Asian Resource Center
Asian Federation on Intellectual Disabilities

Kaoru Star Raft Award 2019星槎賞The winners
CAMP PAGIBIG FOR CHILDREN and YOUTH WITH SPECIAL NEEDS
Philippine Association for Intellectual Disabilities (PAFID)
Agro Based Rehabilitation for empowering people with Intellectually
Disabled in their community.
National Association on Intellectual Disabilities‐ Nepal (NAID‐ Nepal)
Enabling Students with Intellectual Disability to Express,
Enrich and Empower with Music Technology
APSN Tanglin School Singapore

December, 2019

What 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”.

CAMP PAGIBIG FOR CHILDREN and YOUTH WITH SPECIAL NEEDS
Philippine Association for Intellectual Disabilities (PAFID)
Through the initiative of the Philippine Association for Intellectual Disabilities(PAFID),Inc. formerly known as Philippine Association for the Retarded (PAR), Inc.,
CAMP PAG-IBIGa day camp activity for children and youth with special needs wasstarted in 1976 with its philosophy of having everyone, a member of an inclusivesociety. Inclusivity expanded the number of campers including children with autism,deafness, blindness, physical handicaps and multiple handicaps in response toparents’ representations together with children who are fast learners/gifted serving
as junior counselor. Camp Pag-ibig offers a great opportunity for special needs toexpand their life skills eventually their integration in the community. Since then,this has been conducted annually as highlight of the celebration of the National
Mental Retardation Week, February 14-20, per Presidential Proclamation No. 1385
with partners like the Local Government of Quezon City, the Department ofEducation, the Quezon City “Capitol” Jaycees, the Manila Water Company, Inc. andthe Manila Waterworks Sewerage System. This partnership model has proven to becost effective, innovative and allows a large number of campers with a wide range ofinclusivity to be served.
The objectives of Camp Pag-ibig include i) enable children and youth withdisabilities to participate in wholesome and rewarding community project, ii)
facilitate the integration /inclusion of these children in meaningful social process, iii)
actively involve the families in educational and social activities for children andyouth with disabilities, iv) harness community participation in a form of advocacy for
persons with disabilities, and v) operationalize the rights of people with disabilities
to equalization of opportunities and full participation.
The special features of Camp Pag-ibig include a) Camp Proper Activities(swimming, nature lore and study, outdoor games, arts and crafts, painting, cook out,
music dance, and survival skills; b) Parents Forum conducted simultaneously withcamp proper activities for parents of children with disabilities facilitated byteachers, students and community volunteers; c) First Aid Training, and d)
Volunteers Immersion for Advocacy.
Camp Pag-ibig has a yearly theme to focus on the conduct of the different
activities. It starts with a Mass of Thanksgiving with participation of the campers inthe choir and gospel readings. The Opening Program is graced by officials of theagencies involved with the commitment to support these children through improved
services in education with supplementary health and nutrition services. For the last
three years a feature on disaster preparedness and first aid training were conductedto adolescent with disabilities. Trained special and regular teachers and volunteers
facilitate the Camp activities.
The participants of this activity annually range from 1,500 to 2,000 children withspecial needs from the public and private schools in the Metro Manila area. Morethan 150 teachers, 100 parents and 50 volunteers consisting of medical professionals,policemen, and students acted as facilitators for the different activities. Camp Pagibig had evolved as a commitment towards developing truly inclusive societies. Thus,
it now is expanded in some regions in the Philippines.Year-to-year progress is evidentof the campers’ active participation in the annual camp.

Agro Based Rehabilitation for empowering people with IntellectuallyDisabled in their community.
National Association on Intellectual Disabilities‐ Nepal (NAID‐ Nepal)
The agro based rehabilitation activities for children and youth with ID in ruralcommunities having agricultural background is a new idea conceived by the thenpresident of NAID Nepal, Mr. S N Shrivastava in 2012.
ID children are provided basic training for daily living, personal hygiene,alphabetical and numerical knowledge, skills for music and dance and so on. Afterattaining the age of 15 or above, they are given vocational training for making
candle, paper envelop, writing chalk, garland of beads, etc. as part of rehabilitation
activities. These activities are of traditional nature for youth living in town andcities. The products so made have limitations as to quality, evenness in shape andsizes, wastage, and marketing.
Nepal is a country where about 71% of population hereditarily live on agriculture
and related activities, such as, live stocks, piggery, poultry and vegetable growing.
For ID children who live with their parents, who come from agricultural backgroundalso need some activities for rehabilitation in their community. The agro based
activity is simple and was designed for such ID youth living in community.
NAID‐ Nepal central office allot funds every year to district branches who incooperation with local government council select 4 / 5 families with ID children fromamongst the community and distribute live stocks and seeds for free distribution in afunction attended by district child development officer, official of the local govt.,
representative of district development committee and of NAID Nepal and local people
including parents of ID children.
The parent of ID children selected for distribution of live stocks are required tosign an agreement to hand over 50% of baby goats, piglets, chickens and vegetableseeds to the similar poor family of the community having ID children free of cost asper agreement. Thus, chain in the community is formed of ID children that continue
unless the whole community is covered.A record of all live distribution and death if
any is also maintained by the district branch and village council respectively.
The ID youth and their parents are given short briefing and training about feeding
grass/ grain, providing drinking water, taking them out to field for grazing,knowledge about basic symptom of diseases, etc.
The technical assistant from district veterinary offices provides timely vaccination,needed medicine and pay regular follow up free of cost as part of their duty. Startingfrom 2012 to 2018, total of 616 goats, 14 piglets, 1330 poultry and seasonal vegetableseeds worth Rs.1000 to each districts in each year have been given to families of ID
children.
Initially distributed live stocks have gone multiplying in the communities in thespan of seven years. This activity has added further direct income to families of
disabled children by the sale of live stocks and vegetables and has helped in
reduction of poverty in the families of ID.

Enabling Students with Intellectual Disability to Express,
Enrich and Empower with Music Technology
APSN Tanglin School Singapore
Enabling Students with Intellectual Disability to Express, Enrich and Empowerwith Music Technology
Introduction
The original intent of this study was to investigate the impact of incorporating
technology into music activities to enhance the ability of students with special needs
to manage his/her emotions positively.
Students with special needs are often passive learners in music education becauseof their lack of confidence or certain limitations that may have prevented them fromengaging in music activities. The digital waves are specifically designed for students,
to experience the different cultures of Singapore through songs and participate
meaningfully in creating and performing with music.
・ In 2018, twelve students with mild intellectual disability (MID), Autism
Spectrum Disorder (ASD) and with other co-morbid conditions were selected toparticipate in this study.
・ In 2019, twenty-five students are included in the study to further determine thelevel of students’ engagement as the learning experiences are tailored to meet thediverse abilities of students with intellectual disability.
Rationale
Music is universal; it rewires the brain, lifts the spirit, calms the mind and moves
the body. Research has produced evidences that making music multiplies the impact
of musical intelligence in the brain manifold, far beyond passive listening and will
improve pro-social behaviours in children with special needs. Students with special
needs have difficulty expressing their needs, which may lead to frustration andexhibition of inappropriate behaviours. They love to make music but find learning
music the conventional way very challenging. At APSN Tanglin School, we seek
innovative solutions that will push the boundaries by incorporating technology, as anassistive device, into music activities to enrich and empower our students to express
confidently.
The digital waves convert physical movement into sounds which encourage
students to take turns, follow instructions, stay on task and express positive
emotions and behaviours. The technology provides a medium where students are able
to express and communicate through music and sound (Ellia, 2007, 2008). The project
was demonstrated at the Disability Applied Research Forum in Singapore on 22March 2019 where participants had the opportunity to experience the impact oftechnology in music activities and the benefits it brings.
References
1. Ellis, P. (2007). The development of interactive multisensory environments forexpression, 1992 - 2007.Keynote, Luxembourg Society for Music Therapy.
2. Ellis, P. (2008). Sound therapy. Paper presented at the International Conference
for the 2007- 2008 Academic Year: The Application of Technology for Early
Childhood Education and Special Education. Taiwan: Chaoyang University ofTechnology.
3. Soundbeam Project (2003) .Soundbeam 2® Web link: www.soundbeam.co.uk/