Rpwd Act 2016 Defines Inclusive Education?

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Rpwd Act 2016 Defines Inclusive Education
The recent Rights of Persons with Disabilities (RPWD) Act, 2016 defines inclusive. education as – ‘a system of education wherein students with and without disability learn. together and the system of teaching and learning is suitably adapted to meet. the learning needs of different types of students with disabilities.5
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What is the significance of RPWD Act in Indian education?

Every child with benchmark disability between the age group of 6 and 18 years shall have the right to free education. Government funded educational institutions as well as the government recognized institutions will have to provide inclusive education to the children with disabilities.
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What is in an inclusive classroom?

An inclusive classroom is a general education classroom where students with and without learning differences learn together. Inclusive classrooms are welcoming and support the diverse academic, social, emotional, and communication needs of all students.
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What is the role of PWD in supporting inclusive education?

It seeks to address the specific barriers people with disabilities face in enjoyment of their right to education, through supports and accommodations, and ensure their effective access to education and fulfilment of their individual potential on equal terms to other students within a participatory learning environment.
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What is the law of inclusive education?

On March 11, 2022, RA 11650: An Act Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support in Inclusive Education, Establishing Inclusive Learning Resource Centers of Learners with Disabilities in all School Districts, Municipalities and Cities, Providing for Standards, Appropriating Funds Therefor, and For Other Purposes was approved and signed into law,

  • What is RA 11650 all about? This law states that all public schools nationwide are required to identify learners with special needs and provide these learners with free basic and quality education.
  • It also mandates that all cities and municipalities have at least one Inclusive Learning Resource Center (ILRC).

An ILRC is a physical or virtual center that provides teaching and learning support through appropriate, accessible, and gender-sensitive materials. This is in line with the country’s efforts to eliminate barriers that prevent learners from reaching greater heights through accessible and quality education.

This applies to all learners, with or without disabilities. How will full implementation of this law contribute to public education in the Philippines? Learners with disabilities are often overlooked in public education. This results in low academic competence for these learners, making them less able to live full and meaningful lives.

The law provides the resources to allow students with disabilities to be provided with individualized learning programs based on their current skills and needs, within the school setting. Speech-language pathologists, occupational therapists and other professionals are needed to support the efforts of each ILRC.

  1. Implementation of the law mandates salaries and other benefits for these therapists.
  2. Filipino SLPs share the responsibility of promoting public awareness regarding the conditions that challenge the ability of learners with special needs to communicate.
  3. With the passing of this law, the SLPs can play an important role in implementing the act nationwide, such as taking part in creating course outlines for subjects that aim for inclusion, contributing to materials that are available in the ILRCs, and ensuring the access to information of learners with disabilities through different types of media.

The active involvement of SLPs in these programs will hopefully also make way for the practice of school-based SLPs in the Philippines, making it easier for children in school to receive needed support. It is true that it may not be easy to achieve full implementation.

The Philippine education system in general is in need of resources in order to effectively provide primary and secondary education to Filipino children. This additional effort to respond to children with special needs within the school system is a further demand. Is it worthwhile? The law fosters a more inclusive society, in which disability is not seen as a barrier but a strength.

And it makes it possible to provide a holistic learning environment for every Filipino student. The law influences the development of a more inclusive educational system that addresses every child’s right to equitable and quality education, particularly learners with disabilities.

It is a milestone in the Philippine education system. Kudos to our legislators. We look forward to the full implementation of RA 11650. References: ChildHope Philippines. (2021, September 1). Education Issues in the Philippines: The Ongoing Struggle. https://childhope.org.ph/education-issues-in-the-philippines/ Official Gazette.

(2022, March 11). Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education Act 2022. https://www.officialgazette.gov.ph/downloads/2022/03mar/20220311-RA-11650.pdf Save the Children, (n.d.). Save the Children Statement on the Enactment of RA 11650: Inclusive Education.
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What is the meaning of inclusive education?

Inclusive education There are an estimated 240 million children with disabilities worldwide. Like all children, children with disabilities have ambitions and dreams for their futures. Like all children, they need quality education to develop their skills and realize their full potential.

Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life. Worldwide, these children are among the most likely to be out of school. They face persistent barriers to education stemming from discrimination, stigma and the routine failure of decision makers to incorporate disability in school services.

Disability is one of the most serious barriers to education across the globe. Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.

Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too.

Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all. Inclusive education allows students of all backgrounds to learn and grow side by side, to the benefit of all.

But progress comes slowly. Inclusive systems require changes at all levels of society. At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. At the community level, stigma and discrimination must be tackled and individuals need to be educated on the benefit of inclusive education.

At the national level, Governments must align laws and policies with the, and regularly collect and analyse data to ensure children are reached with effective services. To close the education gap for children with disabilities, UNICEF supports government efforts to foster and monitor inclusive education systems.

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Advocacy : UNICEF promotes inclusive education in discussions, high-level events and other forms of outreach geared towards policymakers and the general public. Awareness-raising : UNICEF shines a spotlight on the needs of children with disabilities by conducting research and hosting roundtables, workshops and other events for government partners. Capacity-building : UNICEF builds the capacity of education systems in partner countries by training teachers, administrators and communities, and providing technical assistance to Governments. Implementation support : UNICEF assists with monitoring and evaluation in partner countries to close the implementation gap between policy and practice.

: Inclusive education
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What are examples of inclusive education?

Inclusive Classroom Environment – The inclusive classroom environment will look different from school to school, but the model instills the idea that all students, no matter their ability level, should learn together in one space.

An inclusive classrooms features students of all learning styles and ability levels.

For example, an inclusive classroom could have a mix of gifted students, auditory learners, visual learners and students with disabilities such as ADHD, students who are in wheelchairs, and students with executive functioning issues. All students in the room will learn the same skillsets, but the way in which the information is presented and assessed will look different from student to student.
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What is the full form of PWD in inclusive education?

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What are the educational provisions of PWD Act?

— Children with disabilities shall have the right to free books, scholarships, uniform and other learning material. — Special schools for children with disabilities shall be equipped with vocational training facilities. — Non-formal education shall be promoted for children with disabilities.
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What is the purpose of the PWD?

HEALTH AND WELLNESS PROGRAM FOR PERSONS WITH DISABILITIES BACKGROUND Persons with disabilities (PWDs), according the UN Convention on the Rights of Persons With Disabilities, include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.

  • The International Classification of Functioning, Disability and Health (ICF) refers to disability as “an umbrella term covering impairments, activity limitations, and participation restrictions.
  • An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations”.

The ICF’s definition of disability denotes a negative interaction between a person (with a health condition) and his or her contextual factors (environmental and personal factors). A comprehensive approach in interventions is then necessary for persons with disabilities (PWDs) as it entails actions beyond the context of health, but more on helping them to overcome difficulties by removing environmental and social barriers (WHO, 2013).

Globally, over 1 billion people, or approximately 15% of the world’s population, have some form of disability. About 110 to 190 million people 15 years and older have significant difficulties in functioning. Moreover, the rapid spread of chronic diseases and population ageing contribute to the increasing rates of disability.

About 80% of the world’s PWDs live in low-income countries, wherein majority are poor and cannot access basic services. With their conditions, PWDs need greater attention and considerations in terms of health needs, without discrimination. However, reports show that PWDs have less access to health services and therefore have greater unmet needs (WHO, 2012.) In the Philippines, the results of the 2010 Census of Population and Housing (CPH, 2010) show that of the household population of 92.1 million, 1.443 million Filipinos or 1.57%, have a disability.

  • Region IV-A, with 193 thousand PWDs, was recorded to have the highest number of PWD among the 17 regions, while the Cordillera Administrative Region (CAR) had the lowest number with 26 thousand PWDs.
  • There were more males, who accounted for 50.9% of the total PWD in 2010, compared to females, with 49.1% with disability.

For every five (5) PWD, one (18.9%) was aged 0 to 14 years, three (59.0%) were in the working age group (15-64 years old), and one (22.1%) was aged 65 years and above (NSO, 2013). The mandate of the DOH to come up with a national health program for PWD was based on Republic Act No.7277, “An Act Providing for the Rehabilitation and Self-Reliance of Disabled Persons and Their Integration into the Mainstream of Society and for Other Purposes” or otherwise known as “The Magna Carta for Disabled Persons” andthe Implementing Rules and Regulations (IRR) of RA 7277.

This document stipulated that the DOH is required to: (1) institute a national health program for PWDs, (2) establish medical rehabilitation centers in provincial hospitals, and (3) adopt an integrated and comprehensive program to the Health Development of PWD, which shall make essential health services available to them at affordable cost.

In response to this, the DOH issued Administrative Order No.2006-0003, which specifically provides the strategic framework and operational guidelines for the implementation of Health Programs for PWDs. In 2013, a MediumTerm Strategic Plan (2013-2017) was developed to strengthen the existing health program for PWDs.

However, in the review done for the purpose, it was noted that in the implementation of the program in the past years, there were operational issues and gaps identified that need to be addressed. These include among others, the need to strengthen multi-sectoral action to harmonize efforts of stakeholders; clarify delineation of roles and responsibilities of concerned government agencies working for PWDs; strengthen national capacity, both facilities and manpower, to provide rehabilitation services for PWDs from primary to tertiary level of care; provide access to health facilities and services for PWDs; and, strengthen registration database for PWDs.

Recently, the World Health Organization released the Global Disability Action Plan 2014-2021. This document intends to help countries direct their efforts towards specific actions in order to address health concerns of persons with disabilities. The Action Plan identified three major objectives: to remove barriers and improve access to health services and programmes; (2) to strengthen and extend rehabilitation, habilitation, assistive technology, assistance and support services, and community-based rehabilitation; (3) to strengthen collection of relevant and internationally comparable data on disability and support research on disability and related services.

Considering all of the above, the Health and Wellness Program of Persons with Disabilities currently has been configured to address all the issues discussed above, and aligned with the thrusts and goals of Kalusugang Pangkalahatan or Universal Health Care, the Global Disability Action Plan 2014-2021, and, the direction the program should take in the succeeding years as articulated in the newly developed strategic plan.

II. HEALTH AND WELLNESS PROGRAM FOR PERSONS WITH DISABILITIES A. Vision: A country where all persons with disability, including children and their families, have full access to inclusive health and rehabilitation services.B. Mission: A program designed to promote the highest attainable standards of health and wellness for PWDs by fostering a multi-sectoral approach towards a disability inclusive health agenda.C.

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To address barriers and improve access and reasonable accommodations of PWDs to health care services and programs.To ensure the accessibility, availability, appropriateness and affordability of habilitation and rehabilitation services for PWDs, including children with disabilities.To ensure the development and implementation of policies and guidelines, health service packages, including financing and provider payment schemes for health services of PWDs.To enhance capacity of health providers and stakeholders in improving the health status of PWDs.To strengthen collaboration and synergy with and among stakeholders and sectors of society to improve response to a disability inclusive health agenda through regular dialogues and interactions.To provide the mechanism in facilitating the collection, analysis and dissemination of reliable, timely and complete data and researches on health-related issues of PWDs in order to develop and implement evidence-based policies and interventions.

D. Action Framework for the Health and Wellness Program of Persons with Disabilities The Action Framework for the Health and Wellness Program of Persons with Disabilities is adapted from the three major objectives of the WHO Global Disability Action Plan 2014-2021.

As applied in the country, program actions or interventions shall focus on the following areas: 1) removal of barriers and improve access to health services and programs; (2) strengthening and expansion of rehabilitation, habilitation, assistive technology, and community-based rehabilitation; (3) strengthen collection of relevant and internationally comparable data on disability and support research on disability and related services.

Figure 1 depicts the Action Areas that the Health and Wellness Program for Persons with Disabilities shall focus its interventions along the thrusts and goals of Kalusugang Pangkalahatan or Universal Health Care. Action Area 1: Removal of barriers and improve access to health services and programs.

People with disabilities, including children, encounter a range of attitudinal, physical and systemic barriers when they attempt to access health care such as physical barriers related to the architectural design of health facilities or health providers’ lack of adequate knowledge and skills in providing services for persons with disabilities, among many others.

Therefore, actions or interventions should be under taken to ensure that persons with disabilities have access, on an equal basis with others, to health facilities and services. It is important to identify all of these barriers and institute collective actions to remove these barriers and improve access of persons with disabilities to health services and programs.

Action Area 2: Strengthening and expansion of rehabilitation, habilitation, assistive technology, and community based rehabilitation. Habilitation and rehabilitation are “sets of measures that assist individuals, who experience or are likely to experience disability, to achieve and maintain optimal functioning, in interaction with their environments”.

Encompassing medical care, therapy and assistive technologies, they should begin as early as possible and be made available as close as possible to where people with disabilities live. Increasing government investments in habilitation, rehabilitation and provision of assistive technologies are expected actions or interventions that must be put in place.

This is going to be beneficial in the long run because they build human capacity and can be instrumental in enabling people with limitations in functioning to remain in or return to their home or community, live independently, and participate in all aspects of life. They can reduce the need for formal support services as well as reduce the time and physical burden for caregivers.

Action Area 3: Strengthening collection of relevant and internationally comparable disability data and support disability researches. Data is needed to strengthen health care systems, as it informs policy and interventions. These can be collected through dedicated disability surveys, or disaggregating data from other data collection efforts by disability status, and research.

Interventions along this action area should ensure that data collected would be internationally comparable and results of researches and studies done are used for informing policy and resource allocation. The use of the Philippine Registry for Persons with Disability is an intervention that should be strengthened and made fully operational.

Figure1: Action Framework for the Health and Wellness Program for Persons with Disabilities Ms. Frances Prescilla Cuevas, RN, MAN Chief Health Program Officer Degenerative Disease Office National Center for Disease Prevention and Control, Department of Health, San Lazaro Compound, Sta. Cruz, Manila, Philippines (062) 7322492 First Public Health Convention on the Health and Wellness of PWDs – November 6-7, 2014 PowerPoint Presentation of Speakers Day 1 – Current Developments in the Philippine Rehabilitation Services – Current Innovative Approaches to Increasing Access to Rehabilitation Services – First Survey on Disabilities as part of NNHeS – Access to SRH Services – Opening: DOH Disability and Health Summit – Community Based Inclussive Health; A Vision – Perspective on Health and Wellness for Persons with Disabilities – National Perspectives: Philippine Framework for Action on the Health and Wellness Program for PWDs – Personal Perspectives on Health and Wellness for PWDs Day 2 – Issues on Screening for Developmental Disabilities: Health Promotion Issues and Challenges – Issues on Sexual and Reproductive Health of Persons with Disabilities – Health Promotion Issues on Increasing Access to Health and Wellness of PWDS – Promoting Physical Activity Among PWDS – Mental Health and Psychosocial Support for PWDs – 1st Public Health Convention on the Health and Wellness of Persons with Disabilities – Expanding the ZMORPH Benefit Package – The Product Team for Special Benefits
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What are the three inclusive education?

Components of Inclusive Education – The pieces of an inclusive education system include the academic, non-academic, and extracurricular areas of school. The focus should be on inclusion of all children in these three major components of this system. The academic area includes the traditional classroom, media center, and student intervention settings.
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What is the legal definition of inclusive?

Related Definitions inclusive means capable of including all entities and individuals, not least, in respect of their protected characteristics as set out in the Equality Act 2010.’
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What is the main elements of inclusive education?

The STEM school Elements reflect these ideas, as identified by inclusive STEM school educators themselves: embracing problem- and project-based approaches; personalizing students’ learning; creating a sense of community and family; equipping students with the skills necessary for college and for the workplace; and
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What is the difference between inclusion education and inclusive education?

What is inclusive education? ALLFIE (the Alliance for Inclusive Education) Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges and universities.

This means the system must adapt to include Disabled people – they should not have to adapt to the system (see ). The education system must recognise that it creates barriers for Disabled learners, for instance if parts of the school are inaccessible. Disabled pupils and students may require adaptations and support to access the curriculum.

Here are some examples:

Faisal is a wheelchair user. So that he can go to the debating society after school, the accessible minibus collects him at a later time. Jenny has dyslexia. So that she can study a book along with the class, the teacher asks her to listen to the audio book rather than reading the text. James is Deaf and communicates using sign language. Instead of taking him out of his lessons to have a separate lesson with a sign language teacher, his teachers, teaching assistants and the pupils learn to sign too in order to communicate with him.

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What is the difference between special education and inclusive education?

Traditionally, the vision of ‘special education’ differs from an inclusive education system, since it relies on segregation or integration, instead of inclusion.
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Why is the Disability Discrimination Act important?

Special education needs and disability – Disability discrimination law does not apply to the provision of education in schools, colleges and universities. Instead, disability discrimination about those matters is banned by a different law; which covers special educational needs and disability.

  • The special educational needs law also means that the owners, governors and managers of schools, colleges and universities have to make reasonable adjustments for children and adults with disabilities.
  • This will help them to overcome barriers they may face in gaining access to a particular institution, and in completing their courses of study there.

The law also bans disability discrimination by certain qualification awarding bodies. You can find out more information about you and your children’s special educational needs rights from the following pages:

Learning and your rights Education related disability issues

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What is the importance of PWD?

Disability: The Convention on the Rights of Persons with Disabilities There are around 1 billion people with disability in the world. They are often the poorest of the poor. The stigma and discrimination they suffer are common in all societies. People with disability are often denied chances to work, attend school and participate fully in society – which creates barriers for their prosperity and well-being.

  • The Convention on the Rights of Persons with Disabilities is important because it is a tool for ensuring that people with disability have access to the same rights and opportunities as everybody else.
  • The Convention is a human rights treaty designed by representatives of the international community – including people with disability, government officials, representatives of nongovernmental organizations and others – to change the way people with disability are viewed and treated in their societies.

The Convention challenges people worldwide to understand disability as a human rights issue. The Convention covers many areas where obstacles can arise, such as physical access to buildings, roads and transportation, and access to information through written and electronic communications.

The Convention also aims to reduce stigma and discrimination, which are often reasons why people with disability are excluded from education, employment and health and other services. For the first time, a legally binding international instrument now exists to guarantee that States that have ratified the treaty will promote and protect the rights of people with disability.

These States will next work on passing their own national civil rights legislation to improve the lives of people with disability. : Disability: The Convention on the Rights of Persons with Disabilities
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Why is it important for integration of individual with disabilities education Act?

Why IDEA Matters – IDEA is important because it allows students with disabilities to get the education they need to thrive. In the case of small children, IDEA allows parents and guardians to access the services necessary to prevent learning disabilities and other conditions from completely derailing a child’s academic career.

  • Thanks to early intervention programs, parents of autistic children can receive services to help their kids with communication and other interpersonal skills from an early age.
  • Once children are in school, IDEA mandates that teachers and school officials take their specific needs into account.
  • Children with disabilities that impact learning can’t simply be ignored or overlooked in public schools because federal law mandates that schools must take action to serve them.

IDEA also gives parents tools to fight back if they believe a school or a school district is neglecting their child’s needs.
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Why is disability such an important issue for education?

An individual’s disability can play a major role in his/her life: whether it’s positive or negative. But overcoming the challenges and developing confidence is vital and admirable. As a society, it is our utmost duty to allow people with disabilities to experience a life they deserve.

  • We are all different but very much alike at the same time.
  • The importance of disability awareness has been given prominence over the recent decades, making it easier for the people with disabilities and the society to develop empathy for one another.
  • Disability awareness helps in subsiding the stereotypical mindset of the society, hence providing vast opportunities for everyone to get involved in creating a positive, inclusive society for all.

According to The World Bank : “One billion people, or 15% of the world’s population, experience some form of disability, and disability prevalence is higher for developing countries. One-fifth of the estimated global total, or between 110 million and 190 million people, experience significant disabilities”.

  1. It is also stated that people with disabilities are more likely to experience a discriminatory attitude in the prevailing fields of education, health, social economy, employment and justice.
  2. Furthermore, disability awareness signifies in educating the society regarding disability and how we as an individual can bring about the necessary changes.

Learning acceptance is the fundamental of having an understanding approach to the disability awareness which hence can take place anywhere such as at home, school, workplace, health institutes, etc. However, we often see discrimination towards the people with disabilities and that can lead to the undesirable outcomes for communities as a whole.

Therefore, for a better future, we must try to minimize the discriminating culture and promote disability awareness through platforms for each and every individual, so that the foundations of empathy originates and helps in breaking social barriers. Nowadays, we see communities changing and accepting diversity which helps in making our work easy.

ARISE Impact firmly believes in creating opportunities and forming modules which aid people with disabilities in establishing confidence and relying on self-learning methodologies. “Disability awareness programs are influential to the overall environment of a school. Disability awareness in schools is extremely important because it educates students so they may become better citizens.” (Lindsay & McPherson, 2011). Researchers have found that disability awareness programs at schools have led young children to gain empathy and have positive attitudes.

This particular attitude then further grows on an individual, making them better citizens as they mature. Another great aspect of disability awareness at school is that the classrooms are more inclusive and diverse which allows a student to learn more from his/her peers. “Many outside influences shape a child’s attitude.

They may develop ideas about diversity, life and people from home, peers, and life experiences but school plays an important role in developing attitude. School is the place where students learn surrounded by other people with many differences. At school, students should learn to be accepting, understanding and friendly”. In addition, promoting disability awareness starts from home. A place where the positive attitudes, values and customs are reinforced on a regular basis. Home is dear to everyone, a place of comfort and understanding towards every aspect of life. Teaching your children about disability will help in breaking social barriers and allow a better, wholesome approach to inclusion of people with disabilities. Importance of disability awareness is said to constitute a positive approach towards people with disabilities. There are millions of people dealing with some form of disability and it’s our duty to help make their lives a better one, by contributing and promoting awareness through all types of medium to amplify our voice.
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