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The Journal of the Royal Institute of Thailand Volume III - 2011 Udom Warotamasikkhadit and Kirk Person 39 and Cambodia. They typically work in low-paying service jobs that are unattractive to Thais. The migrant situation has introduced stresses into the public health system, which has acknowledged the need for language services in migrant languages. The Ministry of Education has been challenged to respond to the educational needs of migrant children, many of whom do not attend school. Businesses employing large numbers of migrants have cooperated with the Office of the Non-Formal Education Commission to offer Thai classes to their employees. The government must understand that investment in teaching Thai to migrants is not a waste of resources. It will be rewarded in the form of better production and friendly understanding among peoples of different culture. 3.5 Subcommittee on Language Needs of the Visually and Hearing Impaired 3.5.1 Scope This subcommittee looks after the unique language-related access needs of Thailandûs visually and hearing impaired communities. 3.5.2 Findings The blind and deaf communities in Thailand are well-recognized and well-organized. An extensive nationwide network of schools, many under royal patronage, address their unique educational needs. Some television programs, such as news reports or parliamentary debates, are interpreted in sign. The visually impaired are able to access Thai-language computer tools enabling them to function well in the information arena. The Thai governmentûs policy for the hearing impaired is considered a model in the region. Nonetheless, there remain some problems in ensuring equal access to information, particularly in relation to government services. 3.6 Subcommittee on Translation, Interpretation, and Localization 8 Standards 8 For ease of reference, and unless indicated otherwise, çtranslationé is here used as a general term to encapsulate çtranslation [written], interpretation [oral], and localizationé 29-44_mac9 4/26/12, 8:31 PM 39