Asian Resource Center
Asian Federation on Intellectual Disabilities

Kaoru Star Raft Award 2017
星槎賞The winners
1. The first welfare center on developmental disabilities in Korea "SeoulRehabilitation Center on Intellectual & Developmental Disabilities"
Korean Association on Intellectual & Developmental Disabilities (KAIDD)

2. 'Empowering Students and Engaging the Community'
Singapore, APSN Delta Senior Schoo l
3. Establishment of SWID Bangladesh is the pioneer, path finder and pathfounder organization in the field of Neurodevelopmental Disabilities inBangladesh.
Society for the Welfare of the Intellectually Disabled Bangladesh (SWID)

November, 2017What does “Seisa/ Star Raft”?
There is an old Chinese story. A young man in a period under strict national isolation dared togo out and see the world. When he returned he saved his country with the knowledge and experiencehe gained abroad. It is said that his raft arose from the sea and traveled across the sky. A raft oflogs of different lengths tied together with a strong rope. The word “Seisa” is composed of two
Chinese characters, “Sei” is the “Star” character. “Sa” is the “raft” character.
It is hope of Seisa Group to be your Raft with the spirit of “Living Together”.

The first welfare center on developmental disabilities in Korea“ Seoul Rehabilitation Center on Intellectual & Developmental Disabilities”
Seoul Rehabilitation Center on Intellectual & Developmental Disabilities(SRCIDD)
In the late 1980s when there was almost no service organization for persons with developmental
disabilities in Korea, parents and experts with the Korean Associations on Intellectual andDevelopmental Disabilities(KAIDD) as the center started to work for people with developmental
disabilities. As a result of sharing the need for service organizations for people with developmental
disabilities and making efforts to expand related facilities, i n 1986 Seoul Rehabilitation Center onIntellectual & Developmental Disabilities (SRCIDD) was established in Boramae Park in Seoul, capital
city in Korea.
∎ Seoul Rehabilitation Center on Intellectual & Developmental Disabilities (SRCIDD) supports
various welfare services that each party hopes for based on the degree of disability and potential ofeach person with disabilities, with the mission of “protection of rights and interests and promoting
welfare for the people with developmental disabilities”.
∎ At present, we are challenged with the following tasks.
First, how we can find out what kind of life they want a person with a developmental disability
Second, how people with developmental disabilities and their families enjoy their life in theircommunities
Third, how support lifelong education to middle-aged adults with developmental disabilities who have
not received education after school age∎ Seoul Rehabilitation Center on Intellectual & Developmental Disabilities (SRCIDD) is working on
various programs to solve these problems as shown below.
1. Rehabilitation (language, occupation, physics, music therapy) and special education are carryingout to develop children with disabilities. In recent years, we have tried to overcome the limitations ofsegmented therapy and expect the growth of children with disabilities by trying language therapy andcognitive therapy, speech therapy and music therapy.
2. We maximize the capacity of the disabled person and respect the choice of the parties, and focus ondiversification of support methods. The welfare center develops local resources according to the needsof people with developmental disabilities, and helps the disabled people directly use the local communityfacilities to become a member of the community.
3. Parents who have children with disabilities are counseled about parenting problems and educate
and practice specific parenting methods to reduce parenting stress. In addition, we support art therapy,
music therapy, gardening, and parental healing camp.
4. Vocational rehabilitation programs help adults with developmental disabilities to work in society
and participate in economic independence. Particularly, since 2001, we also have been leading theemployment of people with developmental disabilities by ‘developing guide for women with intellectualdisabilities’, ‘barista training’, ‘restaurant service training’, ‘care worker for people with developmental
disabilities’ and ‘administration's aides for people with developmental disabilities’.
5. When a program for adults with developmental disabilities was urgent, our welfare center rented
the resident center space and started a daytime activity program. Currently, we have set up 'Lifelong
Learning Centers', which run three programs within the welfare center, by age group (20s, 30s, 40s),
enabling lifelong education for adults with developmental disabilities.
6. Since 1990 when welfare for the disabled began to be active in Korea, the welfare center has started
exchanging program for people with developmental disabilities between Korea and Japan, and until now,
every year exchanges with Japanese disability organizations have been continuing to date.
7. As a specialized project, we hold the "Seoul Drawing Contest for People with Developmental
Disabilities" annually. T his project was started 1987 and 31th contest was held in 2017. So far, total
76,730 people from 1,936 institutions attending from 1987 to 2017. This art competition for people with
developmental disabilities is the only competition in Korea for people with developmental disabilities
with artistic capacities can be evaluated for their qualities. Also, the 'Aulunuri (all the world) Choir' is
Korea 's first developmental disabled chorus founded on October 1, 1991. T he choir composed of you thand adults with developmental disabilities has performed over 120 performances in home and abroad
and the choir was awarded the Excellence Prize i n the 2014 in National Choir Competition for People
with Intellectual Disabilities.
∎ Our society must change our attitude people with disabilities should not be emphasis on disability,
but should support as a persons with disabilities. Therefore, we need to support them in theircommunities where they are born and raised. Seoul Rehabilitation Center on Intellectual &Developmental Disabilities(SRCIDD) is the first-generation welfare center for people with disabilities
in Korea, which has been in operation for over 30 years. We will continue to do our best to meet andfulfill these demands.

‘ Empowering Students and Engaging the Community’
Singapore, APSN Delta Senior School
APSN Delta Senior School (DSS), a vocational school catering to students aged 17to 21 years with Mild Intellectual Disabilities (MID) aims to produce dignified andcontributing graduates. As students with MID and other co-existing medical
conditions such as Autism Spectrum Disorder, they are often seen as passive
recipients of charity. Hence, a need to provide appropriate opportunities for students
to function well and contribute to society before they leave school. Since 2015,
through its school-wide Character and Citizenship Education (CCE) programme, DSS
students have rendered service to the community. The CCE programme is uniquely
designed to cultivate public awareness of persons with special needs as active,
integral members of society by empowering students to showcase their strengths andabilities through the following three platforms: Community projects, Social Inclusion
programme, Parent Support Group.
Platform 1 - Empowering students through Community Projects
DSS works closely with various community partners like Southwest Community
Development Council (CDC), Choa Chu Kang Grassroots, SASCO Elderly Home andNTUC SilverACE to provide a structured platform for our students to serve withdignity and love via the project, “From Delta with Love” and festive celebrations forthe elderly. By leveraging on the strong partnership with community partners andgrassroots organisations, students are able to reach out to the vulnerable in thecommunity like the elderly, under-privileged families and other special needs
communities.
As a part of the programme, grandparents of the students are invited to theschool during the DSS Intergeneration Day to join their grandchildren for lessons inthe school. An appreciation ceremony is conducted for students and parents topresent flowers to the grandparents. Students have learnt the important value ofrespect for the elders.
Platform 2 – Partnering Organisations and Educational Institutions for Social
Inclusion
Since 2014, APSN Delta Senior School (DSS) has collaborated with National
Council of Social Service (NCSS), Students Care Service (SCS) and Institute ofTechnical Education College West (ITE West) to organize and conduct the Buddy’ In
Programme. This programme serves to nurture social skills in students who arewithdrawn and awkward in social interactions. With weekly group activities andsocial games, including patient mentoring by mainstream peers from the ITE-West,2DSS students learnt appropriate behaviours in a social setting and enjoyed theBuddy’ Inprogramme.
Platform 3 - Engaging Parents for Holistic Learning ‘The DSS Parent Support Group (PSG) comprising parent volunteers works very
closely with other parents and school staff to support students’ learning in school.
PSG organizes a number of workshops for parents to reinforce learning at home aswell as parent-child bonding sessions to equip parents with skills to better manage
their child with special needs. Parents, in turn, support the school by volunteering at
the school and this enhances the school’s capacity to conduct a wide range ofeducational programmes for the students.
The CCE programme of ‘Empowering students and Engaging the Community’ hasserved students well. Parents and the community are also strong supporters of theprogramme as shown by the positive feedback.

Establishment of SWID Bangladesh is the pioneer, path finder and path founderorganization in the field of Neurodevelopmental Disabilities in Bangladesh.
Society for the Welfare of the Intellectually Disabled Bangladesh (SWID)
Once the term ‘Disabilities’ specially Intellectual Disabilities, Mental Handicap,
Mental Retardation, ‘Autism’ Neurodevelopmental Disabilities were unknown to thecommunity people of Bangladesh. In the circumstances, some parents, psychologists
and philanthropists established SWID Bangladesh own their own initiatives to special
schools for the Intellectually Disabled and Autistic children and bring them into themainstream of the society. One of the main objectives of SWID Bangladesh is to create
facilities for education of the intellectually disabled children.
Intellectuallydisabledchildren

needspecialeducationandnomainstream

organization of the country is capable of providing such education to them, so SWID
Bangladesh itself has organized Schools for the Intellectually Disabled for catering
special education to the intellectually disabled children. Establishment of SWID
Bangladesh which is the pioneer organization in the field of Neurodevelopmental
Disabilities with scope of work on advocacy including disability movement, social
awareness towards the disabled people, their education, socialization, social security,legal rights, entertainment employment rehabilitation and social dignity. Developed
awareness among the common people regarding education and training of theintellectually disabled, and drew attention of the government for development
activities of the disabled people and Disability detection survey conducted by govt. andalso the service centre throughout all districts as started by the institution of SWID
Bangladesh.