?,
 How to make the environment inclusive?,
 Who are the targets?,
 The targeted children?,
 What is its expectation?,
 Barriers for children with physically, visual, speech and hearing,
learning/intellectual impaired,
 Ways to limit and remove the barriers, and
 Finally be open and adapt the system for these children.
EFA: Strategies to Serve Leaners with
Conditions
Effective Classroom Adaptations for
Title Students with Visual Impairment/Low
Vision
Md. Jahangir Alam

A-18/6, Genda, Savar, Dhaka, 1340
BANGLADESH
Abstract:
This article will discuss inclusive strategies for including students with visual
impairment/low vision into mainstream education settings. The article
provides a starting point from which mainstream teachers/educators can
begin to learn about visual impairment/low vision and build
knowledge/skills that will benefit all their students on the following areas:
 Basic traffic safety,
 Safety of school campus and playground boundaries,
 Accessibility of Computer use in library or resource room/center
 “Readable” maps and charts/communication/picture charts or IEC
materials,
 Verbal (auditory) alternatives communication,
 Accessible Tactile/real/model of teaching and learning aids, and
 Emergency procedures.
But they must be sure that they are informed about students’ visual abilities
and their effect on learning and integration in the mainstream classroom
environment. We focus on below areas.
 Categories and Functional of Visual Impairments,

 Low Vision and Incidental Learning,
 Orientation and Mobility Skills,
 Designing Effective Learning Environments,
 Tactile and Kinesthetic Learning,
 Visual and Auditory Learning and Accommodations,
and Curricular Considerations,
 Social Skills and Final Thoughts, and
 Technological Adaptations.
Topic
Special Education in Bangladesh:
Title
Present Trend and Future Needs
Md. Jahangir Alam

A-18/6, Genda, Savar
Dhaka, 1340
BANGLADESH
Abstract:
Education is the fundamental and basic need for every human being.
Without education it is almost impossible to develop the quality of human
life. The constitution of Bangladesh has clearly spelled in its article 28 (3)
and “Education for All (EFA)” is global campaign and most popular
slogan which do not exclude the people with disability. Bangladesh is
very much aware to implement the slogan in the country for all
segments of students. Over the years, Bangladesh has achieved a
remarkable progress in basic education. But still huge number of
children with disabilities has not yet been able to access the
educational facilities as desired.
The key note paper will focus the following areas to share:
 Meeting educational needs,

 Provide guidance and support to regular school teachers as issue of
curriculum and teachers training,
 Evaluation system should be introduced,
 In-service training programs under different projects should also
address the educational needs of special needs education, and
 Special teachers training program should include core program for all
disabilities to support regular schools.
Transition Approaches Leading to
Topic Career Development in Higher,
Technical and Vocational Education
Career Development in Higher Technical
Title
and Vocational Education in the
Philippines: A Case Study
Alex B. Soriano
LGS Staff Management Services Inc.
1639 PES Building Dian Street. San Isidro, Makati City
PHILIPPINES
bsipalex@gmail.com
Abstract:
Transition is inevitable, and it is a part in every change in everyone’s lives.

Likewise in education, it’s a key that leads through everyone’s success. Our
knowledge, talent and skills that we used today are only bi-product of our
educational foundation. These are some of the challenges and transition
that visually impaired were encrustation such as prior to starting in Higher
Education (HE); a) Preparation into Higher Education, b) Accessing learning
materials, c) Accessing examinations and assessments, d) Mobility training
and orientation, f) life in Higher Education, and g) Do the Blind and Vision
Impaired Person utilized their learnings in enhancing their careers?.
Certainly, the answer is yes!, with the help of Assistive Devices and
Technology that we were using and enjoying today. In addition, and with
the support provision of the United Nations Convention on the Right of
Person with Disability (UNCRPD), article 27 states and upholds that ‘d)
persons with disabilities must have effective access to general technical and
vocational guidance programmes, placement services and vocational and
continuing training; and e) promote employment opportunities and career
advancement for persons with disabilities in the labor market, as well as
assistance in finding, obtaining, maintaining and returning to employment.
Today low vision and the blind would be more likely to be working and more
likely to have worked for pay. Persons with visual impairment would likely
perceive employment-related challenges, including finding and maintaining
work. They find their work more difficult, feel less favorably about their
performance at work, do more overtime work, and require more assistance
with their work than would those with normal eyesight; and, the
employment status, their level of education, their age, their perceived
social support, the type of community in which they lived, and their relative
autonomy with regard to activities of daily living.
Conditions
Early Treatment Design to Children at
Risk in Grade III of Juan M. Alberto
Title
Memorial Elementary School Special
Education Center
Ms. Joyce Anne Ponciano-Villafania, MAEd, CSP-PASP

Speech Language Patholigist
PHILIPPINES
jrponciano@ust.edu.ph
Abstract:
Globally, more than 80% of person with disabilities (PWDs) are from
developing countries. Almost 90% percent of persons with visual
impairmetn worldwide are from the same countries. This trend is because
of the poverty-disability cycle. As speech-language pathologist working
with the Parent Advocates for Visually Impaired Children for seven years, I
realized the need to support persons with visual impairments and other
disabilitites by working with existing healthcare and PWD policies and
sharing the responsibility among healthcare professionals, local
governments, and private sectors. I will reveal my realizaion though this
presentation. This presentation is a call to action for an efficient and
sustainable responses to end the poverty-disability cycle in the Philippines
while harmonizing UN’s CRPD and SDGs, as well as UNESCAP’s Incheon
Strategy. I will discuss community-based rehabilitation (CBR) as our
response. CBR is a rights-based and multisectoral collaborative approach
towards disability-inclusive community development. It involves all
communtiy members to collaborate in developing their community’s health,
education, livelihood, social, empowerment, and enviroment aspects. I will
present examples of a local CBR program, along with best practices in CBR.
This presentation aims to motivate local government units across the
Philippies to adopt CBR – a program by all, for all.
Conditions
Effectiveness of the Strategies in
Teaching Learners with Visual
Title
Impairment and with Multiple
Disabilities (MDVI)
Ms. Babylena An Palma

Special Education Teacher
Paaralang Pag-Ibig at Pag-Asa Special Education Center
Sacdalan Compound, Brgy. San Gabriel
San Pablo City, Laguna
PHILIPPINES
babes_an_palma@yahoo.com
Abstract:
This study aimed at investigating the effectiveness of the strategies in

teaching learners with Visual Impairment and with Multiple Disabilities; its
challenges and milestones. The intention was specifically to find out the
implications of the Expectation versus Reality Assessment Scheme as a
strategy in enhancing the learning process of the MDVIs. Furthermore, it
is intended to uncover the encountered challenges of the educators in using
these strategies as well as the milestones achieved by the learners in this
particular program. This study was conducted at Paaralang Pag-ibig at Pag-
asa, Special Education Center in San Pablo City, Laguna. It employed
qualitative case study design. Data collection was done using semi-
structured interviews and observations to the participants.
The findings revealed that it is worthwhile to commendably embark on the

strategies in order to counteract the challenges associated with the
learning yields of the students. Furthermore, findings revealed the issues
and challenges that came across in the midst of the teaching-learning
process. Building from the findings, it is recommended that, intensive
training and thorough assessment of the program are encouraged, further
studies should be carried out.
Conditions
Inclusive Education and Special
Education as a Catalyst for Quality
Title Education: An Appreciative Inquiry for
an Organizational Development in
School
Mr. Tristan M. Eseo

Teacher I
Paaralang Pag-Ibig at Pag-Asa Special Education Center
Brgy. Sta Maria, San Pablo City, Laguna
PHILIPPINES
Abstract:
This study highlights the intricate role between inclusive education and
special education in enhancing the basic quality education. It focuses on
factors that affect the implementation of inclusive education in relation with
special education and other related factors. It also provided indicators that
evaluate organizational goal grounded on its mandate for a right based
education in the Philippines. It is not a comprehensive and systematic
literature review but is limited on the existing manuals, mandates, and
memoranda in the Department of Education using the Appreciative Inquiry
Method for its interpretation. Thus, the role the school head and its
stakeholders are the keys for the success of schools. Comprehensive and
systematic review of literature on inclusive and special education is
recommended.
UNCRPD and the Incheon Strategies in
Topic the Light of SDGs in the ASEAN
Perspective
Giving Hope to Children with Cancer
Title through Hospital-based Educational
Program: an Impact Evaluation
Ms. Kristine Karla G. Bouffard

Faculty
Dr. Edna H. Jalotjot
Professor
College of Education
University of Southeastern Philippines (USEP)
Iñigo St., Bo. Obrero St., Davao City
PHILIPPINES
kkgbouffard@usep.edu.ph
Abstract:
Hospital-based schools are for students experiencing problems in health

and needing alternative schooling options. At the Southern Philippines
Medical Center, there are children with cancer who reside in a transient
home called House of Hope while undergoing treatment. In the years 2011-
2015, among other types of childhood cancer, 73 children were diagnosed
with retinoblastoma, an eye cancer that begins in the retina. Volunteers
working with the children realized that they received no schooling while
undergoing treatment which excluded them from their fundamental right
to education services.
In 2013, a hospital-based education program was established by the

University of Southeastern Philippines in partnership with the Department
of Education and other NGOs with an average enrollment of 25 students
per year. Classes were held in the transient home. This paper is an Impact
Evaluation of the Hospital-based education program from 2013 - 2017 and
aims to answer the following:
1. What is the range and extent of outcome of the program?

2. What is the effect of the program to teachers?
Topic Career Development in Higher,
Technical and Vocational Education
Education Pathways to Inclusion of
Title Visually Impaired Learners in South
Africa
Maximus M. Sefotho
Maesala Thabe
Ronel Ferreira &
Ruth Mampane
University of Pretoria
Faculty of Education
Department of Educational Psychology
Leyds Street South
Groenkloof Campus
Pretoria 0002
SOUTH AFRICA
Maximus.sefotho@up.ac.za
Abstract:
Professionally trained teachers in inclusive education and visual impairment

constitute a minority in the teaching profession. Since the inception of
education for all, which became a precursor for inclusive education, little
has happened in deliberately developing professional training courses
aimed at inclusive education in general and visual impairment in particular.
This study explores the needs of teachers in both special schools for the
blind and full service schools in five provinces of South Africa in relation to
their understanding of inclusive education and teaching learners with visual
impairment. A purposive sample of seventeen schools in five provinces
(Kwazulu Natal, Gauteng, Limpopo, Free State and Eastern Cape), ten
special needs schools and seven full service schools, informed data
generation for this study. Data were generated through PRA workshops,
semi-structured interviews and classroom observations. A case study
design was relied on. Preliminary results revealed three compelling themes:
educators’ needs for implementing inclusive education, factors challenging
the implementation of inclusive education and factors supporting the
implementation of inclusion. In addition, educators’ positive experiences as
contributors towards an academic and professional programme were also
observed.
Keywords: Professionally trained teachers, inclusive education, visual

impairment, full-service schools, specialised schools
Inclusion , Assistance and Support
Topic
Parents’ Strategies in Meeting the
Needs of Children with Visual
Title
Impairment and with Multiple
Disabilities
Ms. Rosemary Macapagal-Alonzo

Project Manager
Parent Advocates for the Visually Impaired Children
(PAVIC)
4th Floor, COTI Bldg.
623 Edsa, Cubao, Quezon City
PHILIPPINES
rosemary_24@yahoo.com
Abstract:
Have you ever wondered how parents feel upon knowing that their child is
visually impaired? How do parents go about their child’s disability,
especially those with multiple disabilities? Early intervention is very crucial
for the development of a child with multiple disabilities and visual
impairment; thus, services of developmental paediatrician,
ophthalmologist, low vision specialists, educators and other allied medical
professionals are necessary. But these services are not commonly found
in many areas in the Philippines, especially in far flung areas of the country.
The presentation will discuss the importance of the role of parents in the
development of their child/children. How a small group of parents reached
out and touched the lives of other families; grew and evolved to bring
programs and services to families and children with visual impairment in
different parts of the country. How one simple program of bringing the
therapist to the provinces became a major program in Naga City to address
the needs of person with disabilities through Community Based
Rehabilitation. Working in partnership with other stakeholders and
government agencies and bring together health care system and
educational services for children. It is every parent’s dream for the child to
cope independently…ultimately “inclusion” for the mainstream of society.
Inclusion , Assistance and Support
Topic
Making Mathematics Accessible and
Title Mathematics Braille Understandable
Mr. Effendi Susanto, M.A.

Metra Nitra
INDONESIA
effendisusanto@gmail.com
Abstract:
Currently, learning mathematics is difficult or impossible for people with

visual impairments. One of the major factors of this difficulty is insufficient
number of teachers and/or lecturers who understand mathematics braille.
The purpose of creating this application is to create a bridge between
student with visual impairments and teacher without mathematics braille
skill.
This results achieved is application that is able to convert mathematics

equation into mathematics braille and vice versa. Using this application, a
lecturer can give assignment that contains mathematics equation to the
student and then visual impairments student can submit converted
mathematics braille to the lecturer.
Student with visual impairments should able to access the output using
speech synthesizer, printed document and using braille display. The
conclusion of this development result in an accessible and readable word
processor with mathematics equation converter ability.
Keywords: Mathematics equation, converter, visual impairments

UNCRPD and the Icheon Strategies in
Topic the Light of SDGs in the ASEAN
Perspective
Centro Escolar University and
Resources for the Blind, Inc.
Title Partnership: Key to Attaining
Sustainable Development Goals for
Patients with Visual Impairment
Dr. Maria Cecilia L. Yu

Centro Escolar University
PHILIPPINES
mclyu@ceu.edu.ph
Abstract:
Centro Escolar University, School of Optometry continuously produces

globally competitive graduates by including in the Optometry curriculum
courses dealing with visual impairment namely Low Vision and Geriatric
Optometry, Clinical Low Vision and Geriatrics, and Optometric
Rehabilitation. These courses provide opportunities for students to learn
basic low vision concepts, assessment and management of low vision, and
independent living skills and rehabilitation of visually impaired people.
CEU School of Optometry partners with Resources for the Blind Inc. in
developing the competencies of Optometry students in handling low vision
patients. Resources for the Blind, Inc. conducts low vision trainings for
practicing optometrists, optometrists who are educators and optometry
students. Through the trainings offered by RBI, optometry educators are
skilled to teach subjects pertaining to visual impairment. Through the
internship program of CEU-School of Optometry, students handle actual
cases in RBI and are trained to assess and manage low vision patients.
The partnership helps in the reduction of visual impairment nationwide,

responding to the call of WHO of reducing visually impaired by 25% in 2019.
The partnership has helped visually impaired Filipinos to maximize the use
of their remaining vision, thus, motivate them to go to school and enjoy
learning opportunities offered to them.
Topic Low Vision and Multiple-Handicapping
Conditionse
KASALI sa Pagbabasa: Building an
Title Inclusive Culture among Young
Children through Stories
Ms. Kim Mikaela T. Agravante

Project Manager for Inclusive Education
Save the Children
4F Sunnymede It Center, 1614, Quezon Ave.
PHILIPPINES
kim.agravante@savethechildren.org
Abstract:
KASALI is a Filipino word which means “one is included”. Anchored on the

United Nations Convention on the Rights of the Child, and Convention on
the Rights of Persons with Disabilities, and contributing the Sustainable
Development Goals 4 to ensure access of children to quality education, The
Kabataang Aralin sa Lahat Ibahagi (KASALI) Project – “Early Childhood and
Basic Education Made Accessible to all Project,” Save the Children
Philippines takes on a holistic approach to ensure the delivery of quality
education and law-mandated rights of all children, especially those with
disablities in three key areas in the Philippines. KASALI Project is One of
the core approaches of the project is buliding an inclusive culture in homes,
schools and communtiies through various activities through various
activities towards increasing knowledge and raising awareness on children’s
rights, disability and inclusive education.
The paper is a documentation of the process an approach of KASALI project

in the use of age-appropriate storybooks and video documentaries for
children 0-12, to increase awareness and knowledge on disability and
promote equality of all children, with or without disability. Rich literature
produced and available locally, gave the project opportunity to produce
lesson exemplars from existing storybook and multi-media material, as
reference for elementary school teachers to incorporate values of equality
and non-descrimination in their classes. Gaps were found in 1) limited
material for children aged 0-4 with themes on disability and non-
discrimination, and 2) lack of storybooks physically designed to be
inclusive. Thus, Save the Children initiated the production of an inclusivity-
themed book for children aged 0-4, entitled “Pitong Tsinelas1”. The book
has text with a dyslexia-friendly font, minimal graphics with warm pastel
color for visual sensory diet of children with autism and is available with
Braille translation on the same book, to provide opportunities for children
with and without sight to read together. Case stories of the childrens,
parents, teachers, and community members working with the project
indicate how engaging children through inclusive stories, have enabled
children to advocate for each other, contributed a multi-sectoral approach
towards inclusive education, and shifted mindsets toward inclusive
materials development.
______________________
1Pitong Tsinelas (Seven Slippers) is the first ECCD Inclusivity-themed book developed by Save the
Children Philippines’ First Read Project, published by Ilaw ng Tahanan and supported by Resources
for the Blind. The book features slippers personifying children coming form different context and
having different characteristics, yet still being able to play together.
Inclusionm Assitance and Support
Topic
Accessing Foreign Language
Title Curriculum in an Everchanging World
Ms. Davina Geraldine Morritt

CEO
1 Platt Lane, London
England
mclyu@ceu.edu.ph
Abstract:
In today’s globalized world, learing foreign languages is becoming

increasingly important. Many tools are available to student with visual
impairment that can enable them to successfully learn a foreign language.
Websites offering free of less expensive ibooks, a book to share, audible,
or bard. The availability of accessible apps on the Iphone and Galaxy,
internet groups and foreign language exchanges are few ways in which
students can increase their knowldege of a modern foreign language. It is,
however, still a challenge to access material in Braille, providing difficulty
with regard to the written aspect of the language. Some student have also
had problems accessing the necessary tests to become qualified in the
relevant language they are learning.

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