28th - 31st July, 2015, Bangkok Thailand
The ICSE provides a unique opportunity for government, academic institutions and not-for-profit organizations in Special Education to meet and exchange with each other. participants include special educators, teachers, researchers, post graduate students and policy makers and stakeholders in the Special Education from SEAMEO/SEN member countries and associate member countries and local.
The conference sessions are in the forms of lectures, presentations, and exhibition focusing on special education. Highlights include well-known keynote speakers, exchanges of information, practices and opinions.
This first-year conference features the innovation to Enhance Learning and Practices. This includes, but not limited to new methods in teaching and learning, development of assistive devices, ICT applied teaching gadget and use of cyber learning. Please see our schedule for more details.
ICSE 2015 official Registration is now closed,
For registered participants --Thank you for registering for the ICSE2015! We can’t wait to see you in July.
Please direct any questions regarding registration to email@example.com.
The Conference Brochure is available in Adobe Acrobat (PDF) format. Click here to download the ICSE2015 Brochure (English version).
Click here to download the ICSE2015 Brochure (Thai version).
On behalf of the Organizing Committee, I am very delighted to welcome you to participate in the First International Conference on Special Education (ICSE2015), which will be held during July 28th - 31st, 2015 in Bangkok, Thailand, in conjunction with 30 prestigious countries in South-East Asia region and beyond.
The theme of the ICSE 2015 conference is “Innovation to Enhance Learning Initiatives and Practices” is selected as innovation in Special Education. The theme depicts the increase awareness of accommodating learning environment for children with special needs and spurs the wheels of inclusive education. The goals of this conference is to recognize the start of the ASEAN Community by the year 2015, to promote the development of cutting edge research and innovative developments in Special Education and to develop links between academics and stakeholders in improving the Special Education in Southeast Asia region and beyond.
This conference is the first to be held collaboratively by MOE Thailand, SEAMEO, and SEAMEO-SEN, and therefore serves as a platform for discussion and sharing of ideas on innovations that provides new approaches in learning initiatives and practices for the benefit of children with special needs. With creative solutions and practical application technology in teaching and learning methodology, learning environment for children with special needs will be enhanced and thus creating a conducive setting for them. Presenters and participants will have the opportunity to exchange and learn the current trends and innovations in Special Education through presentations of research and exhibitions in the conference.
Furthermore, a designated section as the “Roundtable Meeting” discussion on Special Education is significant that the invited speakers will be able to highlight and deliberate the current issues in Special Education. It also sheds light on the educational path for students with special needs in South-East Asia, and beyond the region. In addition, all participants will have an opportunity to network among colleagues while enjoying all activities during this pivotal event. We believe that all of the participants will enjoy the conference programs, the social events as well as the sights and sounds of Bangkok.
We look forward to welcoming you at the ICSE 2015 in Bangkok. Hope to see you all at the Conference in July.
With my warm wishes,
Dr. Kamol Rodklai
Office of the Basic Education Commission
Chair of the Organizing Committee of the 1st ICSE 2015
Dr. Monthian Buntan is currently a Member of the National Legislative Assembly, Royal Thai Parliament and expert Member of the UN Committee on the Rights of Persons with Disabilities. He has been blind since birth. After serving as a university lecturer for eight years, Dr. Monthian left his stable teaching career to become a full time social activist in 2002. He has served in a number of positions within the organized blind movement in Thailand as president of the Thailand Association of the Blind for 8 years. His role in the World Blind Union (WBU) began officially in 1996 as one of the blind youth committee members before he was elected to serve as a WBU executive committee member in 2000.
Dr. Buntan is proud to be a part of two major contributions: the World Summit on Information Society (WSIS) from which the first disability-inclusive policy documents in the mainstream society at the international level were created, and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), which is the first thematic international human rights law for persons with disabilities and the first international human rights treaty of the twenty-first century. Dr. Buntan strives to make information and communication technologies accessible to all, including people who are blind. His favorite slogan is "I've given up on giving up". Dr. Monthian earned his Master’s degree from the University of Minnesota and was recently awarded an Honorary doctorate from Chiangmai University.
Dr. Burgstahler is the founder and director of DO-IT. She has a master's degree in mathematics and a Ph.D. in higher education. She is the Director of Accessible Technology Services at the UW and anAffiliate
Associate Professor in the College of Education. DO-IT combines her personal, academic, and professional interests. Her current projects include AccessSTEM, AccessDL, AccessComputing, RDE Collaborative Dissemination, and the Center for Universal Design in Education.
Dr. Michael W. Churton is a professor of Special Education at the University of South Florida (USF) in Tampa, Florida. He has taught children with intellectual disabilities, behavior disorders, and specific learning disabilities. Dr. Churton has conducted programs in special education and e-learning transition and training programs for school and university professors in Thailand, Malaysia, Vietnam, Philippines, Mongolia, Indonesia and PDR Lao. He conducted research and training at STOU : Sukhothai Thammathirat Open University and Suratthani Rajabhat University in Thailand. He was part of a USAID research project on e-learning and teacher training in Indonesia. From 1998-2004, he served as the former director of USF distance learning and designed/directed a comprehensive faculty support unit to assist in teaching/learning via ICT. He currently teaches online web-based courses at USF and conducts research in the area of web-based teaching and learning. Dr. Churton has lived and has extensive experiences in Southeast Asia conducting numerous seminars and consultations in the area of distance and e-learning. He was also a 2000 and 2008 U.S. Fulbright Scholar in Sarawak/Borneo and has presented keynote speeches at numerous SEAMEO, ASAIHL, UNESCO, AAOU, and SEMOLEC conferences.
Mr Philippe Testot-Ferry has been the Senior Regional Education Advisor in the UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States (CEE/CIS) since February 2005. Based in Geneva, he provides support and advice to UNICEF Country Offices in Eastern and Southern Europe, the Caucasus and Central Asia. Mr Testot-Ferry brings to the position 16 years of experience in coordinating and managing UNICEF Country Programmes of Cooperation, mainly on the African continent. His career begun in 1989 in Somalia as a Health Project Officer and Head of the UNICEF sub-office in the south of the country. He then moved in 1991 to Eritrea where he established the first UNICEF Country Office and developed the first UNICEF Country Programme during the period between liberation and independence. From 1993 to 1996, he served as Programme Coordinator in the Area Office for Madagascar, Mauritius and the Comoros, and from 1996 to 2000 served in the same function in Burkina Faso. In 2000, he was appointed UNICEF Deputy Representative in Egypt. Mr Testot-Ferry holds a Master’s Degree in Public Health (MPH) from the University of Berkeley, California.
by Sheryl Burgstahler, Ph.D., Director DO-IT
The Disabilities, Opportunities, Internetworking and Technology (DO-IT) Center at the University of Washington in the U.S.A has engaged in initiatives that increase the success of people with disabilities in the United Stated. DO-IT also engages with other countries to adapt practices to promote the success of people with disabilities in college studies and careers; the development and use of technology for people with disabilities; and the promotion of universal design of instruction, physical spaces, technology, and services. In this session, Dr. Burgstahler will share successful practices that others might find useful as they work with students with disabilities, parents, educators, an technology companies. More information about DO-IT initiatives efforts internationally can be found at http://doit-prod.s.uw.edu/doit/ Details about DO-IT Japan can be found at http://doit-japan.org
By Yoshiko Toriyama, Ph.D., Former professor, University of Tsukuba, Japan
Some chemistry experiments are difficult for students with visual impairments to do in the exactly the same way as the sighted students. However, with some adjustments, we can enable the students to reach the same objectives. For instance, the experiment of acid-base titration, which is a basic chemical experiment that every high school student has to take, is often regarded as one of the most difficult chemical experiments for the visually impaired student. That is because 1) the students must measure the amount of liquids accurately, and 2) the student must know when to stop dropping the liquid as the color of the indicator changes. Those two processes are particularly difficult for the students with visual impairments. In this workshop, she will introduce different ways to conduct acid-base titration experiment particularly for students with visual impairments, namely, 1) the use of [measuring pipette] (pipette which can accurately measure 10 ml. only by moving piston) in order to measure diluted hydrochloric acid accurately, and 2) the use of the plastic dropping bottle instead of burette, and the use of an electric scale to measure the quantity of the solution (measure the weight of the dropping bottle with the solution before and after reaction). We call this method "weight burette method". 3) The use of [light probe] to check the color of indicator. The sound from light probe tells us the change of the color. In this method, we use a magnetic stirrer to stir the solution for neutralizing, In addition, she will introduce some basic skills that enable the students with visual impairments to conduct the chemistry experiments by themselves.
by Sheila Costello, President, Board of Trustees Academy of Orton-Gillingham Practitioners
The Orton-Gillingham Approach is a multisensory, structured, sequential, alphabetic and phonetic approach to teaching reading developed by psychiatrist Dr. Samuel Orton and educator and psychologist Anna Gillingham almost 80 years ago. The Approach forms the basis of many programs that are used for teaching students with dyslexia and language learning difficulties and is validated by neuroscience and current understanding of the brain basis of reading acquisition. The essential elements of the Orton-‐Gillingham Approach will be presented in the context of current understanding of dyslexia and how Orton-Gillingham addresses the needs of the dyslexic student. Parents or classroom teachers of dyslexic students are often puzzled as to why traditional reading instruction has failed with this student. At the beginning of their journey most parents have little understanding of reading instruction or why the school's approach has not been successful. They do not know how reading is acquired by normal readers, or the elementsof an approach that would be appropriate for a dyslexic child. The presentation will begin with a quiz, "facts about reading". Next there will be a simple explanation of how our brains adapt to become a reading brain how this can be a difficult task for some children. A brief description of who Orton and Gillingham were and their contribution to developing remedial programs will follow. The principles and practice of Orton-‐Gillingham and a multisensory, structured language approach will be described with visuals and examples. Emphasis will be placed on the authentic delivery ofmultisensory instruction by a qualified practitioner. The positive outcome of early intervention will be stressed. At the end of the presentation we will have dispelled some of the assumptions and myths that are commonly held. Parents and educators will have more understanding of the type of instruction needed to help a struggling reader and be more knowledgeable when evaluating remedial instruction or choosing a tutor. This will be a Power Point presentation.
By Deborah Gleason, Regional Coordinator Asia/Pacific Programs, Perkins International (Chair) Kansinanat Thongbai, Educational Specialist, Perkins International Namita Jacob, Educational Specialist, Perkins International Weningsih, Educational Specialist, Perkins International Siriporn Tantaopas, Northern School for the Blind, Thailand Maricar Gabriel, Resources for the Blind, Philippines Aline Haning Zwanenburg, Deafblind Consultant, Indonesia Ha Thanh Van, Principal, Nguyen Dinh Chieu School for The Blind of Ho Chi Minh city Perkins International Regional Coordinator, Educational Specialists and regional colleagues will discuss innovations in deafblind and multiple disability education, drawing on examples of effective practices in Asia and inviting discussion with participants. We will focus on the following high priority areas for innovation and development of quality services for children with deafblindness and multiple disabilities:
by Tomas Jensen, UNICEF In this workshop we will explore how communication can help create or reinforce social mindsets and behaviors that reduce stigmatization and favor and promote inclusive education. The workshop format is participatory and will include an introduction to the basics of effective communication, how communication shapes minds and societies, and a rapid analysis of participants best communication options. To ensure best possible value, workshop participants are encouraged in advance to write facilitator Tomas Jensen on email: firstname.lastname@example.org with specific request about what they would like to get out of the workshop.
by Shauna Mullally, UNICEF Supply Division The objectives of this two hour workshop are:
by Assoc. Prof. Dr.Kullaya Kosuwan, Songkhla Rajabhat University Dr. Yuwadee Viriyangkura, Chiang Mai University Mr. Sampas Plodkaow, Satun Primary Educational Service Area Office Ms. Wimol Thaowan, Udonthani Primary Educational Service Area Office (District 2) Reading is the most critical skill for students at all levels in all subject areas. In Thailand, over 200,000 students experienced learning disabilities (LD) and approximately 80% of these students have reading problems. Some students from disadvantaged background also exhibit reading problems. Therefore, the researchers have implemented a reading intervention program using Response to intervention (RTI) in various elementary schools in Lampoon, Udonthani, and Satun. RTI, a 3-tier model, consists of 1) a school-wide screening that groups students who have reading difficulties into three levels; 2) appropriate intervention provision for each group according to their educational needs; and 3) students’ progress monitoring. In this workshop, the researchers will present a brief introduction about RTI and share our experiences in conducting RTI in different regions of Thailand. Participants will have hands-on experience working on a case study together. The last part of the workshop will be conclusions and discussion.
ความสามารถด้านการอ่านมีความสำคัญต่อการเรียนในทุกวิชาและมีผลต่อความสำเร็จด้านวิชาการของนักเรียน แต่เด็กไทยจำนวนมากมีปัญหาด้านการอ่านซึ่งอาจเกิดจากภาวะบกพร่องทางการเรียนรู้ (ภาวะแอลดี) หรือ ภาวะด้อยโอกาสและไม่ได้รับการช่วยเหลือตั้งแต่ยังเล็ก ทำให้ปัญหาด้านการอ่านสะสมมาจนถึงปัจจุบัน ดังนั้น คณะวิทยากรจึงดำเนินการวิจัยในโครงการช่วยเหลือด้านการอ่านสำหรับนักเรียนชั้นประถมศึกษาในโรงเรียน 4 แห่งในจังหวัดสตูล ลำพูน และอุดรธานีโดยใช้กระบวนการตอบสนองต่อการช่วยเหลือ (RTI) กระบวนการ RTI เริ่มจากการประเมินความสามารถด้านการอ่านทั้งโรงเรียน แล้วจัดกลุ่มนักเรียนออกเป็น 3 ระดับตามความ สามารถ จากนั้นให้การช่วยเหลือแต่ละกลุ่มด้วยวิธีการสอนที่เหมาะสมกับความสามารถของนักเรียนในกลุ่มนั้นๆ และมีการประเมินเพื่อติดตามผลอย่างต่อเนื่อง การอบรมเชิงปฏิบัติการครั้งนี้ วิทยากรจะอธิบายเกี่ยวกับกระบวนการ RTI และแบ่งปันประสบการณ์การใช้ กระบวนการนี้ในโรงเรียนที่ตนดูแล หลังจากนั้น ผู้เข้าอบรมจะถูกแบ่งเป็นกลุ่มย่อยและได้เข้าร่วมสถานการณ์ จำลองเพื่อฝึกใช้กระบวนการ RTI ไปพร้อมๆ กัน สุดท้าย วิทยากรและผู้เข้าอบรมจะหาข้อสรุปและคิดค้น คำตอบเพื่อแก้ปัญหาด้านการอ่านของเด็กไทยร่วมกัน
By Jitprapa Sri-oon, Ph.D., Director Manfa Institute ,Research and Development for the Well-being of the Deaf, Thailand
These workshops provide the opportunity for educators, teachers and caregivers to share experiences according to Education for Human Development. For representing the new paradigm of Education for the well-being of children with special needs and to inspire the promotion of lifelong love of learning.
Curative education is the multidisciplinary and the holistic approach for Children with Intellectual Disabilities and Pervasive Developmental Disorder (PDD), focus on the individual differences which is require the full participation of people who involve.
Bilingual Waldorf - inspired Education for Deaf Children is an alternative educational approach that meets the needs and the ways of life of the Deaf. It was established by Jitprapa Sri-oon Ph.D. in 2002 starting from kindergarten to grade 9. To provide education for the Deaf children in holistically as Head Heart and Hand at the appropriate age level. As well as the intellectual, emotional, physical and spiritual capacities to be individuals certain of their paths and to be of service to the world.
There will be the registration desks located on the 1st and 2nd floor of the Centra Government Complex and Convention Center on the 27th and 28th July 2015. All of the overseas participants should go to the 1st floor, whereas the 2nd floor registration area is for the Thai participants.
Before getting to a registration desk, please check your numbers associated to your names in the lists below. These lists are mainly categorized by your roles of attendance and coded by dedicated colors. On site in the registration area, these lists will also be posted on the bulletin boards.