Two Million (Stacey Braun)

Two million. A number that contains a whooping 6 zeros. A number that contains 7 digits. Two million. A number that can be broken down into 2 x one million or 4 x 500,000. But no matter how you approach it, the number commands attention . For this reason, the fact that Thailand has over two million people living with disabilities makes this number an important one (NSO).

Though individuals with disabilities have faced hardships world wide, their challenges have been particularly pronounced in Thailand. So why is this so?    More than 90% of Thais are Buddhist. Accordingly, in the teachings of Buddhism disability is an outcome of a vice that a person had in his/her previous life (Driedger). Because of this, Thai children with disabilities have been viewed by a large number to be useless and worthless (Hill). In fact, the stigma was so predominant that many Thai children with disabilities were kept at home and even denied basic education. Even "with the compulsory Education Act of 1935, the Ministry of Education allowed a child to stay at home because of his/her disability (Sukbupant, Shiraishi & Kuroda).

Furthermore, this trend continued for another half-century following the 1935 act. Before 1998, only 7.3% of children with disabilities in Thailand of school age were receiving an education ("Country Profile on Disability: Kingdom of Thailand", 2002). After this shocking statistic was published, the Ministry of Education designated the year 1999 as the "year of education for disabled persons". Several plans to enlarge educational opportunities for persons with disabilities were drawn up. Largely, this education was to occur through the promotion of inclusive  learning in regular schools. By definition, inclusive learning is an approach to education where students with disabilities spend the majority or all of their time with non-disabled students (Allen & Schwartz). However, contrary to the plans - this idea has not held in practice over a decade later.

Predominantly, Thai children with disabilities receive their educational services through special education schools located throughout the kingdom (Traiwicha). It is at one of these schools, Special Education Centre Region 8, that Hope Home's children attend school. Each of the children spend varying amounts of time at the school catered toward their individual needs. For example, one child attends every day all day. Whereas, some attend once a week.

So what doss their learning consist of at Special Education Centre Region 8? The intellectual lessons include activities such as counting and colouring. Whereas, the physical components range from threading (for hand-eye coordination) to physical and occupational therapy. Chiefly, the later of these lessons are what I have specifically witnessed.

From passive stretching and ring stacking to light therapy - a variety of therapeutic avenues were travelled on Tuesday. Overall, I would say that the children seemed to enjoy this change in sensory environment. However, such a stimulating day lead to some overload and exhaustion.

Though I do value that these children are getting the best education available to them and their providers, I cannot help but wonder where 1999's plans got left. Still to the date, less than 40% of Thai children with disabilities actually attend inclusive school programs (Traiwicha). Yet, time and time again studies have illustrated the benefits of inclusive education.

As illustrated by a study comparing integrated and segregated students with disabilities, "disabled children in the integrated sites progressed in social skill development whereas segregated children regressed" (Sale & Carey). In fact, additional studies have demonstrated "increased self esteem, increased motivation, and increased completion of learning goals" in students with disabilities in inclusive education settings.

However, the reason I believe that inclusive education should be the end-goal for Thailand is not just for its benefits for disabled children. Research has shown  that non-disabled students in inclusive school settings show remarkably improved perception and increased positive attitudes towards people with disabilities (Bennett et al). As Gandhi so clearly highlighted, "if we are to reach real peace in this world, we shall have to begin with children". Therefore, if the end goal is to change the perspective towards disability in Thailand - inclusive education may serve as a catalyst for this movement.