ABSTRACT. This qualitative research explores the experiences of parents’ raising disabled children in Thimphu. Studies show that parents play a pivotal role in disabled children’s education. While there are studies looking at special education needs in Bhutan there is limited understanding of parents’ experiences of raising disabled children. Given that Bhutanese services and policies are still in their infancy, there is a lot of expectation on parents. This research based on interviews with parents and service providers, seeks to address this important issue by highlighting the varied experiences and offer evidence-based recommendations for strengthening services, support systems and inclusive education practices

ABSTRACT. Bhutanese teachers' attitudes on inclusive PE are examined in this quantitative, cross-sectional study. The 2019 National Policy for Persons with Disabilities (NPPD) calls for inclusive education; however, HPE implementation is insufficient. Successful inclusive programmes depend on teachers' attitudes, preparation, and self-efficacy. The study will survey Bhutanese SEN teachers using a self-developed HPE Teacher Perception Survey. This survey will assess teachers' inclusion readiness, professional development, and institutional support. The data will quantify attitudes, identify inclusion barriers, and inform teacher training and assistance. The study aims to improve Bhutanese inclusive HPE for children with physical disabilities.

ABSTRACT. Using a descriptive case-study design grounded in Anastasiou & Keller’s typology and SDG4 indicators, we assess Vietnam’s inclusive special education (2008–2024) within its human development context. Findings reveal policy commitments (CRPD, Vietnam’s Education Development Strategy -EDS) and enrollment targets, as well as uneven special education coverage, resource gaps, and constraints. We outline progress against EDS goals and highlight challenges in funding, teacher preparation, and equitable access.

ABSTRACT. The proposed lecture presents a new model for understanding the factors that influence collaboration between Bedouin parents and professionals in special education schools. Based on a qualitative ethnographic study involving 60 semi-structured interviews, the research explores how each group defines collaboration and the unique challenges they face. Parents struggle with existential issues, and experiencing “school culture shock while professionals operate within Western paradigms that often lead to cultural blindness. These perceptual gaps create conflicts that affect the quality of care for children with disabilities. The lecture highlights the importance of building bridges between the two worlds to improve collaboration

ABSTRACT. IASE, in collaboration with our National Country Chairs around the world, aims to provide a privileged space for reflection, idea exchange, dialogue, knowledge of best practices, and debates on inclusive and quality education across the lifespan, with the goal of weaving and deepening networks that will allow us to move toward an egalitarian society with greater social justice for all people.

This presentation will provide additional information on inclusive practices, policies and research in many of our countries worldwide.

ABSTRACT. Panel Theater, a storytelling method using picture dolls made from coarse non-woven fabric (P-paper) attached to felt-covered panels, was developed by Ryojun Kouda in 1973 and has become widely adopted in Japanese early childhood education. Recognized for enhancing concentration, comprehension, and imagination while supporting expression skill and communication for children, it holds potential for special education. This study surveyed 154 educators working in Japanese special needs schools to explore current applications of Panel Theater. Findings revealed both pedagogical value and key challenges of Panel Theater, offering insights for developing it as an effective teaching materials tailored to diverse learners needs.

ABSTRACT. The aim: teachers recognizing emotional and social difficulties in preschool children. During the psychomotor play, the participating children are observed as they perform specific tasks. The play includes tasks that allow you to see: eye contact, Visual tracking, attention switching, orientation to name, reciprocal social smile, disengagement of attention, understanding emotions, imitation, expressing emotions, understanding verbal communication, emotional resonance – comforting. This original play was developed taking into account red flags for ASD in young children. The play can be used in a group of children aged 3.5–4 years. Younger children need individual play with a teacher.

ABSTRACT. Inclusive classrooms need smart supports that respect teacher time and student diversity. This interactive workshop demystifies AI tools, showing how chatbots, adaptive planners, and data dashboards can be built in minutes, not months. A special education administrator and a district teacher of the year will guide participants to co-design micro-solutions for their contexts, test them live, and leave with step-by-step toolkits and open-access prompts that work in all educational settings. Emphasis on ethical use, accessibility, and cultural adaptability ensures every learner benefits, regardless of geography or resources.