Workshop on
Non-Handicapping Environment (NHE) and Emerging Groups in Cambodia Phnom Penh, Cambodia 29 May 2013
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Workshop on Non-Handicapping Environment (NHE) and Emerging Groups in Cambodia Workshop Organized by Ministry of Social Affairs, Veterans and Youth Rehabilitation of Cambodia (MoSVY) Disability Action Council of Cambodia (DAC) Asia-Pacific Development Center on Disability (APCD)
Printed by Asia-Pacific Development Center on Disability (APCD) 255 Rajvithi Rd., Rajthevi, Bangkok 10400 Thailand Tel: +66-(0)-2354-7505-8 Fax: +66-(0)-2354-7507 Website: www.apcdfoundation.org Email: info@apcdfoundation.org or In Cambodia through Website: www.dac.org.kh Accessible Information This report is available in a text format for persons with visual impairments and blind persons free of charge. Please contact info@apcdfoundation.org for further details. Translation into Khmer is available at www.apcdfoundation.org
Table of Contents Summary
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Program 5 Perspective of Intellectual Disability in Cambodia
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Perspective of Autism in Cambodia
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Presentations
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Photos
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Workshop on “Non-Handicapping Environment (NHE) and Emerging Groups in Cambodia� Organized at the Carnation Room (1st Floor), Phnom Penh Hotel, Cambodia on 29 May 2013
Summary The Workshop on “Non-Handicapping Environment (NHE) and Emerging Groups in Cambodia� was organized with support from the Ministry of Social Affairs, Veterans and Youth Rehabilitation of Cambodia (MoSVY), the Disability Action Council of Cambodia (DAC) and the Asia-Pacific Development Center on Disability (APCD) at the Carnation Room (1st Floor), Phnom Penh Hotel, Cambodia on 29 May 2013, under the Presidency of H.E. Sem Sokha Secretary of State of MoSVY and Deputy of DAC. The workshop aimed to exchange and elaborate the views on NHE among emerging groups on disability, including groups and organizations of persons with intellectual disabilities and autism. Participants exchanged the perspectives of autism and intellectual disability in the NHE context. An outline of publication on autism and intellectual disabilities and the viewpoint of rural accessibility were discussed. The "Agreement of Publication on Autism and Intellectual Perspective" was presented and supported by participants.
Over 40 Participants from the Ministry of Social Affairs, Veterans and Youth Rehabilitation (MoSVY), the Disability Action Council (DAC), APCD/JAIF Project community members, the Komar Pikar Foundation (KPF), the Parents Association for Children with Intellectual Disabilities (PACHID) and APCD
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Program 13.00 - 13.30
Registration
13.30 â 13.50
Item 1. Opening - National Anthem - Welcome Speech: H.E. Mr. Yi Veasna, Advisor to the Royal Government of the Kingdom of Cambodia/Executive Director of National Center for Disabled Persons, Cambodia - Welcome Remarks: Mr. Akiie Ninomiya, Executive Director, Asia-Pacific Development Center on Disability, Thailand - Opening Speech: H.E. Mr. Sem Sokha, Secretary of State, Ministry of Social Affairs, Veterans and Youth Rehabilitation, Cambodia
13.50 - 14.20
Item 2. Introduction of NHE Principles and Experiences Sharing
14.20 â 14.35
Item 3. Development of Self-Advocate Group with Intellectual Disabilities and Experiences Sharing on NHE
14.35 â 14.50
Coffee Break
14.50 â 15.05
Item 4. Development of Autism Movement and Experiences Sharing on NHE
15.05 â 15.45
Item 5. Discussion on the Draft Outline of Publication
15.45 â 16.25
Item 6. Agreement of the Publication on Intellectual Disability/ Autism
16.25 â 16.30
Item 7. Closing
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Perspective of Intellectual Disability in Cambodia
Komar Pikar Foundation (KPF)
WHAT IS INTELLECTUAL DISABILITY ? Intellectual Disability (ID) is the disability that affects to function of intellectual and behavior by limited cognitive, language, social skill and life skill. Mostly, they will come with the other disability like Cerebral palsy, autism, and Down syndrome. Persons with intellectual disabilities can learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability, from mild to profound. Some persons with intellectual disabilities has limitations in two areas. These areas are: ⢠Intellectual functioning. Also known as Intelligence Quotient (IQ), this refers to a personâs ability to learn, give reasons, make decisions and solve problems. ⢠Adaptive behaviors. These are skills necessary for day-to-day life such as being able to communicate effectively, interact with others and take care of oneself. IQ is measured by an IQ test. The average IQ is 100. A person is considered intellectually disabled if he or she has an IQ of less than 70 to 75. To measure a childâs adaptive behaviors, a specialist will observe childâs skills and compare them to other children of the same age. Things that may be observed include how well the child can feed or dress himself or herself; how well the child is able to communicate with and understand others; and how the child interacts with family, friends, and other children of the same age. Intellectual disability is thought to affect about 1% of the population. Of those affected, 85% have mild intellectual disability. This means they are just a little slower than average to learn new information or skills. With the right support, most will be able to live independently as adults.
CAUSE OF INTELLECTUAL DISABILITY The most common causes of intellectual disability are: ⢠Genetic conditions: These include things like Down syndrome ⢠Problems during pregnancy: Things that can interfere with fetal brain development including alcohol or drug use, malnutrition, certain infections or preeclampsia. ⢠Problems during childbirth: Intellectual disability may result if a baby is deprived of oxygen during childbirth or born extremely premature. ⢠Illness or injury: Infections like meningitis, whooping cough or the measles can lead to intellectual disability. Severe head injury, near-drowning, extreme malnutrition, exposure to toxic substances such as lead, and severe neglect or abuse can also cause it.
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SIGNS AND SYMPTOMS There are many different signs of intellectual disability in children. Signs may appear during infancy, or they may not be noticeable until a child reaches school age. It often depends on the severity of the disability. Some of the most common signs of intellectual disability are: ⢠Rolling over, sitting up, crawling or walking behind others ⢠Talking slow or having trouble with talking ⢠Slow to master things like potty training, dressing and feeding ⢠Difficulty in remembering things ⢠Unable to connect actions with consequences ⢠Explosive tantrums ⢠Difficulty with problem-solving or logical thinking ⢠Slow learning ⢠Unable to make decision Among children with severe or profound intellectual disability, there may be other health problems as well. These problems may include seizures, mental disorders, motor handicaps, vision problems or hearing problems.
EXPERIENCES In order to support persons with intellectual disabilities, several expertise areas are needed. These areas include medical therapy, physiotherapy, occupational therapy, speech therapy, psychotherapy, sport therapy and special education. The parents and the government also have an important role to support persons with intellectual disabilities. In Cambodia, we do not have some expertise areas but we work through experience received from the supporters and volunteers, and through trainings and workshops. Only some persons with intellectual disabilities received services and supports from the parents and organizations, but some didnât get any support because they live in the rural area with limited service and information. But when we established the Parents Self-Help Group, more parents can support their children. The groups of persons with intellectual disabilities are also important to the individual advocates to integrate themselves in to the society and show their strong voice. There are not many organizations working on intellectual disability in Cambodia. There are around 5 or 6 organizations among 56 organizations working in the disability sector. In the past few years, there are only two researches relating to intellectual disability. One research was conducted by Hagar International in cooperation with Komar Pikar Foundation in 2008, and other was conducted by New Humanity in 2011. In 2011, the Komar Pikar Foundation (KPF) established the âRose Groupâ, an ID Advocacy Group, with support from Asia-Pacific Development Centre on Disability (APCD), the Japan International Collaboration Agency (JICA), the Disability Action Council (DAC) and the Ministry of Social Affairs, Veterans and Youth Rehabilitation (MoSVY) of Cambodia. The Rose Group is facilitated by KPF to provide supports to persons with intellectual disabilities and their parents. 7
ACHIEVEMENTS After some organizations had cooperated with the government, persons with intellectual disabilities are benefited in the following areas: ⢠Community people better understand and include persons with disabilities into their community, especially children and young adults with disabilities. Community people are better aware of the rights of persons with disabilities and they accept the potentiality of persons with disabilities. ⢠Persons with intellectual disabilities are more independent in living. Some of them can learn new skills and earn income to support their living. ⢠Decrease in their challenging behavior and improve wellbeing ⢠Better attention from the government and NGOs in disability sector ⢠The Rose Group, the first self-advocate group of intellectual disability, was established. ⢠More than 10 Parent Self Help Groups were established.
CASE STUDIES A student with intellectual disabilities at KPF Centre Sombo is a young adult with intellectual disability living with her family at Sankat Tonle Bassak, Khan chamkarmom, Phnom Penh. In the past she had lived at an orphanage that provided the service for abandoned and street children. Before joining the Activity Centre Project at KPF, Sombo was already able to write and read Khmer language with little verbal assistance but she was not good at learning numbers, self-care and house work. She looked childlike. We have developed the plan for her to improve her abilities, including pre-vocational skills such as beading, T- shirt printing and making paper bags and souvenirs. Now, we can see that Sombo has improved some skills such as self-care and house work. Her behavior is calm and she looks more like an adult. Her communication is also better because she can speak more words louder. She gains abilities to make simple beading like bracelet and neglect, and can make paper bags nicely without any help. Besides, Sombo becomes the leader of the Rose Group which is the group of youths with intellectual disabilities. She had joined many activities with the group including monthly meeting and trips. She also went oversee to attend conferences, including a conference in Thailand in September 2013. Parents of a student with intellectual disabilities at KPF Centre Ms. Eang Sophal is the grandmother of Nita living in Trea Village, Sangkat Steung Mean Chey, Khan Mean Chey , Phnom Penh City . Nita is a girl with Down syndrome and intellectual disability. She is one of the students of Activity Centre Project at KPF. Ms. Sophal shared some information about Nita that, before joining KPF, Nita had a lot of difficulties including speaking, learning and self- care. Nita sometimes hit her younger brother and sister and went out from home. In the past, Ms Sophal tried to find a school for Nita such as the public school and schools by NGOs, but those schools did not except her because they did not have any experiences in working with children with intellectual disability. Ms. Sophal and her parents felt hopeless and decided to keep Nita at home. Afterwards, trainers of KPF did the survey 8
to find children with disability and they found Nita. Ms. Sophal decided to allow Nita to learn with KPF. After Nita has been receiving supports and services from KPF, she improved many areas. Currently, she is able to take a bath by herself with little help and able to better communicate with her family members. She loves and takes care of her younger brother and sister. She can speak more words and write a few Khmer alphabets and numbers. She has never sneaked out from home any more. When Nita comes to school, her parents have more time to work and feel relieved. Ms. Sophal feels happy when she looks at Nita and knows that Nita has the chance go to school and participate with other people in the community. Quotes from stakeholders: ⢠The father of Vannak, a student with intellectual disabilities at KPF Centre said, "My son now seems to be more calm at home. Before, he was easy to get upset and showed aggressive behavior". ⢠Mr. Vong Tan, the village leader of Ta Mum village, Ba Neav commune, Chuok District, Kampot Province said, âIt makes me change my belief. Before, I think that all the children with intellectual disabilities could not study, but now I saw that those children can study and participate in the societyâ. ⢠Mr. Kean Bross, Project Manager of Yodifarm said, â I appreciate the organizations that work with persons with intellectual disabilities because the disabilities are difficult to work with and support as they need multiple supportsâ.
CHALLENGES Children with intellectual disabilities still need more support from members of the general public. Some of these children have not received any support and service. There are some challenges as follows. ⢠Limited expertise and human resources to support persons with intellectual disabilities in Cambodia ⢠Not enough rehabilitation and training materials ⢠Persons with severe intellectual disabilities need special rehabilitation and long-term support ⢠Need long-term funding and support ⢠Some persons with intellectual disabilities have not received opportunity to be included in society ⢠Limited understanding of persons with intellectual disabilities in society ⢠Limited participation from parents, the government and organizations which means there are not many organizations working with persons with intellectual disabilities ⢠Persons with intellectual disabilities do not have an access to vocational training and employment according to a research done by Aide et Action of Employment of Young People with Intellectual Disability ⢠KPF is one of the main NGOs who is working to build up network with other parent groups and NGOs working in intellectual disability but with limited capacity and knowledge on intellectual disability ⢠Other NGOs working in intellectual disability are not open to work with KPF which is one of leading organizations working with the most vulnerable persons with intellectual disabilities, Down syndrome, autism and etc. 9
FUTURE PLAN ⢠NGOs and the government continue to collaborate in order to support persons with intellectual disabilities in Cambodia ⢠Groups of persons with intellectual disabilities continue to advocate themselves in society ⢠Parents Self Help Groups and members are committed and empowered to strongly support their children ⢠Continue to raise the awareness of intellectual disabilities to society ⢠Enforce to implement the law on The Promotion and The Protection of The Right of Persons with Disabilities especially promoting the section of persons with intellectual disabilities ⢠Promote community-based rehabilitation (CBR) for supporting children with severe and multiple disabilities including intellectual disabilities ⢠Closely work with the government to impose intellectual disability and enforce for developing through the government plan and program
RECOMMENDATIONS ⢠DAC plays an important role in supporting NGOs and services for persons with intellectual disabilities and autism ⢠APCD continues building network and capacity of NGOs working in disability especially persons with special needs such as intellectual disabilities and autism ⢠Develop program and promote independent living for those with intellectual disabilities
REFERENCES ⢠http://children.webmd.com/intellectual-disability-mental-retardation ⢠Komar Pikar Foundation ⢠Hagar International
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Perspective of Autism in Cambodia
Parents Association for Children with Intellectual Disabilities (PACHID) Komar Pikar Foundation (KPF)
WHAT IS AUTISM ? Autism is an intellectual pervasive developmental disorder related to functional movement in preparation and planning, and it effects the senses. It has been occurring at the age of three and we see more destinations of boys more than girls.
CAUSE OF AUTISM The causes of autism are unclear but recent research suggests that autism may result when a child with a genetic susceptibility and/ or abnormal Omega-3 fatty acid profile in cell membranes is exposed to one or more environmental insults (heavy metal exposure, virus or bacteria).
IDENTIFICATION There are three main points on autism: ⢠Social communication: unable to know the feeling or situation, it can be disturbing or inappropriate feedback, inappropriate behavior when situations change, or not understanding communication with others. ⢠Inflexible behavior: hand, physical movement (reversing hand or objects) less or non- playing, less attention or concentration on the same thing. ⢠Communication: Speechless or slow, repeated words or use of the words, less or no facial expression, unexpected words or speak a lot in a confusing manner. ⢠Other identifications: low cognition, late development, screaming, or inappropriate behavior like: laugh or speak alone, sleeping difficulties, active, sense difficulties, less attention span.
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ACHIEVEMENTS Occupational therapy ⢠Dressing (putting on and taking off ) ⢠Showing(Understand the function of each item in the bathroom) ⢠Mouth hygiene, eating ⢠Writing ⢠Speech Language Therapy Communication ⢠Simple pronunciation, short accent with picture or real object ⢠Follow schedules Physiotherapy ⢠Balance ⢠Strengthening muscles Social participation ⢠Sport participation ⢠Art and music ⢠Social event participation
CASE STUDY Simon Viyanop is a youth with autism, aged 15 living in Phnom Penh. His motherâs name is Simon Chakriya, aged 33. Viyanop has many difficulties like communication, vision, balance, movement, memory, aggressive and hearing difficulty. He likes doing the same easy activities and he is difficult with functional daily activities. He does not have many friends as others do. In 2004, PACHID provided services to children and youths with intellectual disabilities and autism .Viyanop has been training daily and joining other social activities with this association. Up to now, Viyanop had many unbelievable changes in his life. He is able to speak and understand the meaning when he communicates with other young adults. He can speak a few sentences in English and has better self-care than before. He has joined many activities with friends like a trip with Rose Group and has participated in workshops, sport events and music shows. He is a representative of the Young Adult with Intellectual Disabilities and Autism. Viyanop had an international trip to the regional workshops in Thailand, Brunei and a world conference in the United States. Youths with autism can attend social activities as other people. Persons with autism have their value and honor as signified in the international human right documents.
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CHALLENGES ⢠Awareness on intellectual disability and autism is still poor ⢠Exclusion from family and society (lack of community understanding , support and caring) ⢠Teachers are lacking skill to support persons with intellectual disabilities (inclusive education) ⢠Limited technology support ⢠Limited expertise ⢠Limited training ⢠Jobless ⢠Discrimination from family and community ⢠Limited security and warning system ⢠Opportunity and support are still poor ⢠Limited rights and laws
FUTURE PLAN ⢠Additional academic instruction, special education programs for students with autism with a focus on improving communication, social, academic, behavioral, and daily living skills. ⢠Behavior and communication problems that interfere with learning often require the assistance of a professional who is particularly knowledgeable in the autism field to develop and help implement a plan which can be carried out at home and school. ⢠The classroom environment should be structured so that the program is consistent and predictable. ⢠Students with autism learn better and are less confused when interaction with nondisabled peers is possible, these interactions provide models of appropriate language, social and behavioral skills. ⢠With educational programs designed to meet a studentâs individual needs and specialized adult support services in employment and living arrangements, many children and adults with a disability on the autism spectrum grow to live, work, and participate fully in their communities. ⢠Networking with stakeholders
RECOMMENDATIONS ⢠Additional support on rights and the law ⢠Health care services ⢠Strengthening on appropriate development ⢠Identification on people with intellectual disabilities ⢠Education, life skills are encouraged for people with disabilities to earn incomes ⢠Support from the government
REFERENCES ⢠Komar Pikar Foundation ⢠Disable Peopleâs Organization ⢠Parents Association for Children with Intellectual Disabilities 21
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25
Mr. Watcharapol Chuengcharoen
Presentation
Acting Chief, Office of Networking Secretariat Asia-Pacific Development Center on Disability (APCD)
Goal
Introduction of NHE Principles and Experiences Sharing
Item 2
ï¡ To provide a framework and underlying principles of Non-handicapping Environment and Experiences Sharing.
By Mr. Watcharapol Chuengcharoen, Acting Chief, Office of Networking Secretariat
FOUR MAJOR BARRIERS In the SOCIETY
WHAT IS NHE ? â¢Non-Handicapping Environment What is Non-Handicapping Environment ? â¢Barrier-Free Environment for Persons With Disabilities
⢠PHYSICAL ENVIRONMENT
â¢Physically and Attitudinally Accessible Environment
⢠INFORMATION AND COMMUNICATION
â¢Inclusive Environment for All
⢠REGULATIONS AND SYSTEMS
â¢Universal Design - base Environment
⢠THOUGHTS AND ATTITUDES
â¢Environment without Four Barriers
NHE PROJECT : VISION
PROJECT GOAL
NON-HANDICAPPING ENVIRONMENT
REMOVAL OF BARRIERS REPLICATE
PROJECT PURPOSE
PROMOTE IMPLEMENT
?
HOW TO REMOVE THE BARRIERS
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1
PERSONS WITH DISABILITIES AND THE ENVIRONMENT
The FIVE COMPONENTS of NHE : IMPLEMENTING MECHANISM
NETWORKING
PROFILING
ADVOCACY
CAPACITY DEVELOPMENT
PERSONS WITH DISABILITIES AND THE ENVIRONMENT
Outline of Session
My Disability Cerebral palsy I fell down on the bed floor due to nurseâs carelessness. My Body Imbalance
Disability
Development
My Fingers in Both Hands are Bending My neck is slanted in the right side I cannot speak fluently
27
2
CBR TOT
Empowerment of Self advocate with Intellectual Disabilities
Dao Ruang Group Activity in August 2012: Income generation activity Practice on Tea Break Arrangement
28
3
Sharing Experiences how to develop Self Advocate Group with ID in Thailand
Leadership and Empowerment Program for Potential Thai Leaders and Resource Persons with Disabilities, Bangkok, April-November 2012
Capacity Development program
Training on English skills to be international resource persons in the future
Sharing and Discussing “Disability Equality Training (DET)�
29
4
Dao Ruang Group Activity in September 2012 : Capacity Development Program
Dao Ruang Group Activity in September 2012 : Capacity Development Program
Representative from Person with ID attended ToT on CBID for 2 weeks.
Discussion on Expectation from the Training
Dao Ruang Group Activity in September 2012 : Capacity Development Program Panel Discussion on âID We can!â
Dao Ruang Group Activity in September 2012 : Capacity Development Program Discussion on Community-based Inclusive Development
30
5
Parents of Autism
THANK YOU
31
6
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ìÆÈÅÅÈ Å¬Çµ ì ÆÈÄéÆÈ ÈÆé ÅÅŬǯ ÈÆ€ÅÅÈ« Åǯ Ä ÈöÆ
Item 2
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ìÆÅÈ« ÈÅ
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Å Æ Ç°Æ€Å Åöŷ ÅŬǯ ì ÆŎŬ
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By Mr. Watcharapol Chuengcharoen, Acting Chief, Office of Networking Secretariat
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34
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36
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37
Mr. Kong Vichetra Executive Director,
Presentation
Komar Pikar Foundation (KPF)
6/21/2013
There are an estimated 630, 000 disabled people in Cambodia More than 50 % of those are under 20 years of age Handicap International 2007
Development of Self Advocate Group With Intellectual Disability and Experiences Sharing on NHE 29 May 2013, Phnom Penh Hotel Presented by Kong Vichetra Executive Director
Intellectual Disability | Autism | Down Syndrome | Cerebral Palsy
KPFâs Background Komar Pikar Foundation (KPF) was established in 2007 and is officially registered with the Ministry of the Interior in 2008. KPF is a Cambodian non-governmental organization focused on the development of programs and strategies to address the needs, and promote the rights of children and youth with moderate to severe disability. KPF is currently actively involved in improving the lives of 80 children. This in turn improves the wellbeing of some 200 family members and their ability to advocate for children with disability to be inclusive members of the community.
KPFâs Location
How will KPF work? ⢠Vision
For children and youth with moderate to severe disabilities to gain a quality of life and provide them with dignity and recognition of being deserving of equal rights within society.
⢠Mission
To provide quality holistic support, to ensure that policies and services are implemented, to address the needs of children and youth with severe and multiple disabilities.
38
Partner organizations
YODIFEE | CDMD| PACHID | TASK | DDSP OEC | CABDICO | SPECIAL OLYMPIC âŠ
6/21/2013
ROSE ID Network Establishment We established a first ever self-advocate group in Cambodia called âKolapâ âROSEâ during the Regional Workshop on Intellectual Disability in November 2011, organized by KPF in partnership with the Asia - Pacific Development Center for Disability (APCD) and Japan International Cooperation Agency (JICA)
Support by APCD Foundation On 04-05 October, 2011, delegates from APCD/JICA regional office in Bangkok, Thailand in cooperation with KPF to discuss development of selfadvocate group of intellectual disability in Cambodia and preparations of upcoming regional workshop in November Phnom Penh
Partner Organizations of ROSE KPF-FRIEND
PACHID
TASK
SPECIAL OLYMPIC
NBIC
Support by APCD Foundation
The workshop on Development of Self-help Group Network on Intellectual Disability in Cambodia was co-organized by the DAC and KPF in collaboration with the MoSVY of Cambodia, the APCD and JICA at Phnom Penh Hotel from 15-17 November 2011. The workshop brought together 100 Cambodians, including persons with intellectual disabilities, family member, NGO staff and government officials. H.E. Ith Sam Heng, Minister of MoSVY and H.E. Sompong Sanguanbun, Ambassador of Royal Thai Embassy
Activities and Achievement
The leader of âRose Cambodiaâ Ms. Kay Sok Sambo, attended the APCD/JICA Project Workshop, held in Bangkok on 12-13 July 2012. Mr. Simon Viyanop (Deputy) and his grandmother Ms. Svay Simon went to Washington DC, USA to participated in Inclusion International National Convention and International Forum 25-28 October, 2012.
Monthly Meeting of ROSE Members, Family Members and Supporters
39
6/21/2013
The ROSE members and other children with disabilities joined in International Autism day and social activity to Bokor mountain
âStoeng Pursat River Runâ at Pursat Province, Sport is for health, friendship, relationship and social for children and persons with disabilities where 6 ROSE members joined and enjoyed
Lessons Learnt ï§ ROSE group members are happy and can do activities with support of parent or caregivers ï§ Their skills and confidence are to be maximized with support of parents, supporters or people in community ï§ Social activities are important for their participation in society and communities ï§ Education is not only mean to develop their emotional and mental development
Experiences Sharing on NHE How to remove the barriers for persons with Intellectual Disability? ï§ Intellectual Disability issues increased awareness and understanding among their communities and parents ï§ Using UNCRPD & Disability law in Cambodia as the main tool to promote intellectual disability (Moderate to Severe Disabilities) ï§ Increase opportunity for skill training and employment ï§ KPFâs program need to further promoted and increased services and funding
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Sporting and social activities that most of them were happy and enjoyble
Exchange program between ROSE ID group-Cambodia and Our New Future From HI-Belgium
Challenges ï§ Limited knowledge and support from supporters for this first ever development in Cambodia ï§ ROSE members find it difficult to regularly meet based on their location and organizations such as invitation to them and so on ï§ Supporter like KPF does have limited fund to support them i.e conducting meetings and social activities ï§ ROSE members access to limited fund for their starting business on income generation ï§ KPF and ROSE have limited support from other partners including government
6/21/2013
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Intellectual Disability | Autism | Down Syndrome | Cerebral Palsy
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Partner organizations
YODIFEE | CDMD| PACHID | TASK | DDSP OEC | CABDICO | SPECIAL OLYMPIC âŠ
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Ms. Svay Simorn
Presentation
Executive Director, Parents Association for Children with Intellectual Disabilities (PACHID)
The History of PACHID
Progresses in Autism and NHE Experiences Sharing
By Parents Association for Children with Intellectual Disabilities (PACHID)
⢠Our taskforce was established by two parents of children with intellectual disabilities ⢠Founded by a widow with a daughter and a grandchild with intellectual disabilities. ⢠We formed a team at CCAMH to identify all issues and the needs of children with intellectual disabilities and their parents. ⢠Collaborated with DAC to understand disability since 2004 and included disability related activities in DAC plans. ⢠Involved in the establishment of the association with parents of children with intellectual disabilities in 2004 ⢠A local NGO registered in Ministry of Interior (MOI) Number 889 S.CH.N (á.á.á) in 2008
Supports from APCD
Autism? ⢠Children or adults that have special inborn characteristic and delay in cognition compared with their age, which need better care and education services than normal children ⢠Autistic children are stubborn, do whatever they want to, and donât want to participate in group activities or society. They are not interested in new things. ⢠Often have behavioural problems and like the same things or repeated action
⢠APCD:
⢠Supported in human resources as this part is still limited ⢠Provided knowledge and skills to the management of PACHID and parents through trainings, workshops and study tours ⢠Provided trainings and workshops to PACHID very often and supported financially but was still limited ⢠Coordination and collaboration: Had good cooperation in both bilateral and ASEAN ⢠Management, information and knowledge have been shared such as documents and materials to support autism.
Supports from other NGOs ⢠Disability Action Council (DAC), Ministry of Social Affairs, Veterans and Youth Rehabilitation ⢠Work closely with NGOs such as Yodiffee, KPF and Disability Action Council (DAC) ⢠Encouraged and supported by CDPO ⢠ABILIS Organization
Activities and Achievements ⢠PACHID worked with moderate and severe children with intellectual disabilities, their families and communities to develop their physical, skills and cognition ⢠Vision: To enable children with intellectual disabilities develop through education, life skills and independent living skills ⢠Mission: Children with intellectual disabilities get education, participate in society and development
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PACHIDâs Main Programs ⢠⢠⢠⢠â¢
Day Care Centre Program Public Awareness Program Advocacy Program Vocational Training and Income generation program Self Help Group Program (Rose)
The Lessons Learnt of PACHID ⢠Supporting and providing special rights services for children with intellectual disabilities program assists them to have better opportunities in the society ⢠Children with intellectual disabilitiesâ participation in the society does bring them experiences and knowledge ⢠Study tour program to share experiences from one area to another helps them learn ⢠Camping program offers chances for children with intellectual disabilities to learn and build their network ⢠Life Skills program is useful for children with disabilities ⢠Trainings to communities are rooms for children with intellectual disabilities to practise ⢠Both formal and non-formal education are foundation for children with intellectual disabilities.
Future Directions of PACHID ⢠⢠⢠⢠â¢
Expand network of the association by forming self help groups in the communities. Further develop education and day care centres Prepare to produce handicraft Develop vocational training program Advocate for the rights of children and adults with intellectual with disabilities
Challenges ⢠Got mental, physical and emotional pressure and were not able to participate, lonely and discriminated against by family members, public and schools. ⢠Clear guidelines on disabilities were not available ⢠It was hard to lobby the communities ⢠Limited information and knowledge about autism ⢠Understanding about autism ⢠Lack of statistics and clear identification of autism ⢠Special education system for children with intellectual disabilities is still not available ⢠Resources and skills ⢠Means and materials ⢠Limited participation in autism activities
Lessons Learnt from NHE ⢠Parentsâ participation is a crucial part for Children with Intellectual Disabilities ⢠Provision of training on how to take care of children with intellectual disabilities to parents is necessary to help those children at homes ⢠Sending children with disabilities to schools or centres for training is required ⢠Give children with intellectual disabilities rights and opportunities to participate in society ⢠Encourage and acknowledge the achievements of children with disabilities in the society ⢠Self Help Program enables children to be strong and independent ⢠Using pictures and gestures are good ways to communicate with children with intellectual disabilities
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Photos
Opening Statements by Key Persons
Group Photo among Participants
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Presentation on Introduction of NHE Principles and Experiences Sharing by APCD
Participants from Self-Advocate Group with Intellectual Disabilities and APCD/JAIF Project Community Members
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Accessible for Persons with disAbilities
Asia-Pacific Development Center on Disability (APCD)
255 Rajvithi Rd., Rajthevi, Bangkok 10400 Thailand Tel: +66-(0)-2354-7505 Fax: +66-(0)-2354-7507 Website: www.apcdfoundation.org Email: info@apcdfoundation.org 50