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Across Asia, countries have signed the UNCRPD and to a greater or lesser extent are pursuing inclusive education (IE). In this article, we present case studies from Singapore, Indonesia, Philippines, and China analyzing them for common themes around the education of students intellectual and developmental disabilities (IDD), and noting commonalities, challenges, and emerging issues. While the definition of IE (being the philosophy, process and practice of welcoming, valuing and supporting all learners in general education environments) and the conceptual distinction between integration and segregation are clear in the UNCRPD and subsequent comments, the terminology used in some of the countries is inconsistent with these definitions. This makes interpretation of reports from government instrumentalities difficult. In some cases, misuse of terminology allows justification of practices that are contrary to the UNCRPD. Terminology differences coupled with challenges of finding data related to the education of children with IDD, if the data exist, make a regional analysis of progress towards IE complex. In our paper, we have drawn on previous reviews and reports to discuss common issues and make suggestions for ways forward. Our findings add to the few other reviews from Asia on IE and draw attention to the continuing need for improved access to any education at all for learners with IDD. Provision of IE is caught up in dilemmas in the region about teacher preparation and professional learning, and how to provide specialist support in inclusive settings. School structure decisions including staffing provision and class sizes affect the education outcomes of students with IDD. School leadership, with the fundamental role of translating policy into practice, is critical for the development of IE and must be aligned with system and country priorities. Collaboration across the region has the potential to share best practice and continue to improve the educational opportunities for learners with IDD. [ABSTRACT FROM AUTHOR]

The author examined how individuals with intellectual disability ( ID) are supported in Singapore and what are the needs for further service development. Service provision for individuals with disabilities in Singapore is broadly reflective of its changing needs as a developing nation. Disability service provision began in the pre-World War II period and then advanced greatly during the last 20 years with the proliferation of early intervention and specialized programs for school-aged children as well an expansion of adult-focused supports. Social services are organized along the 'Three Ps Model' (public, private, and people), involving a collaboration of nongovernmental organizations, the government, and the corporate sector. With respect to school-age services, although a fairly comprehensive system has been put in place to support the education of students with disabilities, the system continues to evolve. The situation is more limited with respect to supports for adults. With Singapore reaching high levels of employment, there is an impetus for some individuals with ID to be part of the workforce; for those without work skills, day options for some include workshops and developmental activity centers. For parent carers, supports remain limited and there is a disparity between the goals outlined in the World Disability Report and currently available options for most adults and their families. Recommendations include studies to better understand the population of persons with ID and their needs, a reexamination of the diffused responsibility for disability-related services within the government, and an evaluation of the way services are delivered by the voluntary sector. [ABSTRACT FROM AUTHOR]

The article presents information on the Second Asia-Pacific Conference of the International Association for the Scientific Study of Intellectual Disability (IASSID). The conference had the theme "creating possibilities for an inclusive society." At the conference, more than 350 papers were submitted to the Scientific Program Committee for peer review.