disability – I am James' mum

Small Breakthroughs and Current Joys

A Reflection for AAC Awareness Month

Sometimes revisiting old things brings new understanding. Today, I reinstalled the Speech Blubs app on James’ iPad. He used to push it away. But this time, he stayed. He engaged, we laughed, we enjoyed it — and I felt something had significantly shifted, not in the app, but in us.

It may be small, but I am overjoyed. It was quiet proof that progress can return with exploration, persistence, and hope — the very things that truly help children with non-speaking autism.

AAC and Assistive Technology

AAC (Alternative and Augmentative Communication) is a set of tools and techniques for understanding how to support learners with speech, language, and communication differences. It includes valuing all forms of communication. Assistive Technology is one example of AAC innovation and how it can support teaching and learning.

Speech Blubs is an application designed to support home-based speech therapy using technology, and in this way, it serves as a learning tool to augment communication.

Assistive Technology applications that support speech generation, spelling and motor planning difficulties can expedite learning, offering pathways that might otherwise take a lifetime to build. In fact, Jane Korsten (2008) calculated that if an AAC user only learns during therapy, it could take 84 years to reach the same language exposure a typically developing toddler experiences naturally.

The significance of this is clear: exposure and immersion are vital. Every shared word, every modelled symbol, every small gesture counts.

If only one person models AAC, in a small room, for a few minutes a week, progress will always be slow. But if everyone — parents, teachers, peers, and communities — embraces it, the immersion that follows can transform understanding. That’s what inclusion really looks like.

Technology helps me find my own voice, too. Writing is my version of AAC — a way to make sense of what I can’t always say aloud. In this sometimes lonely space, the tapping of words becomes a kind of therapy — a reminder that connection happens through expression, not just speech.

Inclusion

We all come from different spaces of experience and education, yet the truth that shines through is that autism doesn’t discriminate — not by age, origin, ethnicity, or social status. What does create difference is access: access to understanding, to support, to opportunity.

Statistics show clear patterns — children from underprivileged or low-income families are often the ones most at risk of being left behind. Not because they lack potential, but because privilege opens doors that others must fight to find.

I’ve just finished my postgraduate certificate in Inclusion, and I’m still unravelling everything I’ve learned. The research gave me hope — but it also deepened my sadness. I see how much is lost when understanding and support come too late, or sometimes not at all.

“I didn’t choose to become a student of Special Needs; it doesn’t come easily. But we have to learn. It’s part of the job — and like any job, learning is the only way to do it well.”

From Inequality to Opportunity: Can Business Bridge the Gap?

Reflections from the Proseed Panel available on YouTube via Proseed Asia

Last night, I had the opportunity to watch the Proseed panel discussion titled “From Inequality to Opportunity: Can Business Bridge the Gap?” I was fortunate to access the video from home—something that isn’t always possible due to the constraints many families like mine face. But this time, I could join virtually—and it resonated.

Proseed is a community that believes business is about more than just profit. It values authenticity, purpose, and impact. Its founder, Mike, opened the conversation with a powerful question:

“What if we measured success not by profits, but by the lives we improve?”

This reframes the purpose of business around human impact. It calls on our collective conscience—especially when considering how businesses can create genuine opportunities for disabled people—not just as employees, but as innovators, leaders, and contributors to the economy and society.

Questions Raised—and My Reflections

1. What is something you wish people talked about more when it comes to inequality?

My answer: ACCESS.
Accessibility is often discussed in terms of physical spaces or digital tools. But for carers like me, it’s something even more fundamental: the ability to attend. To be present. To be included. A lack of flexible or remote options for education, employment, or social engagement often excludes both carers and our children.

Inclusive access requires us to rethink what participation really looks like. It means designing systems that recognise and adapt to the realities of families like mine. Being physically present isn’t always possible—but being actively engaged should be.

Creating agency and identity is central to my advocacy. For disabled people—especially those without speech—access to communication tools and education remains unevenly distributed. These tools are evolving, but many remain out of reach to those who need them most. To build real agency, we must provide access to information, connection, and opportunity.

2. What is the biggest challenge you see in fighting inequality?

My answer: AWARENESS.
Without awareness, there can be no meaningful action. Many forms of inequality remain hidden until someone brings them to light. Disability is the largest minority group in the world, yet it continues to be subsidiary.

This must change. Inclusion isn’t a tick-box exercise—it’s the foundation of a society or business that aims to be fair and functional.

3. What are you doing or planning that makes a real difference?

My answer: ADVOCACY.
By sharing stories—my own, my family’s, and those of others—I hope to raise awareness and challenge assumptions. Real change often starts with a single, honest conversation. When amplified, it has the power to reach many.

Key Messages from the Panel—and What They Meant to Me

Barbara: The Complexity of Inequality

Barbara reminded us that inequality is layered, both systemic and structural. She quoted Dr Martin Luther King Jr.:

“Injustice anywhere is a threat to justice everywhere.”

From a disability perspective, this rings particularly true. Neurodiversity is complex and intersectional. One can be wealthy and disabled, or poor and disabled. However, when your disability also denies you access to essentials like food, education, or employment, injustice is compounded.

Charles: Hidden Inequalities

Charles spoke about migrant workers and the unseen costs of employment. His story about “gold loans” was striking. Families sell their belongings to get a job and then need to work for years to pay back the loan. In some cases, it takes 10 years. As someone from a Southeast Asian immigrant background, I relate. I now employ migrant workers, and I’ve come to understand the sacrifices behind those decisions with greater empathy.

Nat: Sustainable Community Solutions

Nat stressed the importance of partnership over charity. Community organisations and social enterprises are often underfunded and lack long-term structures. Her focus on blended finance resonated with me. She also emphasised non-financial support. I found this relevant as I work towards sustainable models like Hope Haven—a community hub focused on connection and collaboration.

Disability, Opportunity, and Business

This discussion reaffirmed my belief: business can and must be a force for good—especially for disabled people. Inclusion is not just about visible disability. It’s about designing policies, cultures, and environments that welcome all forms of human difference, including neurodivergence and communication challenges.

Dignity and Business Responsibility

Dignity in a business context means providing meaningful employment and opportunity to disabled individuals, regardless of how their disability presents. Businesses have the power to transform lives by creating inclusive workplaces and fulfilling their ESG (Environmental, Social, and Governance) and CSR (Corporate Social Responsibility) commitments with real intent.

A few tools I’m developing:

Signed Social Story Series: Using Makaton, images, and video to support communication for individuals with speech difficulties and second-language English speakers.
Empower Eyes: A low-cost, everyday tool to assess visual impairment—currently being refined and prepared for tracking and efficacy.
Hope Haven: A model community centre that offers inclusive training opportunities. In collaboration with HappyLyfe, we’re working to create sustainable, ethical, vocational employment training through low-waste packaging.

Andrew: Profit With Purpose

Andrew offered a critical perspective:

“We are not equal and never will be. Each of us is unique.”

He reminded us that while equality isn’t about sameness, it’s about fair access and opportunity. He spoke of the power of ethical capitalism—how business and profit, when pursued with conscience, can reduce inequality in ways charity alone cannot.

This strongly aligns with my own mission: building tools and inclusive products that empower people to help themselves—thereby reducing dependency and increasing dignity.

Father Edgar: Making Inequality Personal

One statement from Father Edgar continues to echo for me:

“Make inequality a personal problem.”

That means recognising injustice not as someone else’s issue—but one that belongs to all of us. In Thailand, where I’ve lived for nearly a decade, you can visibly see wealth and poverty side by side. I support grassroots organisations like the Thai Child Development Foundation, Angel Arms, and the Bangkok Community Foundation. I shop local, reuse, recycle, and talk openly about disability—because small, consistent acts matter.

Education, Mindset, and Neurodivergence

Audience members rightly pointed out that education is key. Barriers like uniforms, transport costs, and school fees create serious inequality. But beyond logistics, mindset is perhaps the most powerful barrier of all.

As someone who is neurodivergent, I’ve found empowerment through digital communication. Platforms like social media and spaces like Proseed allow me to express myself in ways that feel authentic. They are tools of visibility and agency.

A Moment of Change

We are living through one of the most transformative periods of our lifetime. From my personal experience, I’ve seen a shift in public attitudes towards disability—towards positive language, greater representation, and a rights-based model.

Yet these advances are not universal. In lower-income settings, the digital divide, structural barriers, and underfunded services still keep disabled people marginalised. As progress moves forward, we must ensure it reaches not only the privileged but also the margins—bridging the gaps in access, opportunity, and dignity.

In Closing

This post is both a reflection and a call to action. Opportunity and inequality can be personal—but this is also optional. If we keep aggregating awareness, advocating, amplifying, and building inclusive tools and communities, we can bridge the gap.

SEN Policies in the UK, US, and Thailand

The journey of Special Educational Needs (SEN) has evolved significantly in recent decades, shaped by social change, shifting policies, and an increasing recognition of the importance of inclusion. This post looks at how the UK, Thailand, and the U.S. approach SEN, highlighting key developments, current challenges, and the role of advocacy in driving change.

A Brief History of SEN in the UK

Early History: Pre-1900s to 1940s

Historically, children with disabilities in the UK were excluded from education, often placed in institutions with minimal educational opportunities.

Pre-1900s: Limited support for children with SEN, who were largely considered “uneducable.”
1900s to 1940s: Special schools emerged, but children with disabilities were still segregated from mainstream education.

Shifting Towards Inclusion: 1970s to 1990s

The 1970s marked a turning point for inclusive education.

Education (Handicapped Children) Act 1970: This Act began allowing for more integration of children with disabilities into mainstream schools.
Disability Discrimination Act 1995: This Act made it illegal to discriminate against disabled individuals in various areas, including education.

The 2000s and Beyond: Personalised Support and EHC Plans

The introduction of Education, Health, and Care (EHC) Plans in 2014 marked a more personalised approach to SEN, ensuring tailored support for each child.

Education, Health, and Care (EHC) Plans: These plans offer coordinated support across education, health, and social care, emphasising the need for inclusion and individualised resources.
Neurodiversity Movement: Growing recognition of autism and ADHD has changed the way SEN is perceived.

Current Challenges in the UK

Despite advancements, challenges persist:

Funding Shortages: In 2020, nearly 30% of local authorities in England reported insufficient funding for SEN services, impacting support for children with complex needs.
Teacher Training: A 2019 study found that 44% of teachers feel unprepared to support students with SEN effectively.

SEN Approaches in Thailand

Developing Inclusive Education: 1990s to Present

Thailand’s journey towards inclusive education has been slower but steady.

Special Education Act 1999: Marked the beginning of Thailand’s efforts to create a more inclusive education system.
Barriers to Implementation: Despite these policies, children with disabilities often still attend separate schools due to resource constraints, and training for teachers is limited.

Current Challenges in Thailand

Resource Limitations: A lack of trained staff and resources hinders the implementation of inclusive education.
Cultural Attitudes: Disabilities are often viewed through a charity lens, and stigma remains a challenge in broader societal acceptance.

SEN Approaches in the United States

Legislative Milestones: IDEA and ADA

The U.S. has had robust legislation supporting children with SEN since the 1970s.

IDEA (Individuals with Disabilities Education Act, 1975): Guarantees free appropriate public education (FAPE) for students with disabilities.
ADA (Americans with Disabilities Act, 1990): Prohibits discrimination against individuals with disabilities in all public spaces, including education.

Current Challenges in the U.S.

Underfunding: Despite strong laws, special education in the U.S. is often underfunded. A 2020 study found that 60% of public schools report that they lack sufficient funding for special education services.
Disparities Between States: There are significant variations in how states implement IDEA, with some states offering better resources and services than others.

Comparing SEN Approaches: Key Differences and Similarities

Legal Frameworks

Comparing SEN Approaches: Key Differences and Similarities
Legal Frameworks
UK: The Children and Families Act 2014 introduced EHC Plans, which provide personalised support.
Thailand: The Special Education Act 1999 aimed to promote inclusive education but faces challenges with implementation.
U.S.: IDEA and ADA ensure access to education, but implementation varies across states due to funding and resource disparities.

Inclusion and Integration

UK: Strong focus on integrating children into mainstream schools, though underfunding is a significant hurdle.
Thailand: Inclusion is progressing but remains inconsistent, with many children still in segregated schools.
U.S.: Legal requirements ensure inclusion in mainstream schools, but funding issues and state-level disparities affect the quality of support.

Cultural Attitudes

UK: Over time, attitudes have shifted from exclusion to a focus on inclusion and empowerment.
Thailand: Disability is still often viewed through a charity lens, but attitudes are slowly changing.
U.S.: A rights-based approach, largely driven by advocacy groups, has shaped attitudes towards disability.

Current Challenges

UK: Funding shortages, teacher training, and resources remain barriers.
Thailand: Limited resources, teacher training, and societal stigma hinder full inclusion.
U.S.: Underfunding and disparities in implementation across states are ongoing issues.

The Future of SEN: Moving Towards Greater Inclusion

As we look to the future, the emphasis on inclusive education, personalised support, and neurodiversity will continue to grow. However, challenges such as underfunding, resource allocation, and staff training must be addressed.

UK: There is an ongoing need for better funding and training to fully implement the vision of inclusive education.
Thailand: Further investment in teacher training and support services is critical for inclusive education to succeed.
U.S.: Ensuring consistent implementation of IDEA across states and increasing funding will be key to meeting the needs of all students with SEN.

Comparison of Disabled Population and Education Access

Population of Disabled People

UK: Around 15% of the population has a disability (Office for National Statistics, 2019).
Thailand: Thailand: Approximately 4.8% of the entire population has a disability (National Statistical Office of Thailand, 2019).
U.S.: Over 12% of the population has a disability (CDC, 2020).

Percentage of Disabled Children in Education

UK: Around 90% of disabled children are educated in mainstream schools, but challenges remain in ensuring appropriate support. (Department for Education, 2020)
Thailand: About 40% of disabled children attend special schools, with limited access to inclusive education due to resource constraints. (UNICEF, 2021)
U.S.: 95% of children with disabilities are educated in public schools under IDEA, but disparities in the quality of support persist. (U.S. Department of Education, 2020)

The Future of SEN: Moving Towards Greater Inclusion

UK: Increased funding and teacher training are needed to realise the full potential of inclusive education.
Thailand: More investment in teacher training and resources is crucial for progress.
U.S.: Ensuring consistent implementation of IDEA across states and increasing funding will be key.

Advocacy

Advocacy groups, such as the National Autistic Society in the UK, Thailand’s National Council on Disability, and the American Association of People with Disabilities, continue to play an essential role in pushing for these changes. For families, educators, and policymakers alike, the ongoing dialogue and action around SEN will shape the future of education for children with disabilities.