The 23nd Asian TRAINEE REPORT Be a Good Leader, and I Want to Share My Realization Rieka Aprilia Hermansyah Bekasi, Indonesia, 32 years old Hearing impairment Fields of interest 1.How Deaf People Develop Their Identity 2.Ideas and Methods for the Development ofDeaf Education 3.Japanese Technology Arrival in Japan Before the training, I had no knowledge of the Duskin Leadership Training Program. It was my senior, Galuh Sukmara, an alumnus of the 2nd Duskin Leadership Training Program, who suggested that I apply for the program in 2020. However, the COVID-19 pandemic struck that same year, and World Health Organization(WHO)'s banned on international flights caused a delay in the delegate recruitment process. The recruitment process resumed in 2023, and I successfully met the requirements, passing both the selection test and interview. Finally, I was able to travel abroad for the first time. I flew from Yogyakarta, Indonesia, to Osaka, Japan, with a transit in Singapore. I arrived at Kansai Airport on October 23, 2023. After just one day in Japan, I noticed many differences between Japan and Indonesia. For instance, the greeting style: Indonesians either press their palms together or place their right hand on their left chest, whereas the Japanese bow. Indonesia has two seasons, the dry season and the rainy season, while Japan has four seasons: spring, summer, autumn and winter. Another remarkable experience for me was witnessing Japan's cleanliness, orderliness, and inclusivity. People with various disabilities were moving around independently. Even in crowded public places, I saw people queueing up. The cleanliness of toilets in Japan is extraordinary. Incredible! I have also visited several tourist spots with different educational themes. It's been amazing! I am from Indonesia, and other trainees were from Sri Lanka and Bangladesh. There were a female participant from Sri Lanka with a visual impairment (Stargardt's Macular Dystrophy), and a male participant from Bangladesh with a physical disability (Charcot-Marie-Tooth disease). Japanese Language and Japanese Sign Language Before arriving in Japan, I studied writing Hiragana, Katakana, and also JSL (Japanese Sign Language) through eight Zoom meetings. After that, I learned Japanese and JSL directly for three months with both Japanese teachers and Deaf teachers. The lessons continued to focus on writing Hiragana, Katakana, and Kanji. I found it somewhat difficult to remember Japanese grammar. However, Deaf teachers consistently introduced new sign language vocabulary and encouraged me to practice reading and writing longer sentences in Japanese. The Japanese language and JSL classes helped me interact more easily and quickly with the local community. My JSL skills are better than my Japanese language skills, but I will continue to learn both. Homestay In Saga Prefecture, the southernmost part of Kyushu, I stayed at the home of a Japanese family for a week. The New Year celebration at the Inoue family's home was truly enjoyable, with guests Hiroshi-san and Miyabi-san who were also guests like me. I loved the rural Japanese countryside atmosphere because it soothes the heart and the mind, and I could breathe in the natural air. We shared many stories about student exchanges and began to feel like family to one another. Inoue-san works as a fisherman and usually returns home with raw fish which are then cooked at home. During my stay, I had a chance to taste whale meat caught by Inoue-san. It was my first experience eating boiled whale meat. Indonesia also has whales, but they are a protected species and catching and eating them is prohibited. My Experience 1. Duskin Museum At the Duskin Museum, I had the opportunity to cut, mold, and observe the entire process of making donuts from start to finish, including frying them. The donuts came in various shapes and flavors with chocolate or vanilla toppings, which could be customized to taste. I underwent training alongside other participants and the JSRPD team (Japanese Society for Rehabilitation of Persons with Disabilities). It was incredibly enjoyable and exciting! 2. Skiing Class For the first time, I tried skiing in Niigata for two days, accompanied by skiing instructors, fellow trainees, and the JSRPD team. It was so much fun!! It was also my first time touching snow, which felt like shaved ice. Individual Training JASS (Japanese ASL Signers Society), Tokyo My training was on presentation skills from start to finish, learning about databases, how to stand when one gives a presentation, how to give sign language presentations in front of an audience, and more. It taught me how deaf people can give presentations in ways that are different from hearing people. This helped me improve my presentation abilities. Deaf Network Kagoshima Deaf Net. KAGOSHIMA runs four businesses. One is Deaf Kids. After classes at deaf schools, children come to Deaf Kids to do homework, play together, and enjoy chatting. The staff communicate with the children in sign language so children are able to understand everything they say. The second business was Budo-no-Ki, a place where elderly deaf people, as well as those who were deaf and had other disabilities, made handicrafts. Budo-no-Ki functioned not only as a place for work, but also as a place where the members could enjoy talking to one another in sign language. The third business was Satsuma Waffle. Again, deaf people, and deaf people also with other disabilities were at work, communicating in sign language. They were being paid and living ordinarily. This made me realize how important it is that there are places for deaf people to work with a sense of security. I tried my hand at making waffles myself, they were exceptionally good. The fourth business is a group home. The buildings were separate for men and women, with deafblind residents. The residents had left home from their parents to become independent and were gradually learning to do more things on their own such as cleaning and doing laundry, step by step. It was especially worth noting that all the leaders of Deaf Net. KAGOSHIMA's wide-ranging businesses were all deaf. Osaka Prefecture Welfare Information and Communication Center This organization has a structure where Deaf and hearing leaders collaborate effectively. Comekko Comekko is a place where deaf infants and young children can learn sign language through fun activities. I found it particularly interesting that Comekko was supporting not just deaf children but their parents too. For instance, they were providing sign language classes to parents to help them communicate with their children at home. They also offer consultations for parents to address their concerns that arise as they raise deaf children. Meisei Gakuen, Tokyo I knew about bilingual-education Meisei Gakuen even before coming to Japan. My training at Meisei Gakuen was mostly with its preschool (4-5 years olds) division. I was astonished to see how the children were competent in sign language and able to talk about various subjects. There were these preschool children to junior high school students at Meisei Gakuen, who were interacting with one another regardless of age or faculty which I found was very appealing. The goal of my training was to learn how deaf children were being instructed in Japan and how parents with deaf children were managing. There were two things I noticed that were different between Indonesia and Japan. First, the availability of places where children could learn in sign language. Indonesia does not have schools where deaf children can learn in sign language. In Japan, deaf teachers teach such children in sign language. The children were watching the teachers explaining and asking questions. The advantage of providing education in this interactive manner is that lessons can move forward with teachers checking whether children are understanding what they are being taught. In Indonesia, teachers are teaching without realizing that children are not really following. The second difference is the availability of consultations and support. Japan has places for parents to consult how to raise deaf children, when their children turn out to be deaf. Through such consultations, parents realize that they can communicate with their children in sign language and are also able to access places to learn sign language. Indonesia does not offer such consultations or support. There are many children in Indonesia who become stay-at-home recluses because they are unable to communicate with their family members and bottle up their feelings. Future Plans My future plan is to create a program where parents and Deaf children can have a place for consultations. Additionally, I aim to continue building schools or learning centers for the Deaf. This idea emerged when I saw how many Deaf children of various ages at Meisei Gakuen could easily communicate with other Deaf individuals, whether they were older or peers. I believe that raising awareness about using sign language and communicating with Deaf children across Indonesia is crucial because it contributes to early education. It is especially important for parents of Deaf children to learn and communicate using sign language for daily communication. Additionally, I will do my best to help people with disabilities find solutions to their challenges. Bismillah. Conclusion Throughout my participation in various activities of the Duskin program, I experienced many enlightening moments, both in group and individual training sessions. During my time in Japan, I gained numerous new experiences, knowledge, and insights. I feel inspired by the wealth of knowledge I have acquired and hope to share this inspiration with others, aspiring to become the best leader I can be. The positive motivation and support I received from many Japanese individuals, especially from Duskin, have fueled my enthusiasm. I extend my heartfelt gratitude to the Duskin Ainowa Foundation and JSRPD for providing me with such invaluable opportunities during my training in Japan. I hope to maintain and strengthen these bonds of friendship and collaboration formed during both group and individual training experiences. Empowering Visionaries: Transforming Disability Inclusion and Access in Sri Lanka Harshani Kaushalya Malhoda Dewayalage Malabe, Sri Lanka, 29years old Visual impairment (Low Vision) Fields of interest 1.Tourism for People with Disabilities 2.About Special Needs Education I am Harshani Kaushalya from Sri Lanka. I have low vision, but I firmly believe that I still have useful vision, which drives my desire to help others as much as I can. Two years ago, I graduated from the University of Colombo. Fueled by my conviction and a passion for making a difference, I came to Japan on the 23rd of October to participate in the 23rd Duskin Leadership Training program. This opportunity is not only significant for me personally but also holds great promise for my country. Through this training, I have been able to learn a multitude of valuable skills and insights that I am eager to share and implement back home. During the program, I attended a three-month Japanese language class, which laid a crucial foundation for my journey. Understanding the Japanese language is important to me because I aspire to establish a foundation that distributes Japanese Braille language among school students with vision impairments in Sri Lanka. These students are eager to learn Japanese, but the lack of interpreters to translate Japanese Braille into Japanese has been a barrier, preventing them from studying Japanese as a subject. As a Duskin trainee, I had the opportunity to enhance my Japanese language skills and learn Braille. These skills were instrumental in my success during the individual training sessions. My improved proficiency in Japanese enabled me to communicate effectively and engage deeply with the training material. Learning Braille was particularly empowering, as it opened up new avenues for accessing information and resources. During the Duskin training program, I and other trainees also received training in wheelchair assistance and assisting the visually impaired. This training was crucial in helping us support each other during the sessions, fostering a collaborative and inclusive environment. By learning proper techniques and gaining hands-on experience, we were able to navigate more effectively and assist fellow trainees, enhancing the overall training experience for everyone involved. This training helped us recognize that what one person might struggle with alone, we could achieve together through mutual support and cooperation. The Duskin training program, particularly in Group Training Part 1 and 2, significantly enhanced my development as a trainee and leader. It improved my leadership skills, teaching me effective communication, motivation, and guidance techniques essential for creating an inclusive environment. The program raised my awareness about disability issues and taught me how to promote inclusive practices, fostering a more supportive and accessible community. Training activities boosted my self-confidence and personal growth, while self-reflection emphasized the importance of evaluating progress and celebrating achievements. I developed a clear vision for the future, setting goals and actionable plans for sustained progress. Learning about disability policies in other developed countries, including Japan, broadened my perspective and provided valuable advocacy lessons. These experiences empowered me to lead and inspire others effectively. In addition to leadership training, the program enhanced my project proposal writing skills, enabling me to craft compelling proposals, articulate goals clearly, and plan budgets effectively. This allows me to secure funding for initiatives aimed at improving services for individuals with disabilities in Sri Lanka. My presentation skills improved, helping me advocate for disabled individuals by presenting compelling cases to stakeholders and the community. Networking skills enabled me to build professional relationships, leverage networks for collaboration, and connect with experts and organizations for support. These experiences and skills have shaped me into a more effective leader for Sri Lanka, equipped to advocate for disability inclusion, design impactful projects, and foster a more inclusive society. Individual training sessions were instrumental in preparing me to become an instructor for university students with disabilities, a role that will significantly benefit Sri Lanka. By visiting universities in Osaka and Kyoto, such as Kyoto University, Ritsumeikan University, Bukkyo University, Kyoto University of Foreign Studies, and Doshisha University, I observed support systems and services for students with disabilities. These experiences highlighted the importance of creating inclusive environments and inspired me to implement similar practices in Sri Lankan universities, ultimately improving educational outcomes for students with disabilities. Visits to specialized institutions like the Japan Braille Library, Kyoto Lighthouse, Osaka Lighthouse, Human Care Center, and Kyoto Center for Hearing Impaired provided insights into creating accessible workplaces and offering valuable resources for individuals with various disabilities. This knowledge is crucial for developing comprehensive support systems in Sri Lanka that address the needs of people with visual, hearing, and physical impairments. Learning about DAISY accessible book production equipped me with the skills to produce alternative formats of textbooks and readings, ensuring all students have equal access to course materials. This capability will significantly enhance the learning experience for students with print disabilities in Sri Lanka, promoting independent learning and self-reliance. Completing a peer counseling course at the Human Care Center in Harajuku further enhanced my ability to provide emotional and practical support to students with disabilities, fostering a supportive learning environment. In conclusion, my journey through the Duskin Leadership Training program has been nothing short of transformative. Equipped with enhanced leadership skills and a deepened understanding of disability inclusion. During my time in Japan as part of the Duskin Leadership Training program, I had the invaluable opportunity to explore two significant areas of focus: para sports and accessible environments for people with disabilities. Para sports not only promote inclusivity by highlighting the abilities of athletes with disabilities but also play a crucial role in raising awareness and reducing stigma surrounding disability. By encouraging participation in physical activities, para sports contribute to improved health and well-being among individuals with disabilities while fostering a sense of community among athletes, families, and supporters. Moreover, these sports open doors to enhanced opportunities, including increased funding, development, and participation in international competitions. Additionally, my visits to various accessible places and companies in Japan underscored the importance of creating inclusive environments. These experiences have equipped me with insights and strategies that are crucial for promoting accessible tourism in Sri Lanka, ensuring that individuals with disabilities can fully participate in and enjoy the country's attractions. Together, these endeavours aim to create a more inclusive society where all individuals, regardless of ability, can thrive and contribute meaningfully. Conclusion I am eager to share the benefits of Japanese language learning with Sri Lanka's vision-impaired community. My goal is to establish a foundation that promotes Japanese language and Braille education, leveraging my newfound expertise to create tangible, positive change. The program has not only broadened my perspective on disability policies and inclusive practices but has also equipped me with practical skills in accessible book production and peer counselling. Armed with these capabilities, I am committed to fostering an environment of mutual assistance and empowerment back home. By advocating for disability rights and promoting educational inclusivity, I aim to forge a more accessible and supportive environment for all individuals in Sri Lanka. My experiences with the Duskin program have laid a solid foundation for this endeavour, empowering me to lead initiatives that will have a lasting impact on my community and beyond. Breaking Barriers: Fostering the Path to Transformational Leadership MD Jahirul Islam Dhaka, Bangladesh, 31 years old Physical impairment Fields of interest 1.Japan's Technological Capabilities and the Lives of People with Disabilities 2.Social Security in Japan 3.Creating a Network That Will Lead to Future Activities Introduction My first experience with the Duskin training program provided me with a deep understanding of designing training sessions with diverse content. Leadership, I learned, is an ongoing journey enriched by a wealth of information. This program, a melting pot of knowledge, became a transformative experience that expanded my horizons and profoundly influenced my perspective on leadership and inclusivity. Venturing outdoors independently in my wheelchair underscored the importance of the Barrier-Free concept. In an ideal society, all public spaces should be barrier-free, enabling everyone, including people with disabilities, to enjoy dining out and spending quality time with their families without any hindrances. This vision of accessibility and inclusivity ensures that everyone can participate fully in social and cultural activities. "I loved Japan for its world-famous values of meticulous service (omotenashi), respect, harmony, and dedication to excellence in all aspects of life." As someone with a physical disability, I often contemplate transportation, roads, and, notably, accessible toilets. At a Barrier-Free Expo, I witnessed Japan's remarkable technological advancements in areas like beds, toilets, baths, and transportation solutions. These innovations highlighted the critical role of accessible design in enhancing the quality of life for individuals with disabilities, reinforcing my commitment to promoting inclusivity. Japanese Language Training: A Journey of Growth During three months of intensive Japanese language training at Toyama Sunrise in Tokyo, I immersed myself in mastering the language, which was more than acquiring linguistic skills - it was a journey into understanding Japan's cultural values of respect, harmony, and attention to detail. Guided by exceptional instructors whose patient teaching and cultural insights enriched my learning experience, I achieved proficiency in understanding and speaking Japanese, motivating me to pursue fluency in the language. Homestay Reflection In Miyazaki Prefecture, nestled on Kyushu Island in southern Japan, I experienced the region's renowned natural beauty. Hosted graciously by Yamanouchi-san at Yah!do, a hub for cultural immersion, I found myself captivated by Miyazaki's stunning beaches and scenic coastal drives. Yamanouchi-san's warmth and hospitality created lasting memories of peace and belonging, inspiring me to capture Miyazaki's essence in a video titled "Amazing Miyazaki." Yah!do CIL's architecture blended traditional Japanese aesthetics with modern functionality, enhancing my experience amidst tranquil mountain views. The opportunity to welcome the new year surrounded by serene sea beaches and majestic mountains was a privilege. Miyazaki's unmatched tranquillity and natural splendor continue to resonate deeply with me, and I eagerly anticipate the chance to revisit this cherished place. Japanese Food: A Reflection of Culture and Values I enjoyed famous dishes like Halal ramen and halal yakiniku, soba, udon, sushi, sashimi, tako(octopus) and vegetable and fish tempura, but one of my favourites that I miss back in my country is onigiri with tuna and mayonnaise. Inaugural Ski Experience My first ski experience in Niigata, Japan, was a life-changing journey filled with anticipation and exhilaration. Despite the cold and physical challenges, learning to ski and using a bi-ski for individuals with disabilities taught me invaluable lessons in resilience and determination. The experience garnered media attention, highlighting the importance of overcoming obstacles and pursuing personal goals with unwavering belief. Group Training During group training, I studied welfare services, the history of the disability movement, universal design principles, and Japan's various disability support systems. These sessions provided a comprehensive overview of the systematic efforts to support individuals with disabilities, highlighting the importance of inclusive policies and practices. We also focused on peer support, self-reflection, and the life curve, which offered valuable perspectives on the challenges and triumphs faced by individuals with disabilities. The training emphasized the significance of a comprehensive approach to disability support, integrating social, economic, and psychological aspects. This multidimensional perspective enriched my understanding of how various factors contribute to the well-being and empowerment of individuals with disabilities. Individual Training Delving into the realm of DAISY (Digital Accessible Information System) technology proved to be incredibly enlightening. DAISY technology, designed to make information accessible to individuals with visual impairments, provided a glimpse into the potential of assistive technologies. My interest lies in comprehending technology designed specifically for individuals with disabilities, such as text-to-audio conversion and facilitating image descriptions. However, I acknowledge that despite the invaluable solutions DAISY offers, it may not currently reach all individuals who could benefit. Therefore, I plan to conduct further research on DAISY in the future to gain deeper insights into its efficacy and potential areas for improvement. While undergoing individual training, I had the opportunity to visit Hands On Tokyo, where I was introduced to their groundbreaking food truck concept. This concept, which brings food services to underserved areas, highlighted the power of innovation in addressing social needs. Inspired by their innovative approach, I am now enthusiastic about leading the implementation of a food truck project tailored to the specific context of Bangladesh. I intend to analyze the unique challenges and opportunities in the region to develop innovative solutions that align with local needs and preferences. Machine Learning Lab Experience At the Machine Learning Lab in Kanagawa Institute of Technology, I immersed myself in Advanced Assistive Technology, gaining insights into innovative technologies poised to transform support for individuals with disabilities. Engaging with AI and Robotics, my focus is on bridging the gap between technological innovation and user needs, ensuring solutions are both effective and relevant. With Bangladesh's burgeoning tech sector and my passion for AI, I am poised to leverage this experience for impactful contributions in the field. Vision for Change My vision is to establish a Center for Independent Living (CIL) in Bangladesh, transforming the social protection system to empower individuals with disabilities and promote their full inclusion in society. Partnering with Mainstream Association, Muchu Center, and others, I am committed to fostering lasting change. Since returning, I have initiated inclusive training sessions and strategic meetings to advance our goals, recognizing the importance of a barrier-free society for all. Insights and Future Initiatives The establishment of Mainstream Association, Partner, and Muchu Centers for Independent Living (CILs) in Japan was a significant endeavour fraught with challenges, underscoring the rigorous nature of the disability rights movement. Overcoming obstacles such as accessibility issues and societal attitudes required dedicated efforts, yet Japanese leaders' unwavering commitment has led to the creation of more inclusive environments marked by barrier-free access. My stay provided profound insights into the daily lives of individuals with disabilities in Japanese households. Witnessing firsthand the adaptations and innovations within these homes deepened my understanding of the practical challenges faced by the disabled community. While accessibility remains an ongoing issue in Japanese homes, the CIL movement has spurred governmental efforts to enhance social security measures. Reflecting on these experiences, I see potential for a similar wave of activism in Bangladesh. In Bangladesh, there is a pressing need to establish a CIL tailored to local contexts, engaging in workshops and research to understand the needs and aspirations of the disability community comprehensively. This initiative must involve national leaders, grassroots networks, urban and rural communities, and academia to ensure inclusivity. Webinars and consultations with government officials and organizational representatives are crucial for gathering diverse perspectives and fostering widespread understanding. Securing sustainable funding is paramount for the CIL's long-term viability. Exploring various funding sources - from governmental grants to private donations - is essential to support its establishment and ongoing operations. My training in Japan has facilitated valuable partnerships with Japanese organizations, enabling collaboration and knowledge exchange that will support the development of the CIL in Bangladesh. Upon returning, our group training transitioned into proposal development, action planning, and networking with institutions like the Nippon Foundation and JICA. These efforts culminated in a final presentation, articulating our collective goals and aspirations for advancing disability rights upon our return to Bangladesh. Partnering with organizations like AAR Japan and SHAPLA NEER further aligns our efforts with existing humanitarian support structures, reinforcing our commitment to achieving tangible outcomes in Bangladesh's disability rights movement. Conclusion As we left Japan on July 13, 2024, we carried with us unforgettable experiences and immense gratitude to the Duskin Ainowa Foundation for their steadfast support. This journey highlighted the transformative power of exploration and collaboration. Toyama Sunrise stands out not just as a training center but as a place where deep connections were built and insights were gained. I am grateful to JSRPD for nurturing us into effective leaders. Reflecting on this experience, I reaffirm my commitment: "If I can't, no one can." This belief inspires me to face challenges with resilience and push boundaries with determination. Looking forward to our reunion, Duskin, where I hope to share exciting news and achievements. Until then, take care and stay tuned for what lies ahead!