Part II ＞ Our Efforts and Transformation When attending the international review meeting compulsory removal, parental supervision statements: suspension. Students may even be requested on August 1, 2022, we made the following i. A f t e r t h e N H R C ’ s e s t a b l i s h m e n t , w e immediately prepared the independent opinions for the second national report of the CRPD. We organized many regional seminars, focus group discussion, key issues seminars, and agency seminars to gather opinions and date to understand the status of CRPD implementation in Taiwan. Through the independent opinions, we comprehensively responded to the second national report of CRPD and submitted a parallel response to the List of Issues proposed by IRC members. In addition to the Traditional Chinese and English versions, we have also prepared various accessible versions including that of Braille and sign language, as well as an audio book and easy to read version. ii. In 2021 we announced that we would establish an oversight mechanism in compliance with the requirements of Article 33 of CRPD which was included in the 2022 strategic planning. However, as the “special chapter on the NHRC’s powers and functions” was still under deliberation in the legislature, we substituted with the “Plan to implement CRPD oversight implementation.” The plan covered the key performance indicators (KPIs), grievance acceptance and investigation, assisting the participation of persons with disabilities throughout the process. iii. We are also aware of the difficulties that students with affective disorders face within the education system. When students with emotional and behavioral disorders (EBD) and autism spectrum disorder (ASD) have a meltdown in public, schools often call for disciplinary action (demerits), suppression, 34 National Human Rights Commission 2022 Annual Report in class or disciplinary action at home, and to receive compulsory medical treatment or charged with causing bodily harm. However, none of these methods are helpful for the students with EBD to gain control over their symptoms, nor do they comply with the principle of positive support. We emphasize that only inclusive education can make an inclusive society a reality. As current methods are only reliant on medicinal treatment, it is not conducive to building a positive atmosphere of acceptance in schools, and we suggest relevant authorities should confront the problem of insufficient expertise in the education system. After the international review meetings, we invited IRC members to a seminar at the NHRC. IRC Chair Osamu Nagase affirmed Taiwan’s establishment of the NHRC and hoped that we can make a greater effort in human rights education to change the wide-spread charitybased conception of people with disabilities, and accomplish a paradigm shift from the medical approach towards the human rights approach of the CRPD. IRC member Hyung Shik Kim suggested that we should focus on talent development and improve the research capability of our staff to consistently produce high-quality parallel reports, parallel responses, and various oversight reports. Additionally, IRC member Janet Meagher reminded us to pay attention to collaboration and coordination with government departments to develop the capability of overseeing CRPD implementation. She also hoped that the NHRC can keep close, consistent contact with the civil society, especially with regards to promoting the full participation of persons with disabilities and the organizations representing them.