2025 CONFERENCE KEYNOTES
SOCIAL STIGMA AND NEGATIVE ATTITUDES TOWARDS INTELLECTUAL DISABILITIES
Social stigma and negative attitudes toward intellectual disabilities remain pervasive challenges, often leading to social exclusion and limited opportunities for individuals with ID. In many communities, these attitudes stem from cultural misconceptions and a lack of awareness, perpetuating the view that intellectual disabilities is a burden or a source of shame within families. This session will delve into the origins of such stigmas, explore their impact on individuals and families and highlight actionable strategies to foster acceptance and inclusion.
LIMITED ACCESS TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES
Despite the presence of inclusive education policies, significant barriers remain in providing equitable educational opportunities for students with intellectual disabilities. Many schools lack the necessary resources, teacher training and specialised programs to support these students effectively. This session will critically examine the challenges of implementing inclusive education, particularly in the ‘Greater Bay Area’ (Macau, Hong Kong, Shenzhen, and Zhuhai/Guangdong), and explore successful models, programs and future opportunities to improve access and outcomes.
EMPLOYMENT BARRIERS FOR INDIVIDUALS WITH INTELLECTUAL DISABILITIES:
FOCUS ON GUANGDONG AND MACAU
Finding meaningful employment remains a significant challenge for individuals with intellectual disabilities due to societal prejudices, limited accessibility to job training programs and a lack of inclusive employment opportunities. These barriers contribute to high unemployment rates and the underrepresentation of individuals with intellectual disabilities in the workforce.
HEALTHCARE DISPARITIES FOR INDIVIDUALS WITH INTELLECTUAL DISABILITIES IN THE ‘GREATER BAY AREA’
Access to quality healthcare services, including specialized therapies and support, remains a significant challenge for individuals with intellectual disabilities in the ‘Greater Bay Area’. This disparity is particularly pronounced in rural regions, where limited resources and specialised care options lead to unmet medical needs.
FAMILY CAREGIVER BURDEN
Family caregivers of individuals with intellectual disabilities, particularly in rural areas, often bear the primary responsibility for providing care, leading to significant emotional, physical and financial stress. This burden can limit the opportunities and well-being of family members, further exacerbating challenges in accessing healthcare and support services.
SPORTS & AUTISM
Sports participation can offer significant benefits to children with autism, but the key question remains: which sport is the right f it for each child? While team sports may not always be the ideal choice due to various challenges, each autistic child is unique, and their preferences and abilities can vary widely. Some may excel in individual sports like running, swimming or golf, while others may thrive in a team setting. The most crucial aspect is the support from parents and caregivers, who can guide children through a process of exploration and self-discovery in sports. Encouraging children to try different activities—without the fear of failure—helps them identify the sport that aligns with their interests and strengths.
INDEPENDENT LIVING DIFFICULTIES
For individuals with intellectual disabilities, managing daily tasks such as personal hygiene, cooking and transportation can pose significant challenges, often requiring substantial support from caregivers. These difficulties can impact their ability to live independently, limiting their autonomy and quality of life. The need for assistance with these basic activities often creates a cycle of dependency, which can hinder social integration and personal growth.
SEXUALITY AND INTELLECTUAL DISABILITIES
Adults with intellectual disabilities often possess significantly less knowledge about sexuality compared to their nondisabled peers, leading to increased misunderstandings and misconceptions about sexual health, relationships and boundaries. These gaps in knowledge can make it more difficult for individuals with intellectual disabilities to navigate sexual development, personal safety, and consent, which can have long-term implications for their well-being and social integration.
SPORT, MUSIC & ART
Sport teaches essential values and skills including self-confidence, teamwork, communication, inclusion, education, respect and fair play neither requiring the necessity of speaking a certain language nor demanding characteristics such as skin colour or intellectual ability to perform it. Sport is just about connecting people disregarding any differing appearance or mindset. So does Art and Music help in communicating and expressing feelings, thoughts and fears but also hope and joy. With our wide variety of workshops – it’s the local community that opens up and makes the inclusion process work into the right direction.
