Brunei
Brunei has only very few, and very new organizations of disabled people, alongside other charity-based organizations Norali, a university-aged blind student who is the first person to attend university in Brunei, was also one of the six founders of the Brunei National Blind Association, part of the East-Asia Pacific Blind Union and the World Blind Union There is also an organization for persons with physical disabilities None of the organizations, at present, has developed formal advocacy programmes in education
Samoa
In Samoa, the National Council for People with Disabilities in Samoa (Nuanua O Le Alofa, or NOLA), was established in 2001 It advocates for resources and services for persons with disabilities; promotes the interests of persons with disabilities to government, NGOs and the public It works in cooperation with other organizations, both nationally and internationally, to promote the rights of persons with disabilities The government consults the National Council regularly about issues of education, access, work and any other issues that affect persons with disabilities and, if members learn of other issues, meetings, or developments they will ask to participate The council has formal representation on the government’s Special Needs Education Advisory Committee It has also played a significant role in a recent research project which involved conducting an adult disability survey in Samoa Many members were involved as interviewers for the survey or ran community-awareness training activities The president of the organization is chair of the Disability Action Task Force, a collaborative group monitoring the implementation of the Survey recommendations
Thailand
Thailand has had significant success in creating organizations of and for persons with disabilities and many regional offices of international organizations (Asia-Pacific Disability Centre, UNESCO, UNICEF, and others) are located in Bangkok Although Thailand does not have a National Coordinating Committee on Disability (NCCD) other mechanisms exist to encourage input by persons with disabilities and their organizations These include the Bureau of Empowerment for Persons with Disabilities within the Office of Welfare Promotion, Protection and Empowerment of Vulnerable Groups at the Ministry of Social Development and Human Security as well as the Advisory Committee on Disability to the Prime Minister of Thailand A significant national Disabled Persons Organization is the Council of Disabled People of Thailand (DPI-Thailand) which unites other national self-help organizations with parent groups These include the Thailand Association of the Blind, Association of the Physically Handicapped of Thailand, National Association of the Deaf of Thailand and Association for the Retarded of Thailand and the Association of Parents for Children with Intellectual Impairment and Persons with Autism 69 Leaders of
the disability organizations represented on the two government committees claim that government policy has been driven by Disabled Peoples’ Organizations Ministry of Education officials have largely acknowledged this as a fact Before the 1999 National Education Policy was formulated, extensive public forums were held to give government an opportunity to listen to the problems faced by persons with disabilities in acquiring an education, and to receive advice on strategies that would lead to 69 A complete list of DPOs in Thailand is available on the website of the Asia Pacific Centre on Disability, based in Bangkok,
vastly improved outcomes in the future According to one advocate, having launched the campaign to push for the right to education to become national law and policy, it is now the duty of Disabled Peoples’ Organizations to continue their action to push the policy into practice and ensure that the government is improving the effective implementation of the policy The role of these organizations is critical to ensure successful implementation They also play an important role in promoting education and persuading families of disabled children that they must take advantage of the now compulsory education that the government is committed to providing They have also advocated strongly for access to tertiary education
Viet Nam
Viet Nam’s disability organizations are relatively new Only the National Blind Association qualified as a “mass organization” and was officially permitted, until recent changes allowed other associations to form The Disability Forum groups together both international NGOs and local organizations of persons with disabilities, and includes members from over twenty disabled peoples’ organizations at present These organizations perform various activities, such as assistance to other persons with disabilities, vocational training programmes and other support, primarily focused on adults with disabilities Several youth organizations do exist However, these are also primarily focused on vocational training and employment for adolescents and young persons These organizations also provide awareness activities such as sports days, cultural activities, sharing and peer-counselling and encourage positive attitudes and participation There are some Disabled Persons’ Organizations which have formal input into Ministry of Education planning Collaborative planning events for inclusive education have taken place with the support of international funding agencies
Feedback from a university age student in Viet Nam
A significant frustration was evident in an interview with Van, a member of the National Blind Association of Viet Nam. Van complained of the lack of technological supports for education of people with disabilities, particularly, more software and other technical supports should be available and should not be expensive. He felt that the government should create more opportunities that are not based on the individual’s ability to pay. Support had come from overseas organizations for Braille materials but not for tools that are more sophisticated. Furthermore, he added that very few blind individuals are able to attend regular schools, only “excellent” students are able to attend and there seems to be greater possibilities in the South of Viet Nam than the North. Students who are able to attend secondary school often studied in special schools beforehand, then they were transferred to regular inclusive schools at higher grade levels. In computer science, there was a significant difference in support available for mainstream students and that for special students. He wondered why technological advances were not arriving in Viet Nam. Chances for tertiary schooling were slim for all students, not just for students with disabilities who have added difficulties with entrance exams. Some universities have, however, been “directed” by the government to accept blind students.
In addition, Van explained that some administrators do not want to create inclusive schools, but to emphasize the “charity” aspect of all-disabled special schools to increase reception of funds from abroad Van still feels immense discrimination in his personal life and great barriers between himself and the outside world He feels “weak” and “empty” Fortunately, he was able to meet many volunteers in his years in school and has been able to be involved in a movement towards greater possibilities for people with disabilities He was refused entry to many high schools whose officials stated that no law exists requiring them to accept blind people He has since opted for a distance-learning programme, however, he claimed that it was not entirely appropriate for him, that it was not sufficiently difficult He feels that the most important issue is to amend laws so that people with disabilities can more easily access secondary and university education Van suggested that all “excellent” students should “gather together” to present their demands to the government and have a common voice to authorities in overcoming obstacles He recommended a meeting between the Ministry of Education and people with disabilities to discuss plans of action
Recommendations for action by stakeholders
Government
All stakeholders agreed that governments should consult with organizations of persons with disabilities, in addition to parents, parent organizations and families, regarding any developments in education, development and overall welfare of children with disabilities at the policy, ministry and school level Consultation aims to make schools and ministries responsive to the needs of children with disabilities Government legislation and policy should consider people with disabilities and their organizations as an integral part of the education community
Governments should provide funds for disability-related activities that specifically increase collaboration between NGOs, disabled peoples’ organizations and other community-based parties
Governments should encourage schools to be open to participation from disabled peoples’ organizations and others