Policy and Implementation: Assistive Technology for Disabled Students in Thailand

1
Policy and Implementation Assistive
Technology for Disabled Students in Thailand

• Tavee Cheausuwantavee, Ph.D., Asst, Prof.
• Chommanad Cheausuwantavee, M.Ed. Asst, Prof.
• Thailand.
• 10 th ATIA Orlando Conference, Caribe Royale All
  Suite and Resort, Orlando, Florida, USA, Jan
  28-31, 2009

2
Outlines of presentation

• Policies/Laws regarding AT and educational
  provisions for disabled students over the past
  decade (1992-2006) in Thailand.
• The Rehabilitation Act for Disabled Persons 1991
• The Constitution of the Kingdom of Thailand 1997
• The National Education Act 1999
• The ministerial regulations and cabinet
  Resolutions
• Real situations from available researches
  reflecting effectiveness of those AT policy
  implementations.
• Conclusions and suggestions for further AT
  services and educational provisions for disabled
  students within global perspective and the new
  laws of Thailand
• The Constitution of the Kingdom of Thailand 2007
• The Development and Promotion of Quality of Life
  for PWDs Act 2007
• The Educational Provision Act for Person with
  Disability 2008

3
The Constitution of the Kingdom of Thailand 1997

• The 1997 Constitution had 12 Chapters and a
  section of Transitory Provisions, containing a
  total of 317 Sections.
• The 1997 Constitution eliminated all restrictions
  over and removed previous prohibitions regarding
  persons with disabilities with the following
  statements

4
The 1997 Constitution related to AT and
educational provisions for disabled students.

• Section 4. The human dignity, right and liberty of
   the people shall be protected.
• Section 30. states that all persons are equal
  before the law and shall enjoy equal rights and
  that all discrimination based on physical or
  health conditions is prohibited.
• Section 53.  Children, youth and family members sh
  all have the right to be protected by the State a
  gainst violence and unfair treatment.        Chil
  dren and youth with no guardian shall have the rig
  ht to receive care and education from the State, a
  s provided by law.

5
The 1997 Constitution related to AT (cont.)

• Section 43.  A person shall enjoy an equal right t
  o receive the fundamental education for the durati
  on of not less than twelve years which shall be pr
  ovided by the State thoroughly, up to the quality,
   and without charge.           In providing educa
  tion by the State, regard shall be had to 
  participation of local government organisations an
  d the private sector as provided by law.
  The provision of education by professional organis
  ations and the private sector under the supervisi
  on of the State shall be protected as provided by 
  law.
• Section 55. The disabled or handicapped shall have
   the right to receive public conveniences and oth
  er aids from the State, as provided by law.Sectio
  n
• Section 80. The State shall ensure a good
  quality of life for persons with disabilities and
  improve upon their ability to depend upon
  themselves for health protection and quality of
  life.

6
The Rehabilitation Act for Disabled Persons 1991

• Section 4. In this Act,
• "Disabled Person" means a person with physical,
  intellectual or psychological abnormality or
  impairment as categorized and prescribed in the
  Ministerial Regulations.
• "Rehabilitation of Disabled Persons" means the
  improvement of the potentials and capacities of
  disabled persons through medical, educational,
  and social methods, and vocational training in
  order to provide them the opportunities to work
  or lead their lives equal to that of the
  non-disabled.

7
Ministerial Regulation No.2 A.D. 1994 (B. E.
2537) on the Designation of Type and Criteria of
Disabled Persons

• 1. Visual Impairment
• 2. Hearing Impairment of Communication
• 3. Physical or Locomotion Impairment (physically
  disabled)
• 4. Mental of Behavioral Impairment
  (intellectually disabled)
• 5. Impairment of Intellectual or learning
  Impairment (psychologically disabled)

8
The Rehabilitation Act related to AT and
educational provisions for disabled students.
(cont.)

• Section 15. Disabled persons who have been
  registered in accordancewith Section 14 shall be
  entitled to the following assistance, development
  and rehabilitation
• (2) Education in consonance with the
  compulsory, vocational or university education
  under the National Education Plan as considered
  appropriate. Such education may be provided in
  special schools or through mainstreaming in
  ordinary schools whereby the Center for
  Innovation and Technology attached to the
  Ministry of Education shall provide support as
  deemed appropriate.
• (4) Entitlement to participation in social
  activities and access to various facilities and
  services essential to them.
• VARIOUS FORMS OF EDUCATION FOR PWDs

9
The Rehabilitation Act related to AT (cont.)

• Section 17. In order to protect and assist
  disabled persons, the Minister shall have the
  power to issue the Ministerial Regulations
  prescribing
• (1) The characteristics of the buildings,
  sites, vehicles or other public services
  requiring installment of equipment to directly
  facilitate disab1ecl persons.
• TO BREAK DOWN SOCIAL AND ENVIRONMENTAL BARRIERS

10
The Rehabilitation Act related to AT. (cont.)

• Section 18. An owner of a building, site, vehicle
  or a service provider who provides equipment to
  directly facilitate disabled per-sons as
  stipulated in Section 17(1) is entitled to deduct
  double the expenses incurred for such purpose
  from the net income or net profit of the year
  during which those expenses were incurred, as the
  case may be, in accordance with the Revenue Code.
• AFFIRMATIVE ACTION, MOTIVATION

11
Cabinet Resolution 1998 (B.E. 2541) on
Accessibility Resolution (by Ministry of Labor
and Social Welfare, March 10, 1998)

• Section 55. of The Constitution of the Kingdom of
  Thailand 1997 indicating that the disabled  shall 
  have the right to receive public conveniences and 
  other aids from the State, as provided by law.
• Section 17. (1) of The Rehabilitation Act 1991
• TO BREAK DOWN SOCIAL AND ENVIRONMENTAL BARRIERS
  TROUGH ESTABLISHMENT OF ANY ACCESSIBILITIES

12
Ministerial Regulations No. 4 A.D. 1999 (B.E.
2542) on Accessibility for People with
Disabilities. ( by Ministry of Social
Development and Human Security, December 3, 1999 )

• 1998 cabinet resolution directed state agencies
  to modify facilities for disabled to access, but
  most government agencies have not done so. The
  1999 regulation that makes compliance mandatory
  has not been enforced.
• This regulation restates the standard and
  appropriateness of Equipments or Assistive
  Devices for Disabled People.
• Ineffectiveness of enforcement and
  revision of the laws

13
Ministerial Regulations No. 4 A.D. 1999.(cont.)

• Buildings Assistant institutions for elderly
  and disabled people, schools or education
  centers, hospitals, hotels, meeting rooms, public
  transportation centers, and related buildings
• Sites/places public parks, zoo and related
  places or any places for public services
• Vehicles Public buses/cars, trains/railways,
  public boats/ships and aircrafts
• Other public services public telephone, post
  offices/boxes
• The symbols for accessibility of disabled
  people should be presented at those buildings,
  vehicles, places and any public services in
  accordance with the laws.

14
Rehabilitation Committees Regulations on
Standard of Equipments or Assistive Devices for
Disabled People A.D. 2001 (B.E.2544)

• Section 17 of the Rehabilitation of Disabled
  Persons Act and Ministerial Regulations No. 4
  A.D. 1999,
• In order to stipulate standard and
  appropriateness of Equipments or Assistive
  Devices for Disabled People in building, sites,
  vehicles and public services
• MORE USEFUL FOR PHYSICAL/MOBILITY DISABILITY

15
Rehabilitation Committees Regulations. (cont.)

• Door smooth texture, without an obstacle, not
  less than 85 cm. of width, sliding door
  (preferable), transparency window, etc.
• Ramp anti-sliding floor/texture, not less than
  90 cm of width, appropriate ratio of length and
  slope with handrail/ guardrail, etc
• Adjacent route between buildings or corridors
  smooth texture, without an obstacle, not less
  than 200 cm. of width, etc.
• Stairs not less than 150 cm. with anti-sliding
  texture, rest area, handrail/ guardrail, etc.

16
Rehabilitation Committees Regulations (cont.)

• Lift/elevator not less than 110X140 cm. of
  space, 85 cm. width of door, sound and light
  alarm available, 90-120 cm. height of pressing
  keys, etc.
• Toilet/rest room smooth texture, without an
  obstacle, not less than 80 cm. width of door,
  sliding door (preferable), braille letters
  adhered, light alarm available, etc.
• Car park
• Wheelchair
• Vehicle
• Footpath/sidewalk
• Public library
• Public telephone
• Accessible symbol
• Etc.

17
Ministry involving PWDs

• Ministry of Social Development and Human Security
• Ministry of Labor and Social Welfare
• Ministry of Education
• Ministry of Public Health
• Ministry of Interior

18
Ministry involving AT Educational provisions of
PWDs

• Ministry of Social Development and Human Security
• The Rehabilitation Act for Disabled Persons 1991
• Ministerial Regulations No. 4 A.D. 1999 (B.E.
  2542) on Accessibility for People with
  Disabilities.
• Rehabilitation Committees Regulations on
  Standard of Equipments or Assistive Devices for
  Disabled People A.D. 2001
• Ministry Of Education
• National Education Act, 1999

19
National Education Act, 1999

• Includes certain provisions having implications
  on restriction of a person's rights and
  liberties.
• Sections 29 and 50 of the Constitution of the
  Kingdom of Thailand authorize such restriction by
  virtue of the provisions of specific laws.
• Consists of 9chapters and 78..sections
• Protects the rights of persons with disabilities
  to education in accordance with their
  Constitutional rights.
• People with disabilities are entitled to early
  intervention services, educational materials and
  facilities, and government-supported home
  schooling.
• All children receive 12 years of basic schooling
  free of charge. Educational materials are being
  produced to meet the needs of target groups.

20
Educational meaning and system (cont.)

• Section 15 There shall be three types of
  education formal, non-formal, and informal.
• (1) Formal education shall specify the aims,
  methods, curricula, duration, assessment, and
  evaluation conditional to its completion.
• (2) Non-formal education shall have flexibility
  in determining the aims, modalities, management
  procedures, duration, assessment and evaluation
  conditional to its completion. The contents and
  curricula for non-formal education shall be
  appropriate, respond to the requirements, and
  meet the needs of individual groups of learners.
• (3) Informal education shall enable learners to
  learn by themselves according to their interests,
  potentialities, readiness and opportunities
  available from persons, society, environment,
  media, or other sources of knowledge.
• Flexibility and Variety of Educational
  Provisions

21
Educational Rights and Special Supports
Education for the disabled

• Section 10. In the provision of education, all
  individuals shall have equal rights and
  opportunities to receive basic education provided
  by the State for the duration of at least 12
  years. Such education, provided on a nationwide
  basis, shall be of quality and free of charge. .
  . .
• Education for the disabled in the second
  paragraph shall be provided free of charge at
  birth or at first diagnosis. These persons shall
  have the right to access the facilities, media,
  services and other forms of educational aid in
  conformity with the criteria and procedures
  stipulated in the ministerial regulations.

22
Resources and Investment for Education

• Section 60 The State shall be responsible for the
  following
• (1) Distribution of general subsidies for per
  head expenditure
• (2) Distribution of grants in terms of loans for
  those from low-income families, as appropriate
  and necessary.
• (3) Distribution of budgetary allocations and
  other special educational resources suitable and
  in line with the requirements for educational
  provision for each group of persons with special
  needs referred to in the second, third and fourth
  paragraphs of section 10. In so doing,
  consideration shall be given to equality of
  educational opportunity and justice in accord
  with the criteria and procedures stipulated in
  the ministerial regulations.

23
Technologies for Education

• Section 63. The State shall distribute
  frequencies, signal transmission devices, and
  other infrastructure necessary for radio
  broadcasting, television, telecommunication radio
  and other media of communication for use in
  provision of formal, non-formal and informal
  education and enhancement of religious, artistic,
  and cultural affairs as necessary.
• Section 64. The State shall promote and support
  the production and refinement of textbooks,
  reference books, academic books, publications,
  materials, and other technologies for education
  through acceleration of production capacity
  provision of financial subsidy for production and
  incentives for producers and development of
  educational technologies. In so doing, fair
  competition shall be ensured.

24
Technologies for Education (cont.)

• Section 65. Steps shall be taken for personnel
  development for both producers and users of
  technologies for education so that they shall
  have the knowledge , capabilities, and skills
  required for the production and utilization of
  appropriate, high-quality, and efficient
  technologies.
• Section 66. Learners shall have the right to
  develop their capabilities for utilization of
  educational technologies as soon as feasible so
  that they shall have sufficient knowledge and
  skills in using these technologies for acquiring
  knowledge themselves on a continuous lifelong
  basis.

25
Key Contents of policies/Laws on AT and
educational provisions for disabled students

• Human dignity, right and liberty concern
• Certain Responsibility of state/government-Central
  and Local GO, and also families, schools and
  society for enhancing QOL of PWDs
• Hierarchy and Harmony of Laws Constitution,
  Acts, Cabinet Resolutions, Ministerial
  Regulations.
• Multi-sectoral Involvement of GOs 5 Ministries
• No punishment, but re-enforcement and affirmative
  actions, but sometime having law revisions due to
  ineffectiveness of enforcement

26
Contents of policies/Laws (Cont.)

• All aspects of QOL of PWDs
• Public conveniences /Social welfare
• and Education Provisions
• Education Provisions and Educational AT
• Particular laws
• Flexibility, variety and alternation
• Wide range and adequacy of supports budges,
  equipments, human, knowledge
• QUITE SMARTNESS.

27
Real situations from available researches and
related documents reflected AT and educational
provisions.

• Methods.
• Visited any libraries of the 3 main universities
  in Bangkok, Thailand Mahidol University,
  Srinakharinwirot University, Chulalongkron
  University,
• Found out researches produced as documentary
  over the past decade(15 years) after enforcement
  of the Rehabilitation Act for Disabled Persons
  1991 and related laws 1992-2006
• Searched with particular key words as
  technology and disabled student , educational
  provision and disabled student, technology and
  disability , education and disability

28
21 articles during 1992-2006

• 21 articles produced during 1992-2006 and
  meeting those criteria were collected
• All articles were unpublished researches /
  thesis.
• Majority of articles was produced in 1999
• Majority of articles was quantitative and survey
  research

29
21 articles during 1992-2006 (Ranked by the
year of research production)

• 1. Kitiya Ratanakorn.(1992). Comparative study of
  educational provisions for disabled students in
  inclusive education and special education system.
  
• 2. Padung Arayawinyu (1994). Analysis of budget
  allocation of government for education and
  social welfare of marginal children in Thailand.
• 3. Julaporn Meunkol.(1994). The study of
  situation of integrated study in mainstream
  education for the students with intellectual
  disability.
• 4. Boonleard Petchmanee.(1995). The study of
  instructional technology of teacher in the school
  for the deaf.
• 5. Aem-oern Chaiboudang(1996). Effectiveness of
  implementation of social policy according to
  the Rehabilitation Act for the Disabled Persons
  1991.

30
21 articles during 1992-2006 (cont.)

• 6. Wipa Junthima.(1997). Status of personal
  administration in the school for the children
  with mental retardation.
• 7. Suwan Koufay.(1997). The Status and problems
  of integrative study for disabled students in
  secondary schools.
• 8. Yajai Intarawichai and Somchai Boulek.(1998).
  Status of educational provision for persons with
  physical, intellectual, emotional and social
  disability.
• 9. Division of Secondary Education, Ministry of
  Education.(1999). Situations of Inclusive
  education of disabled students in Thailand.
• 10. Tanunchai Intanunchai.(1999). Educational
  provision for disabled students by inclusive
  (mainstream) education in Pisunulok Province.

31
21 articles during 1992-2006 (cont.)

• 11. Wasana Plengsombut.(1999). Need for using
  information technology of the blind students in
  Thailand.
• 12. The 9 th Center of Special Education,
  Division of Secondary Education, Ministry of
  Education.(1999). Supervision and evaluation of
  inclusive education.
• 13. Division of National Primary Education,
  Ministry of Education. (2000). Qualitative
  report evaluation on students having special
  needs and dropping out from their studies in
  primary schools.
• 14. Evaluation Commission of Educational
  Provision for Disabled Persons, Ministry of
  Education. (2000). Evaluation Report of
  Educational Provision for Disabled Persons the
  Education year of disabled persons.
• 15. Chantira Loescharataradee.(2002). A study of
  program management for visually impaired
  students in the Primary Demonstration Rajahbat
  Institute Suansunandha.

32
21 articles during 1992-2006 (cont.)

• 16. Netnapa Anuprasert.(2002). A study on
  problems and needs of the visually impaired
  students on access technology in the post
  secondary educational institutes of the Bangkok
  metropolis.
• 17. Sucheera Pholrachom.(2003). A study of
  facility and service management in library
  services for people with physical disabilities
  and mobility impairment in schools A case study
  at Srisangwan School and Khonkaen Special
  Education School.
• 18. Wanaporn Ratanaphan.(2003). Access technology
  and quality of life for physically disabled
  students in higher educational institutions in
  the Bangkok metropolis.
• 19. Nungruethai Torsuwan.(2003). Current
  situation of sign language interpreters on
  Bangkok and the vicinity (metropolis.).

33
21 articles during 1992-2006 (cont.)

• 20. Pawichaya Suphinnapong. (2006). A study on
  the provision of assistive technologies,
  educational medias and other support services
  according to the ministerial regulation case
  study on students with disabilities in integrated
  schools at basic educational level supported by
  the central special education center during the
  academic year 2004.
• 21. Dollaporn Phuakkhong. (2006-finished 2008).
  A study of the physical resource requirements
  for meeting the educational needs of students
  with disabilities.

34
Scopes of content analysis on documents from 21
articles

• General situations
• Types of AT
• Hard and soft Technologies
• Human Technologies (Resources)
• Quality knowledge/attitude/relationship
• Quantitative numbers
• Adequacy and Satisfaction on AT services and
  Educational provisions
• Services or management.
• Outcomes
• Budget allocation
• Other Problems and Needs
• Some controversies

35
General situations Positive aspects (cont.)

• In 2000, there were 110,327 disabled students
  provided education through all strategies and
  were higher than the last 2 years about 3 times
  (14)
• The 18 centers of education for disabled
  students could be launched to all regions (14)
• Strategic plans, educational provision manuals
  and IEP for disabled persons were established
  (14)

36
General situations Negative aspects

• The new instructional and educational
  technologies for the disabled students were
  mainly supported by the NGOs/foundations, but
  inadequate (3),while budgets mainly supported by
  government.(2)
• There were only 22.67 of PWDs having
  opportunity to access those available educational
  provisions (8)
• The disabled students who study in Bangkok
  (capital/central city) were more satisfied on
  their physical resource requirements than those
  who study in regional areas(21)

37
General situations Negative aspects (cont.)

• Effectiveness of social policy implementations in
  terms of accommodations, places, public
  services, was at low level. (5)
• There were inappropriate accessible environment
  and other ATs for disabled students including
  lack of adjustment in accommodations and
  environments for barrier free, appropriate
  medias, screening and evaluation for admission,
  individual education plan.(9)

38
General situations Negative aspects (cont.)

• The effectiveness and success of AT and
  educational provisions for disabled students
  were rated at low -moderate level by students and
  other stakeholders. (blind) (8,9,11)
• The strategies of curriculum administration were
  inappropriate and different among those
  schools.(9)
• Inclusive education for those students was not
  successful (13)

39
General situations Negative aspects (cont.)

• The problems of their educational provisions
  were barriers of accommodation, building, and
  environment, throughout inadequate of teachers
  and personnel in terms of both their numbers
  and knowledge in teaching for disabled students.
  (10)
• The main problems and barriers for physically
  disabled students in higher education were
  inaccessibility of public transportations ,
  information technology and toilets. (18)

40
Types of AT Architectural/Environmental
technologies (FOR physically disabled
students)

• The facilities specially designed for those
  disabled students were circular working desks of
  library staff, as well as reading tables, low
  bookshelves, ramps and easily opened doors for
  disabled students using wheelchairs. (17)
• Access technologies including ramps, tubular ramp
  handrails and convenient toilets as well as any
  disability support services were not available
  for those disabled students (18)
• The main problems and barriers for physically
  disabled students in higher education were
  inaccessibility of public transportations ,
  information technology and toilets. (18)

41
Human Technologies

• Quality knowledge/attitude/relationship
• Lack of knowledge and skills of teachers for
  invention of instructional technologies. (4)
• Need knowledge and skill training for teachers
  (10)
• The main problems were administrative system and
  personnel management within organizations(17)
• A large number of service providers lacked of
  appropriate knowledge and understanding about the
  AT provisions (20)

42
Human Technologies

• Quality knowledge/attitude/relationship
• Personnel for MR negative attitudes toward their
  profession (6)
• Factors influencing educational profession were
  relationship between those students and personnel
  involving (13)
• Limitations of knowledge, skills, attitudes
  toward disabled students of teachers, were also
  the barriers for educational accessibility of
  students with and without intellectual disability
  in mainstream study (3)
• The factors influencing success of the program,
  because school administrators and instructors had
  positive attitudes toward the visually impaired
  students. (15)

43
Human Technologies

• Quantitative Numbers and sectors
• The ratio of interpreters to the deaf was 1 465.
  (19)
• Ratio of teacher to students was inappropriate
  (12)
• Lack of teachers and other personnel (12,14)
• students had abilities and success to study in
  secondary schools upon their knowledge
  backgrounds, individual abilities, and family
  supports (13)
• ...uniqueness of national education policy and
  effective implementation, no more participations
  of care givers or parents.(18)...

44
Adequacy and Satisfaction of AT on Educational
provisions

• Services or management
• The curriculum for the students with and without
  intellectual disability were the same or may be
  little modified for the disabled by the teachers
  (3)
• Contents of curriculum for those PWDs were
  similar to contents of mainstream curriculum, but
  may be slightly adjusted according to their
  disabilities. (8)
• Most instructors conducted the integrated classes
  that disabled students involved by using their
  traditional plans of teaching as mainstream
  students. (15)
• Lack of ease in borrowing the technologies,
  service facilitators and access technologies (16)

45
Adequacy and Satisfaction on AT services and
Educational provisions

• Outcomes
• Lack of any TATs for students with and without
  disabilities (12)
• Inadequate technologies both their numbers and
  qualities.(16)
• There were no more adequacy and standard of ATs
  for students with physical disabilities in
  library and educational provisions , thus
  government had to concern on these issues. (17)
• Adequacy of provision of the physical resource
  was in the low level.(21)
• The level of assistive devices and facilities of
  students with visually, physically and hearing
  impaired was in the low, medium and medium level
  respectively (21)

46
Adequacy and Satisfaction of AT on Educational
provisions

• Outcomes
• The majority of those students had not knowledge
  enough to be employed or self-employment. (13)
• Assistive technologies including ramps, tubular
  ramp handrails and convenient toilets ,
  disability support services, public services in
  particular accessible public transportations were
  not available for those disabled students (18)
• The main problems and barriers for physically
  disabled students in higher education were
  inaccessibility of public transportations,
  toilets, and information technologies. (18)

47
Budget allocation

• In 1992-1994, budget allocation for education and
  social welfare of marginal children were likely
  to be increased, however, there were a few budget
  allocated to these policies. (2)
• Ministry of education allocated budget of fiscal
  year to disabled students for educational
  provision about 0.07 of total budget. (2)
• The budget for social welfare were higher than
  for education about 4-5 times (2)

48
Other Problems and Needs

• Whereas care givers indicated that there were
  not schools available for their children,
  rejection for study of general schools, disabled
  students indicated that they had study
  problems, and were ridiculed and harassed by
  other students. (1)
• Limitations of knowledge, skills, attitudes
  toward disabled students of teachers, were also
  the barriers for educational accessibility of
  students with intellectual disability in
  inclusive education. (3)

49
Some controversies for further exploration

• The majority of researches pointed out that
  disabled students preferred to study in inclusive
  education but the government allocated with a
  few budget. (2,10 )
• Some participants have had positive attitudes
  toward disabled students that have had rights to
  be educated, and such attitudes leaded to success
  of educational provisions, while most of the
  rest have had negative attitudes toward PWDs
  (1,3, 15 )
• Disabled students, administrators, teachers
  concerned on self help in daily living and
  adjustment of those student, whereas their
  parents or care givers concerned on literacy of
  those students.(1)

50
COMPARISON
Policies/Laws
Implementations

• Low- Moderate ? Negative attitudes
• Low ? only central government
• -
• Moderate ? 1) Ministry of Social Development and
  Human security
• 2) Ministry of Education
• Low ? sometime having law revisions due to
  ineffectiveness of enforcement of law

• Human dignity, right and liberty concern
• Certain Responsibility of state/government-Central
  and Local GO, and also families, schools and
  society for enha Example of articles ncing QOL of
  PWDs
• Hierarchy and Harmony of Laws Constitution,
  Acts, Cabinet Resolutions, Ministerial
  Regulations.
• Multi-sectoral co-operation of GOs
• 5 Ministries
• Enforcement without punishment, but
  re-enforcement and affirmative actions, but
  sometime having law revisions due to
  ineffectiveness of enforcement

51
COMPARISON
Policies/Laws
Implementations

• All aspects of QOL of all PWDs
• Public conveniences /Social welfare
• and Education Provisions
• Education Provisions and Educational AT
• Particular laws
• Flexibility, variety and alternation
• Wide range and adequacy of supports budges,
  equipments, human, knowledge

• Low -gt
• Environmental barriers, i.e. public services,
  transportation
• Limitations of quantitative, qualitative
• Low-moderate? Limitations of quantitative,
  qualitative AT/ Provisions
• Particular group and area
• Hard and soft AT, architectural AT
• Budget
• Human resources/techno.
• Knowledge
• Attitudes

52
Conclusions and discussion (cont.)

• Ineffectiveness of an implementation and
  enforcement of the laws
• Lack of systematic monitoring and punishment by
  government
• Not only limitations of enforcing the law, but
  also negative attitudes of service providers and
  society toward persons with disabilities have
  been big barriers for AT and educational
  provisions
• Stigma and discrimination

53
Conclusions and discussion (cont.)

• Factors influencing ineffectiveness of policy
  implementation and enforcement of the law
  regarding QOL of PWDs are universal or global
  problems
• Such factors /barriers as negative attitudes
  toward PWDs have been a basis of stigma and
  discrimination on PWDS- not only have occurred
  in Thailand , but also other countries including
  US.
• Now, Thailand has a new Constitutions as well as
  other Disability Acts
• The Constitution of the Kingdom of Thailand 2007
• The Development and Promotion of Quality of Life
  Act for PWD 2007
• The Educational Provision Act for Person with
  Disability 2008
• These new laws may not assure an effective
  implementation and enforcement to enhancing
  effective AT services and educational provisions
  for disabled students, unless those barriers
  will be broken down.

54
Suggestions /Implications

• Systematic monitoring of legal enforcement and
  policy implementation on AT and educational
  provisions through affirmative action by the
  governmental sectors need to be done.
• AT knowledge, skills training as well as
  positive attitude promotions for teachers,
  providers, administrators should be launched.
• Social empowerment / consciousness raising/
  attitudinal promotion of society toward PWDs
  and AT services have to be emphasized along
  with legal perspective.
• Further studies.

55
The End

• Thanks for your attention
• and participation !