advised to conduct an in-depth study on the problems faced by intersex people in all respects, and to encourage society to recognize the inherent diversity of the intersex community. It is crucially important for the government to prevent the social pressure derived from “normalization” from destroying the human dignity, survival needs, and future development of persons whose inherent characteristics are inconsistent with traditional values. Article 27 Retention of Cultures, Religions and Languages Particular to Minorities 156. Considering that an indigenous peoples’ language is the foundation of their culture and a prerequisite of their identity, and some indigenous languages are going extinct, it is critically urgent to enact independent special laws regarding their preservation. Paragraph 11 of Article 10 of the Additional Articles of the Constitution of the Republic of China and Article 13 of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) both expressly state that a nation should use its best efforts to preserve indigenous languages. Article 9 of the Indigenous Peoples Basic Law (IPBL) also stipulates that the development of indigenous languages should be set in law. Upon investigation and subsequent follow-up by the Control Yuan, and through the efforts of the government administration and legislation agencies, the Indigenous Languages Development Act was enacted on June 14, 2017. However, written law alone will not be enough. The competent authorities should, pursuant to laws, deal promptly with the imminent extinction of some indigenous languages. 157. Senior high schools or below are required to implement ethnic education for indigenous peoples when any indigenous students are admitted to the school. If the schools are identified as key indigenous schools, they should retain indigenous teachers at the specific proportion as prescribed. These teachers should be dedicated to promoting ethnic education for indigenous peoples, as expressly provided in Article 14 and Article 25 of the Education Act for Indigenous Peoples. Notwithstanding these regulations, said ethnic education requirements were found to not be implemented. The indigenous teachers retained by the indigenous key schools actually were less than half of the authorized quota (the gap was as high as 1,215 teachers in the school year 2017). This meant a significant negative impact on the promotion of ethnic education for indigenous peoples. Upon investigation and subsequent followup by the Control Yuan, the Ministry of Education has increased the quota of trainees to become indigenous teachers, and amended and then promulgated the Regulations Governing Selection, Reservation, Training, Transfer, and Retention of Elementary School/Junior High School Principals, Directors and Teachers on June 8, 2018. It will also ask the administration agencies to promote ethnic education for indigenous peoples more proactively. 67