Inclusiveness

Course code: SNIE-1012

(For undergraduate program)

By: Kassahun A.(Assistant

Professor)
 University of Gondar
College of Education
Department of Special Needs &
Inclusive Education

course of Inclusiveness
Course code: SNIE-1012

By:- Kassahun Anteneh

( Assistant Professor In special Needs &
Inclusive Education)
 Chapter 1: Understanding Disabilities
and Vulnerabilities
1.1 Definitions of Basic Terms (Impairment,
Disability and Handicap)
1. Impairment: refers to any loss or
abnormality of physiological, psychological
or anatomical structure or function
 It is an absence of or significant difference
in
person’s body structure or function or
mental functioning
e.g., Loss of limbs or loss of vision
Definition…

2. Disability: any restriction or lack (resulting

from an impairment) of ability to perform
an activity in the manner or within the
range considered normal for a human
being. (e.g., Difficulty walking or reading)
3. Handicap: refers to a disadvantage for an
individual that limits or prevents the
fulfillment of a role that is normal.
 It is a physical or attitudinal constraint that is

imposed upon a person, regardless of

whether that person has a disability.
e.g., Lack of wheel chair/Ramp or
eyeglasses)
Definition…

All those three traditional concepts are now

represented by a single concept: “Disability.”

According to the WHO(2001), disability has three

dimensions:
 Impairment in a person’s body structure or

function, or mental functioning; examples of

impairments include loss of a limb, loss of vision
or memory loss.
 Activity limitation, such as difficulty seeing,

hearing, walking, or problem solving.

 Participation restrictions in normal daily activities,

such as working, engaging in social and
recreational activities, and obtaining health care
and preventive services.
Definition…
 A disability is any condition of the body or mind
(impairment) that makes it more difficult for the
person with the condition to do certain activities
(activity limitation) and interact with the world
around them (participation restrictions).
 The full inclusion of people with impairments in
society can be inhibited by:
1. Attitudinal (societal barriers, such as stigma)
2. Physical barriers (environmental barriers,
such as absence of stairs), and
3. Policy barriers (systemic barriers)
 If these problems/barriers addressed,
impairment may not lead to disability
Use person-first language
 We have to be very sensitive to words we use
in regard to disability.
 Use “a child with disability”, not “a disabled
child” (e.g., APA publication manuals).
 Some people, however, argue against it and
prefer identity-first language.(e.g., in UK)
 It emphasizes that the person is disabled not
by their body, but by a world that does not
accommodate them.
1.2 Types of Disabilities/Special needs
 These are children who have at least
one of the following conditions:
1. Visual impairment
2. Hearing impairment
3. Intellectual differences
4. Physical disability
5. Emotional & Behavioral disorder
6. Learning disabilities
7. Communication disorder
8. People with Vulnerability
Types…
1. Visual Impairment/VI/
 The World Health Organization (WHO) definitions

of VI is based on visual acuity scores.

 Visual acuity is the ability to see or distinguish

small objects at a distance.

 Visual acuity is measured using Snellen chart, a

clinical measure in which the test distance, usually

6 meters/20 feet/ is recorded as the numerator.
 The denominator represents the distance at which
the letters or symbols seen can be read by the
normal eye.
 Based on this criteria:
 6/6 - 6/18 - normal vision
 6/18 -3/60 – Low Vision/partially sighted
 less than 3/60 - Blind
VI…

 The term blind is used to describe children

who rely predominantly on tactile methods in
their learning( e.g., Braille; Perkins).
 A person with low vision is one who has
difficulty accomplishing visual tasks, but who
can enhance his/her ability to accomplish
these tasks with the use of visual aids and
environmental modifications.
 People with low vision may have a visual
impairment that affects only central vision—
the area directly in front of the eyes—or
peripheral vision—the area to either side of
and slightly behind the eyes.
VI…
 Including children with visual impairment in
mainstream schools has:
increasing access to opportunities for social
interaction and learning
Inherent benefits of participation & learning
within an environment of non- segregation,
Promotes the child’s educational and social
inclusion.
Increases the diversity of needs in the
classroom enable teachers to increases
their creativity.
 Children with VI, however, require additional
support, e.g. in mobility or tactile awareness, in
addition to accessing the main curriculum.
 Videos
2. Hearing Impairment (HI)

 It is the most prevalent sensory deficit in the

human population (1 in 800 children born with
a serious HI and more than 60 percent of
people aged over 70 suffer from HI.
 Different definitions are used in different
countries for different purpose.
 From legal perspective, HI is a generic term
indicating a continuum of hearing loss from
mild to profound.
 Hard of hearing: refers to difficulty hearing
but (usually with hearing aids) can use
hearing as a primary modality of acquisition of
language and in communication with others.
HI…
 Deaf: refers those who have difficulty
understanding speech, even with hearing aids
but can communicate in sign language.
 From causative factors perspective, HI can be
divided into two categories:
◦ Sensori-neural Hearing loss: may arise from
genetic disorders, diseases and other events
during pregnancy, from the act of birth itself.
◦ Conductive hearing loss: is the single
commonest cause of hearing loss, where fluid
invades the air space in the middle ear.
◦ The fluid prevents the efficient conduction of
sound through the chain of bones in the middle
ear.
HI…
 Hearing loss is measured using audiometer and
expressed in terms of decibels (dB), the unit used
to measure intensity of sound.
 The larger the number of decibels needed, the
more severe the hearing loss.
 Children with a mild to moderate hearing loss are
those for whom the oral/aural approach is
usually recommended and is most successful.
 This involves training in listening with
amplification so that the best use is made of
residual hearing together with lip reading.
 The profoundly deaf however communicate
through Sign language
Degree of Level of
loss (dB)
hearing Description of the problem
loss
25-40 dB Mild has difficulty responding to
hearing conversational speech especially with
loss background noise
40-70 dB Moderate -Has difficulty with all conversational
loss speech.
-Perception is better with
amplification and use of visual clues
like lip reading.
70-95 dB severe Difficulty with perceiving amplified
HI…

 Sign language is a socially accepted

mode of communication among the
deaf, which has its own grammatical
structure.

 Videos
3. Specific Learning Disability/LD/

 Learning disability (LD) refers to a disorder in one

or more of the basic psychological processes
involved in understanding or in using language,
spoken or written and mathematics.
 LD manifest itself in the imperfect ability to
listen, think, speak, read, write, spell, or to do
mathematical calculations.
 LD should not be confused with learning
problems which are primarily the result of
sensory, or motor disorder; of intellectual
disability; of emotional disturbance; or of
environmental, cultural or economic
disadvantages
LD…
 There often appears to be a gap between the
individual’s potential and actual achievement.
 It is some times called “hidden disability”
 A learning disability cannot be cured or fixed;
 It is a lifelong challenge.
Types of LD:
1. Auditory Processing Disorder (APD):
 Individuals with APD do not recognize subtle

differences between sounds in words.

2. Language Processing Disorder:

 It is a specific type of Auditory Processing Disorder

(APD)
 While an APD affects the interpretation of all sounds

coming into the brain, LPD relates only to the

processing of language
LD…

3. Dyslexia: is a specific learning disability that affects

reading and related language-based processing skills
4. Dysgraphia: is a specific learning disability that
affects a person’s handwriting ability and fine motor
skills.
5. Dyscalculia: is a specific learning disability that
affects reading and related language-based
processing skills???
6. Non-Verbal Learning Disabilities: Difficulty
interpreting nonverbal cues like facial expressions or
body language
7. Visual Perceptual/Visual Motor Deficit: is a
disorder that affects the understanding of
information that a person sees, or the ability to
draw or copy
4. Speech and Language Disorder/ SLD/

 This disability category can be divided into two

groups: speech disorder and language disorder.
A. Speech Disorder
 There are three basic types of speech disorders:

articulation disorders, fluency disorders, and

voice disorders
 Articulation Disorders: include such problems

as:
 Omission: (bo for boat)
 Substitutions: (wabbit for rabbit)
 Distortions: (shlip for sip)
 Addition
SLD…
 Fluency Disorders: are difficulties with the
rhythm and timing of speech characterized by
hesitations, repetitions, or prolongations of
sounds, words, or phrases.
 Stuttering: rapid-fire repetitions of consonant
or vowel sound.
 Cluttering: excessively fast and jerky speech

B. Language Disorder
There are five basic areas of language disorders:
1. Phonological disorders: abnormal
organization of the phonological system, or a
significant deficit in speech production or
perception.
SLD…

2. Morphological disorders: difficulties with

morphological inflections on nouns, verbs,
and adjectives that signal different kinds of
meanings.
3. Semantic disorders poor vocabulary dev’t,
inappropriate use of word meanings, and/or
inability to comprehend word meanings
4. Syntactic deficits: difficulty in acquiring the
rules that govern word order and others
aspects of grammar (e.g., subject-verb
agreement)
5. Pragmatic difficulties are characterized as
problems in understanding and using
language in different social contexts
 5. Autism
 Autism refers to a developmental disability
significantly affecting verbal and nonverbal
communication and social interaction of a
child.
 It is a pervasive developmental disorder

characterized by lack of sociability, impaired

communication and repetitive obsessive
behavior such as politeness, turn-taking.
6. Emotional and Behavioral Disorders/EBD/

 a condition exhibiting one or more of the

following characteristics over a long period of
time and to a marked degree that adversely
affects educational performance:
An inability to learn that cannot be explained by
intellectual, sensory, or health factors;
An inability to build or maintain satisfactory
interpersonal relationships with peers and teachers;
Inappropriate types of behavior or feelings under
normal circumstances;
A general pervasive mood of unhappiness or
depression; or
A tendency to develop physical symptoms or fears
associated with personal or school problems.
Causes of EBD
 Biological- includes genetic disorders, brain
damage, and malnutrition, allergies,
temperament and damage to the central
nervous system.
 Family factors- include family interactions, child
abuse, neglect, and poor disciplinary practices
 Cultural factors- include some traditional and
cultural negative practices, for example
watching violence and sexually oriented movies
and TV programs.
 Environmental factors- include peer pressure,
living in impoverished areas, and schooling
practices that are unresponsive to individual
needs
Classification of EBD

Kauffman (1993) conclude that EBD fall into

two broad classifications:
 Externalizing Behavior: also called under

controlled disorder, include such problems

disobedience, disruptiveness, fighting,
tempers tantrums, irresponsibility, jealous,
anger, attention seeking etc…
 Internalizing Behavior: also known as over

controlled disorders, include such problems

anxiety, immaturity, shyness, social
withdrawal, feeling of inadequacy (inferiority),
guilt, depression and worries a great deal
7. Intellectual Disability
Intellectual disability is a disability characterized
by significant limitations in both intellectual
functioning and in adaptive behavior.
Intellectual functioning: refers to general mental
capacity, such as learning, reasoning, problem
solving, and so on
 One way to measure intellectual functioning is

an IQ test.
 An IQ test score of 75 an below indicates a

limitation in intellectual functioning.

Adaptive behavior: involves conceptual, social,
and practical skills that are learned and
performed by people in their everyday lives.
ID…
 Conceptual skills—language and literacy;
money, time, and number concepts; and self-
direction
 Social skills—interpersonal skills, social
responsibility, self-esteem, social problem
solving, and the ability to follow
 Practical skills—activities of daily living,
occupational skills, healthcare, travel, safety,
use of money, use of the telephone.
 A individual who show a deficiency in one of
these adaptive skills is taken as having
Intellectual disability.
 Levels of support for individuals with ID

Level of Duration of Frequency of Setting of support

support support support
Intermittent Only as Occasional or Usually only one or two
needed infrequent (e.g. 1–2 classes or
activities)

Limited As needed, Regular, but Several settings, but not

but sometimes frequency varies usually all
continuing

Extensive Usually Regular, but Several settings, but not

continuing frequency varies usually all

Pervasive May be Frequent Nearly all settings

lifelong or continuous
8. Physical disability & Health impairment
1. Physical disability is a condition that
interferes with the individual’s ability to use
his or her body.
 It includes orthopedic impairments, which

refers to conditions of muscular or skeletal

system and sometimes to physical disabling
conditions of the nervous system.
Classification and Characteristics
 Based on the impact of physical disability on

mobility and motor skills, it is divided into

three:
A. Mild physical disability:- Individuals have
minor problems and walk without aids.
B. Moderate physical disability:- individuals can
walk with braces and crutches and may have
difficulty with fine-motor skills and speech
production.
C. Severe physical disability:-individuals who are
wheel-chair dependent and may need special
help to achieve regular development.

Physical disability can also be broadly classified

in to two groups:
 The neurological system (the brain, spinal cord

& nerve) related problems.

 Musculo-skeletal system (the muscles, bones

and joints) are deficient due to various causes.

Physical…
I. Neurological system:-
 Epilepsy: is disorder that occurs when the

brain cells are not working properly and

is often called a seizure disorder
 Spinal bifida: damage to the spinal cord

leads to paralysis and loss of sensation

in the affected areas of the body
II. Musculoskeletal system
It includes the muscles and their supporting

framework and the skeleton.

 Progressive muscle weakness (muscular
dystrophy);
 Inflammation of the joints (arthritis), or
 Loss of various parts of the body
(e.g., Amputation)
Physical…

Examples of Musculoskeletal problem:

A. Muscular dystrophy:- is an inherited con
occruing mainly in males, in which the m
weaken and deteriorate
B. Arthritis:-is an inflammation of the joint
Symptoms include swollen and stiff join
fever, and pain in the joints during acute
periods
C. Amputation:- a small number of childre
missing limbs because of congenital
abnormalities or injuiry or disease (malig
bone tumors in the limbs)
D. Polio:- is viral disease that invade the br
Physical…

Examples of Musculoskeletal problem:

A. Muscular dystrophy:- is an inherited con
occruing mainly in males, in which the m
weaken and deteriorate
B. Arthritis:-is an inflammation of the joint
Symptoms include swollen and stiff join
fever, and pain in the joints during acute
periods
C. Amputation:- a small number of childre
missing limbs because of congenital
abnormalities or injuiry or disease (malig
bone tumors in the limbs)
D. Polio:- is viral disease that invade the br
Health Impairments

 Any disease that interferes with learning can

make students eligible for special services.
 These disease caused problems are as

follow:
1. Heart disease
2. Diabetes:
3. Allergy
4. HIV/ AIDS/ Corona Virus, etc.
  An individual is said to be vulnerable when he/she
is at risk of being harmed.
 In principle, everyone is vulnerable to some adverse
event or circumstance, but some people are more
vulnerable than others.
 Vulnerability can be generally defined as a complex
phenomenon that refers to the following
dimensions:
 Economic difficulties/poverty
 Social exclusion
 Lack of social support from social networks
 Stigmatization
 Health problems
9. Vulnerability

 Being a victim of crime

Causes of Vulnerability

 Vulnerability may be caused by:

 rapid population growth,
 poverty and hunger,
 poor health,
 low levels of education,
 gender inequality,
 fragile and hazardous location,
 lack of access to resources and services,
including knowledge and technological
means,
 disintegration of social patterns (social
vulnerability
Characteristics of Vulnerable People

The following are thought to be characteristics

of vulnerable people:
 Less physically or mentally capable
(infants, older adults, people with
disabilities)
 Fewer material and/or financial resources
(low-income households, homeless)
 Less knowledge or experience (children,
illiterate, foreigners, tourists)
 Restricted by society to grow and develop
according to their needs and potentials
 Women, minorities and gifted & talented are

also categorized as vulnerable.

 1.4 Historical Movements from Segregation to Inclusion

 What is Special Needs Education?

 Special Needs Education is a “specially”
designed instruction to meet the unique
needs and abilities of students with
special needs.
 Special Needs Education is a relatively
new discipline.
 It has passed through some historical

periods
History…

1. Era of Exclusion/Extermination(Before 1800)

 Disability is a “punishment of the gods”
 “An Individual is what he is, now and forever”
 Plato & Aristotle call for infanticide
 Ciceron of Rome calls for the purity of the

race, a society free of “defectives”

 PWDs experience chaining, left on hills to die,

thrown off cliffs, locked away or drown

 Father had the right to terminate child’s life
Early Beginning of SNE
The following individuals were pionees in the
field of SNE:
 Pedro Ponce de Léon(1578) in Spain created

the first documented experience about

education of deaf children (from nobility)
 Abbé Charles Michel de l’Epée(1760) in Paris

created the first Institute for deaf

 Louis Braille invented “Braille script” in (1829)
 Jean Marc Gaspard Itard(1774-1838) designed

teaching methods for intellectual disability

(e.g., the wild boy)
 Eduard Seguin (1812-1880) of the US
 Maria Montessori (1870-1952) introduced

new instructional methodology.

2. The Period of Segregation/Institutions
 People with disability were forced to live, learn
in far away places (prison-like institutions).
 Historically the care and instruction of
children with disability was catered for by
the church.
 The strong belief in the salvation of the

individuals & these religious convictions

were powerful impetus for the provision of
education
 «God created man in his own image»
 Jesus helps disabled persons (e.g., blind
miracle).
Segregation…
 There has been serious abuse on PWDs such as
Eugenics in the name of science.
 Sterilization of those deemed not a “good
American” and included anyone “non-White”,
Eastern European, physically/mentally
disabled, felons
 The 6 million Jews were slaughtered in
Germany as a result of Eugenics supported by
ultra nationalism.
 The same thing happens to those with
disabilities

 Some states in the US sterilization laws were in

practice until the 1970s and 1980s.
 [Link] Period of integration & normalization (1960’s)

 In this period special classes flourished

 Students with special needs, especially those
with:
 intellectual disability
 Visual impairment,
 Hearing Impairment &
 EBD were assigned in regular schools but in a
separate classroom.
 Integration takes many forms:
 Physical integration
 Social integration
 Functional integration
 During integration it is the student who should
change to fit the “normal” school or classroom.
[Link] Period of Inclusion

 Children with special needs/disability are

accepted as dignified citizens with equal
rights.
 Finally, the right to live, learn and work
together was recognized.

 Educational equality and equal educational

services is provided.
1.5 Models of disability
 1. The Medical Model
 Disability is considered as pathology
(physiological, biological and intellectual).
 Disability is defined as functional limitations due
to physical, intellectual or psychic impairment,
health or psychic disorders on a person
(WHO,1996).
 The medical definition has given rise to the idea
that people are individual objects to be
“treated”, “changed" or “improved" and made
more “normal”.
 The medical definition views PWDs as needing to “fit in
”rather than thinking about how society itself should
change.
 The medical model does not adequately explain the
interaction between societal conditions or expectations
and unique circumstances of an individual.
 2. The Social Model
 Disability largely depends on the context and is a
consequence of discrimination, prejudice and
exclusion.
 Emphasizes the shortcomings in the environment and
in many organized activities in society,(e.g., ICT, and
education), which prevent persons with disabilities
from participating on equal terms.
 Comparison of Disability Models

Medical model: Social model:

Child is faulty Child is valued

Diagnosis and labeling Strengths and needs identified

Impairment is the focus of Barriers identified and solutions

attention developed

Segregation and alternative Resources are made available

services
Re-entry if normal enough or Diversity welcomed; child is
permanent exclusion welcomed

Society remains unchanged Society evolves

Chapter 2: The Concept of Inclusion
 2.1. Definition of Inclusion
 Inclusion is seen as a process of addressing and
responding to the diversity of needs of all persons
through increasing participation in learning,
employment, services, cultures and communities,
and reducing exclusion at all social contexts.

 Inclusive education refers to “an ongoing process

aimed at offering quality education/services for all
while respecting diversity and the different needs
and abilities, characteristics and learning
expectations of the students and communities and
eliminating all forms of discrimination” (UNESCO,
2008).
 It involves changes and modifications in
content, approaches, structures and strategies,
with a common vision which covers all children
of appropriate age range (UNESCO 2005).
2.2 Principles of Inclusion
 The fundamental principle of inclusion is that
all persons should learn, work and live
together wherever possible, regardless of any
difficulties or differences they may have.

 Inclusive education extends beyond special

needs arising from disabilities, and includes
consideration of other sources of disadvantage
and marginalization, such as gender, poverty,
language, ethnicity, and geographic isolation.
Principles…

UNESCO (2005) has provided four major

inclusion principles:
1. Inclusion is a process. It has to be seen as a
never-ending search to find better ways of
responding to diversity.
2. Inclusion is concerned with the identification
and removal of barriers that hinders the
development of persons with disabilities.
3. Inclusion is about the presence, participation
and achievement of all persons.
4. Inclusion gives emphasis to those who may
be at risk of marginalization, exclusion or
underachievement.
2.3 Rationale for Inclusion

Implementation of inclusion has number of rationales:

1. Educational Foundations
◦ Children do better academically, psychologically and socially
in inclusive settings.
◦ A more efficient use of education resources.
◦ Decreases dropouts and repetitions
◦ Teachers competency( knowledge, skills, collaboration,
satisfaction
 2. Social Foundation
◦ Segregation teaches individuals to be fearful, ignorant and
breeds prejudice.
◦ All individuals need an education that will help them
develop relationships and prepare them for life in the wider
community.
◦ Only inclusion has the potential to reduce fear and to build
friendship, respect and understanding.
Rationale…
3. Legal Foundations
◦ All individuals have the right to learn and live together.
◦ Human being shouldn’t be devalued or discriminated
against by being excluded or sent away because of their
disability.
◦ There are no legitimate reasons to separate children for
their education
4. Economic Foundation
◦ Inclusive education has economic benefit, both for
individual and for society.
◦ Inclusive education is more cost-effective than the
creation of special schools across the country.
◦ Children with disabilities go to local schools
◦ Reduce wastage of repetition and dropout
◦ Children with disabilities live with their family use
community infrastructure
Rationale …

5. Foundations for Building Inclusive Society

◦ Formation of mutual understanding and

appreciation of diversity
◦ Building up empathy, tolerance and
cooperation
◦ Promotion of sustainable development
Benefits…

2.4. Benefits of Inclusion

1. Benefits for Students with Special Needs
Education
 In inclusive settings people will develop:
 Appropriate models of behavior
 Improved friendships with the social environment
 Increased social initiations, interactions,
relationships and networks
 Gain peer role models for academic, social and
behavior skills
 Increased achievement of individualized educational
program (IEP) goals
 Greater access to general curriculum
 Enhanced skill acquisition and generalization in their
learning
Benefits…

2. Benefits for persons without Special Needs

Education
 Students without special educational needs
(SEN) will:
 Have a variety of opportunities for interacting
with their age peers who experience SEN in
inclusive school settings.
 serve as peer tutors during instructional
activities
 Play the role of a special ‘buddy’ during lunch,
in the bus or playground.
 Gain knowledge of a good deal about tolerance,
individual difference, and human exceptionality.
 Learn that students with SEN have many positive
characteristics and abilities.
Benefits…
3. Benefits for Teachers and Parents/Family
3.1 Benefits for Teachers
◦ They have more opportunities to learn new ways to
teach different kinds of students.
◦ They gain new knowledge, such as the different ways
children learn and can be taught.
◦ They develop more positive attitudes and approaches
towards different people with diverse needs.
3.2 Benefits for Parents/Family
◦ Learn more about how their children are being educated
in schools with their peers in an inclusive environment
◦ Become personally involved and feel a greater sense of
accomplishment in helping their children to learn.
◦ Feel valued and consider themselves as equal partners
in providing quality learning opportunities for children.
2.5. Benefits for Society

 Helps break down barriers and prejudice that

prevail in the society towards persons with
disability.
 Communities become more accepting of

difference, and everyone benefits from a

friendlier, open environment that values and
appreciates differences in human beings.
2. 5. Features of Inclusive Environment

 An inclusive environment is one in which members

feel respected by and connected to one another.
 It is an environment that welcomes all people,
regardless of their disability and other
vulnerabilities.
 An inclusive service environment is respectful,
supportive, and equalizing.
 An inclusive environment has the following major
characteristics:
◦ it ensures the respect and dignity of individuals
with disabilities
◦ it meets current accessibility standards to the
greatest extent possible to all people with special
needs
◦ provides accommodations willingly and proactively
2.6 Barriers to Inclusion

 Though many countries seem committed to inclusion

their rhetoric, and even in their legislation and policies,
practices often fall short.
 The major barriers include:
◦ Problems related with societal values and beliefs-
particularly the community and policy makers negative
attitude towards students with disability and
vulnerabilities.
◦ Economic factors- this is mainly related with
poverty of family, community and society at large
◦ Lack of stakeholders taking responsibility in their
cooperation
◦ Conservative traditions among the community
members about inclusion
◦ Lack of knowledge and skills among teachers
regarding inclusive education
Barriers…

◦ Rigid curricula, teaching method and examination

systems that do not consider students with dives
needs and ability differences.
◦ Fragile democratic institutions that could not
promote inclusion
◦ Inadequate resources and inaccessibility of
social and physical environments
◦ Globalization and free market policy that make
students engage in fierce competition, individualism
rather than cooperation
◦ Using inclusive models that may be imported from
other countries.
Chapter 3: Identification & Differentiated
services
3.1 Impact of Disability and Vulnerability on
daily life
1. The Nature of the Disability: Disability can be
acquired (a result of an accident, or acquired
disease) or congenital (present at birth).
◦ If the disability is acquired, it is more likely to
cause a negative reaction than a congenital
disability.
◦ Congenital disabilities are disabilities that have
always been present, thus requiring less of an
adjustment than an acquired disability.
2. The Individual’s Personality - the individual
personality can be typically positive or negative,
dependent or independent, goal-oriented or
laissez-faire
3. The Meaning of the Disability to the Individual
4. The Individual’s Current Life Circumstances -
◦ The individual’s independence or dependence on
others (parents).
◦ The economic status of the individual or the
individual's caregivers, the individual's education
level.
5. The Individual's Support System - The individual’s
support from family, a significant other, friends, or
social groups.
3.2 Economic Factors and Disability
 people with few economic assets are more

likely to acquire pathologies that may be

disabling
 Economic resources can limit the options and

abilities of someone who requires personal

assistance services or certain physical
accommodations
 Economic factors also can affect disability by

creating incentives to define oneself as

disabled.
3.3 Political Factors and Disability
 If the political system is well enforced it will
profoundly improve the prospects of people
with disabling conditions for achieving a
much fuller participation in society

3.4 Psychological Factors of Disability

 One's psychological environment, including

personal resources, personality traits, and

cognition.
 These constructs affect both the expression

of disability and an individual's ability to

adapt to and react to it.
3.5 The Family and Disability
 The family can be either an enabling or a
disabling factor for a person with a disabling
condition.

3.6 Needs of Persons with Disabilities and

Vulnerabilities.
 People with disabilities do not all share a

single experience.
 Analyzing human beings, Maslow has
identified five categories of needs, with
different priority levels.
 Persons with disabilities and vulnerabilities have socio-
emotional, psychological, physical and social
environmental and economic needs in general.
 The following list shows basic needs of persons with
disabilities and vulnerabilities to ensure equality:
 Full access to the Environment (towns, countryside & buildings)
 An accessible Transport system
 Technical aids and equipment
 Accessible/adapted housing
 Personal Assistance and support
 Inclusive Education and Training
 An adequate Income
 Equal opportunities for Employment
 Appropriate and accessible Information
 Advocacy (towards self-advocacy)
 Counseling
 Appropriate and Accessible Health Care
Gender and disability
 The importance of work and the daily

activities required of living in the country are

paramount in considering gender.
 Work, particularly paid work, is important for
many of the female contributors.
 Sustaining this in the face of community views
about disability is at times difficult.
 Being excluded from work because of others’
protective or controlling views is particularly
difficult for some women.
Identity and disability
 Identity marked by disability is complex and

multilayered.
 Disability as part of an individual’s identity is

seen by some as a struggle.

 This is often twofold: internally to individuals

and their sense of self and, too often, in the

way they are perceived and constructed by
those around them.
 Belongingness and Disability
 Persons with disabilities and vulnerable groups
have struggled to come to terms with a body
and mind which seem unfamiliar to them.

 They have to make adjustments or

accommodations both for themselves and in
terms of their relationships with others.
The Health Care Needs of Persons with
Disabilities and Vulnerabilities
 People with disabilities report seeking more

health care than people without disabilities and

have greater unmet needs.

Barriers to Health Care for Persons with

Disabilities and Vulnerable Groups
a. Prohibitive costs: Affordability of health
services and transportation are two main
reasons why people with disabilities do not
receive needed health care in low-income
countries.
b. Limited availability of services: The lack of
appropriate services for people with
disabilities is a significant barrier to health
care.
c. Physical barriers: Uneven access to buildings
(hospitals, health centers), inaccessible
medical equipment, narrow doorways,
internal steps, inadequate bathroom facilities,
etc.
d. Inadequate skills and knowledge of health
workers
Addressing for Inclusive Barriers to Health Care
a. Policy and legislation
b. Financing
c. Service delivery
d. Human resources: Integrate disability
inclusion education into undergraduate and
continuing education for all health-care
professionals.
Disability, Vulnerability & the Environment
 The prevailing understanding about the cause of

disability has undergone profound change

worldwide.
 Previous models viewed pathology and disability

interchangeably and that excluded consideration

of the environment.
 They have been replaced by models in which

disability is seen to result from the interaction

between the characteristics of individuals with
disabilities and the characteristics of their
environment.
 Cultural norms affect the way that the physical

and social environments of the individual are

constituted.
 Disability is not inherent in an individual but is,
rather, a relational concept—a function of the
interaction of the person with the social and
physical environments.
 The physical and social environments comprise
factors external to the individual, including
family, institutions, community, geography,
and the political climate.
 Some Enabling and Disabling Factors in the Physical Environment

Type of Type of Environment

Factor Natural Environment Built Environment

Dry climate Ramps

Flat terrain Adequate lighting

Enabling
Clear paths Braille signage
Snow Steps
Rocky terrain Low-wattage lighting
Disabling
High humidity Absence of flashing light
There are three types of attributes of the physical
environment that need to be in place to support
human performance:
Object availability
Accessibility
Availability of sensory stimulation (such as visual,
tactile, or auditory cues, serves as a signal to
promote responses).
Creating Welcoming (Inclusive) Environment
 External environmental modifications can
take many forms:
 Assistive devices,
 alterations of a physical structure,
 object modification, and
 task modification.
 Rehabilitation must place emphasis on
addressing the environmental needs of
people with disabling conditions
 Examples of Environmental Modification
1. Mobility aids
◦ Hand Orthosis
◦ Prosthetic limb
◦ Wheelchair (manual and/or motorized)
◦ Canes
◦ Crutches
◦ Braces

2. Communication aids
◦ Voice-activated computer
◦ Closed or real-time captioning
◦ Computer-assisted note taker
◦ Print enlarger
◦ Books on tape
◦ Sign language or oral interpreters
◦ Braille writer
◦ Cochlear implant
 3. Accessible structural elements
◦ Ramps, Elevators
◦ Wide doors
◦ Safety bars
◦ Enhanced lighting

4. Accessible features
◦ Built up handles
◦ Voice-activated computer
◦ Automobile hand controls

5. Job accommodations
◦ Simplification of task
◦ Flexible work hours
◦ Rest breaks
◦ Splitting job into parts

6. Differential use of personnel

◦ Personal care assistants
◦ Note takers
◦ Secretaries Editors
◦ Sign language interpreters
Impact of the Social & Psychological Environments on the
Enabling-Disabling Process
 The social environment is conceptualized to include cultural,
political, and economic factors.

 The psychological environment is the intrapersonal environment.

Culture and the Disabling Process

 Culture includes both material culture (things and the rules for

producing them) and nonmaterial culture (norms or rules, values,

symbols, language, ideational systems such as science or religion,
and arts such as dance, crafts, and humor).
 Enabling and Disabling Factors
Type of Element of Social and Psychological Environment
Factor
Culture Psychological Political Economic

Expecting people Having an active Mandating relay systems Tax credits to hire
with disabling coping strategy in all states people with
conditions to be disabling conditions
Enabling productive

Expecting Cognitive Banning discrimination Targeted earned

everyone to know restructuring against people who can income tax credits
sign language perform the essential
functions of the job

Stigmatizing Catastrophizing Segregating children Economic

people with with mobility disincentives to get
Disabling disabling impairments in schools off Social Security
conditions Disability Income
benefits

Valuing physical Denial Voting against No subsidies or tax

beauty paratransit system credits for
purchasing assistive
technology
 Culture can affect the likelihood of the transition from
pathology to impairment.
 Cultures can also speed up or slow down the movement

from pathology to impairment

 The most important consideration is the ways in which

the transition from functional limitation to disability is

affected by culture.
 A disability can exist without functional limitation, as in

the case of a person with a facial disfigurement living in

cultures, whose standards of beauty cannot encompass
such physical anomalies.
 Culture is thus relevant to the existence of disabilities: it
defines what is considered disabling.
 Culture determines in which roles a person might be disabled
by a particular functional limitation.

 Although there is a direct path from culture to disability, there

is an also indirect path.

 The indirect function acts by influencing other aspects of

personal and social organization in a society.
 Disability Inclusive Intervention and Rehabilitation
Services
 Including people with disabilities in everyday activities and
encouraging them to have roles similar to peoples who do not
have a disability is disability inclusion.

Strategies to Disability inclusive intervention and

rehabilitation
1. Prevention
◦ Prevention of conditions associated with disability and
vulnerability is a development issue.

◦ Attention to environmental factors – including nutrition,

preventable diseases, safe water and sanitation, safety on roads
and in workplaces – can greatly reduce the incidence of health
conditions leading to disability.
 Types of prevention

1. Primary prevention – actions to avoid or remove the cause

of a health problem in an individual or a population before it
arises.
 It includes health promotion and specific

protection (for example, HIV education).

2. Secondary prevention (early intervention) – actions to

detect a health and disabling conditions at an early stage
in an individual or a population, facilitating cure, or
reducing or preventing spread, or reducing or preventing
its long-term effects.

(e.g., Supporting women with intellectual disability to

access breast cancer screening)
3. Tertiary prevention (rehabilitation) – actions to reduce the
impact of an already established disease by restoring function
and reducing disease related complications.
(e.g., Rehabilitation for children with musculoskeletal
impairment).

Implementing the Twin-track Approach

Track 1: Mainstreaming disability as a cross-cutting issue

within all key programs and services (education, health, relief
and social services, etc) to ensure these programs and services
are inclusive.
 This is done by: gathering information on the diverse needs of
persons with disabilities during the assessment stage.
Track 2: Supporting the specific needs of vulnerable
groups with disabilities to ensure they have equal
opportunities to participate in society.
 This is done by strengthening referral to both internal and

external pathways and ensuring that sector programs to

provide rehabilitation.
 2. Implement Disability Inclusive Project/ Program

 Concerned with realizing equity, quality services and

protecting human rights, all sectorial strategies, program,
projects and services must be disability-inclusive.
 The following tips will help to overcome the challenges

as a key considerations for including persons with

disabilities in all program and projects:
A. Education and vocational training
B. Health – vulnerable groups and persons with
disabilities(PWD) have the same health-care needs as all
other peoples
C. Relief and social services – the two-way link between
poverty and disability means that vulnerable group and
peoples with disabilities and their families need
 Infrastructure and camp improvement, shelter, water
and sanitation and environmental health
– universal design concepts must be considered
 Livelihoods, employment and microfinance
 Protection – marginalized groups and people with

disabilities may face risks & vulnerabilities to

experiencing violence, exploitation, abuse, neglect and
violation of rights.
 Humanitarian and emergency response – the
disproportionate effect of emergency and humanitarian
situations on vulnerable groups and PWDs should be
reflected in the design & implementation of the
humanitarian projects.
Implement effective Intervention and Rehabilitation

Components of Rehabilitation Interventions

 Rehabilitation is a process designed to optimize function and improve the
quality of life of those with disabilities.
 It involves multiple participants, and it can take on many forms:
1. Multiple Discipline Professionals: Rehabilitation intervention usually
involve multiple disciplines and includes such professionals::
 Physicians
 Occupational Therapists
 Physical Therapists
 Speech and Language Therapist
 Audiologists
 Rehabilitation Nurses
 Social Workers
 Rehabilitation Counselors
 Experts in Orthotics and Prosthetics, etc.

22. Persons with the Disability and their Family

Community-Based Rehabilitation(CBR)

 CBR was originally designed for developing countries where

disability estimates were very high and the countries were under
severe economic constraints.

 It is defined as “a strategy within general community

development for rehabilitation, equalization of opportunities and
social inclusion of all children and adults with
disabilities”(WHO, ILO, UNICEF & UNESCO, 2004).
 This definition advocates a broad approach for developing
programs that involves the following elements:
A. The participation of people with disabilities and their
representatives at all stages of the development of the program
B. The formulation and implementation of national policies to
support the equal participation of people with disabilities
 C. The establishment of a system for program
management
D. The multi-sectoral collaboration of governmental
and nongovernmental sectors to support communities
as they assume responsibility for the inclusion of their
members who experience disabilities.
E. CBR focuses on strengthening the capacity of peoples
with disabilities, and their families.
F. CBR focuses on challenging negative views and
barriers in society to enable equal rights and
opportunities.
 Major Objectives of Community Based Rehabilitation:
◦ to ensure that people with disabilities are empowered to
maximize their physical and mental abilities, have access to
regular services and opportunities and become active,
contributing members of their communities and then societies
Chapter 4:Promoting Inclusive Culture
 An inclusive culture starts from the premise that everyone in
the school, industry, community and society should feel that
they belong, realize their potential, and contribute to the life of
people with disability and vulnerabilities.

 An inclusive culture involves the full and successful

integration of diverse people into a workplace or industry.

 Inclusion is a sense of belonging, connection and

community at work. And inclusive organizations help people
feel welcomed, known, valued and encouraged to bring their
whole, unique selves to work.
 Culture is “the ideas, customs, and social behavior of
a particular people or society.”
 An organization’s culture is the culmination of the

priorities, values and behaviors, which support their

employees in how they work singularly, in teams and
with clients.
 Culture plays a huge role in shifting the diversity

needle and forming truly inclusive environments.

Hence,
An inclusive culture involves the full and successful
integration of diverse people into a workplace or industry.
Core values of an Inclusive Culture:
 Representation: The presence of people with
disabilities across a range of employee roles and
leadership positions
 Receptivity: Respect for differences in working styles

and flexibility in tailoring positions to the strengths and

abilities of employees and
 Fairness: Equitable access to all resources,
opportunities, networks and decision making processes.
 Dimensions of Inclusive culture
 Universal Design
 Recruitment, Training and Advancement Opportunities
 Workplace Accommodations and Accessibility: Policy

& Practice
 Universal Design
 Universal design refers to the construction of structures, spaces,
services, communications and resources that are organically
accessible to a range of people with and without disabilities,
without further need for modification or accommodation.

 A few examples of ways universal design practices may apply in

the workplace include:
 Routinely providing manuals, materials and forms to all
employees in a variety of digital formats that are as readily
accessible to people who use adaptive computer technologies as
to other employees.
 Building workspaces accessible to people who use wheelchairs or
other assistive devices, as well as to all other employees.
 Providing employees with a variety of flexible schedule and work
options. This allows employees who have energy or functionality
limitations to organize their time and strengths, and all employees
Recruitment, Training, & Advancement Opportunities

 A. Recruitment: involves two components:

 1. Accessible outreach and hiring practices
 essentially entail making sure that outreach materials,

networking and recruitment sites, communications, and

application processes all include a range of accessible
options, or
 are free of barriers that might inhibit people with

disabilities from participating.

 Wherever possible, outreach and hiring resources

generally should be equally accessible to workers with

and without disabilities.
 2. Targeted recruitment involves specific outreach to
people with disabilities.
 Although making general recruitment practices more
accessible goes a long way towards building an inclusive
hiring structure, individual employers are not always able
to overcome existing barriers.
 for instance, when recruiting via externally sponsored job
fairs that are not accessible. Therefore, targeted recruitment
enables employers to reach and interview qualified people
with disabilities.
 B. Training: Training plays a dual role in the creation of
inclusive workplace culture.
 The first consideration involves the degree to which people
with disabilities have equitable access to training sites,
events, and materials.
 The second concern relates to the training of managers,
particularly middle management, and human resources
staff, to work effectively with all people, including those
with disabilities.
 C. Advancement: Research demonstrates that in order to
have equitable opportunities for promotion and
professional development, like most employees, workers
with disabilities typically require access to mentoring.
 3. Workplace Accommodations and Accessibility: Policy
& Practice
 Policy plays a critical role in generating meaningful
inclusion of people with disabilities. In addition to
recruitment, training and advancement, workplace policies
need to carefully plan for the provision of reasonable
accommodations.
 When assessing the effectiveness of existing
accommodations policies, employee experiences can be
described based on two measures of equity.
 The first indicator of an inclusive workplace culture

involves the perception of “procedural justice”, meaning

that employees with disabilities perceive the
accommodations policy as fair, accessible and functional.
 The Second The practice of negotiating and providing

accommodations constitutes an additional opportunity for

generating an experience of “interactional justice”.
 Interactional justice refers to the experience of feeling that

the managers or colleagues with whom one is interacting

are behaving fairly, reasonably and respectfully.
 The Benefits of Inclusive cultures are specifically
beneficial for employees with disabilities, but also have
positive results for all employees, as they include Specific
positive outcomes
 Reduced expenses corresponding to reduced employee

turn-over
 Increased worker commitment to and identification with

organizational success
 Improved employee health and well-being
 Improved productivity
 Increased employee investment in work performance
 Reduced perception of discrimination and inequity
 Improved cooperation and collaboration between co-

workers, and between employees and management.

 BUILDING INCLUSIVE COMMUNITY
 Inclusive communities are welcoming to diverse groups of
people, including, but not limited to, seniors, youth, children,
Aboriginal Peoples, immigrants and newcomers, persons with
disabilities, people experiencing mental health challenges, and
low-income populations.
 An inclusive society: aims at empowering and promoting the
social, economic, and political inclusion of all, irrespective of
age, sex, disability, race, ethnicity, origin, religion, economic,
or other status.
 things an organization can do to create a more inclusive
workplace are:
 Appropriately connect with employees;
 interact with different people;
 create employee resource groups;
 place importance on inclusion;
 hold better meetings;
 The importance for building an inclusive community
 Community inclusion is important because all people,

regardless of their abilities, should be able to participate

and engage in a full range of community activities. At
Community Mainstreaming (CMA), the principles of
community inclusion inform and fuel all of our programs.
 All people have the right to be part of decisions that affect

their lives and the groups they belong to, and diversity
enriches our lives, so it is worth our while to value our
community's diversity.
 Improved feelings of well-being and self-esteem
 Participation – engaging with others; being known. Feeling

the excitement of being part of a community group.

Opportunities to make new friends and develop new and
varied relationships
Characteristics of an Inclusive Community
 Inclusive communities do have the following set of
characteristics:
 Integrative and cooperative: inclusive communities bring
people together and are places where people and
organizations work together.
 Interactive: inclusive communities have accessible
community spaces and open public places as well as
groups and organizations that support social interaction and
community activity, including celebrating community life.
 Invested: inclusive communities are places where both the
public and private sectors commit resources for the social
and economic health and well-being of the whole
community.
 Diverse: inclusive communities welcome and incorporate
diverse people and cultures into the structures, processes and
functions of daily community life.
 Equitable: inclusive communities make sure that everyone has
the means to live in decent conditions (i.e. income supports,
employment, good housing) and the opportunity to develop
one‘s capacities and to participate actively in community life.
 Accessible and Sensitive: inclusive communities have an array
of readily available and accessible supports and services for the
social, health, and developmental needs of their populations and
provide such supports in culturally sensitive and appropriate
ways /essential services identified include good schools,
recreation, childcare, libraries, public transit, affordable housing
and supportive housing, home care, crisis and emergency
supports, well coordinated and comprehensive settlement
supports.
 Participatory: inclusive communities encourage and
support the involvement of all their members in the
planning and decision-making that affects community
conditions and development, including having an effective
voice with senior levels of government and
Safe: inclusive communities ensure both individual and
broad community safety and security so that no one feels
at risk in their homes or moving around the neighborhood
and city.
.
MEANS OF ESTABLISH INCLUSIVE CULTURE

 To create an inclusive culture in which everyone feels they

belong and is comfortable expressing their uniqueness, There
are four key inclusive leadership behaviors:
 Empowerment: Enable team members to grow and excel by
encouraging them to solve problems, come up with new ideas
and develop new skills.
 Accountability: Show confidence in team members by
holding them responsible for aspects of their performance that
are within their control.
 Courage: Stand up for what you believe is right, even when it
means taking a risk.
Humility: Admit mistakes, learn from criticism and different
points of view, and overcome your limitations by seeking
contributions from team members.

 STAGES IN ESTABLISHING INCLUSIVE CULTURE
1) Consider what you want to achieve and what the
benefits will be: This first stage of the process involves
looking at your organization: its size, the type of work it
does, where it is located, who it employs, who uses its
services, and what its goals are; and thinking about how it
could become more inclusive.
2) Undertake an inclusion review of your workplace:
When reviewing inclusion and equality in your
organization, you should consider the following areas:
 The demographics of your organization and

customer base:
 Your formal policies and procedures:
3) Decide where work is needed and create an action
plan: Having reviewed your workplace in terms of
equality and inclusion, Set out the key changes you would
like to make as a result of your review. Prioritize these
changes to help you decide where to start. Some measures
you may wish to consider as part of your action plan are:
Actively involve all employees: Consultation and
participation, encourage employees to take part in
monitoring, and promote the reasons for doing so, and
extra measures and adjustments.
Build a culture of inclusion and respect: Ensure the
organization‘s core values include a commitment to
equality, human rights and inclusive working; create,
extend or improve policies on equality and human rights
and make sure other policies are equality proofed;
Take an inclusive approach to recruitment, promotion
and development: Make equality, diversity, human rights
and inclusive working part of job descriptions; Monitor
applicants and staff at different levels within the
organization; equality and human rights training for all
4) Communicate the plan with staff and put the plan into
action: Actively involve all groups of employees: In order
to create a working culture of inclusion, respect and
opportunity for all.
There are several things to think about in this respect.
Participation and consultation: Before drawing up a plan
of action it is essential to involve and consult employees to
find out about their experiences, what they feel are the key
issues affecting them and what action they would like to
see taken to address these issues.
 Staff surveys can be used to gather information on a range
of subjects, including the make-up of the workforce,
responses and attitudes towards equality and human rights
issues, and levels of job satisfaction among employees.
 Focus groups provide more opportunity for in-depth

consultation and debate with a smaller number of

employees. They could be a useful forum in which to
collect feedback on draft policies and action plans, and can
be an indicator of wider staff attitudes.
 Engagement with employee networks and forums can

utilize an important representative voice of staff from

minority groups and can provide useful input into policies
and action plans.
5) Review, monitor and evaluate the plan’s impact and use
what you find to plan future action
 Characteristics of an Inclusive Organization

1. It accepts diversity and inclusion as a way of life.

2. It evaluates individual and group performance on the basis of
observable and measurable behaviors and competencies.
3. It operates under transparent policies and procedures.
4. It is consistent in its interactions with everyone.
5. It creates and maintains a learning culture.
6. It has a comprehensive and easily accessible system of conflict
resolution at all levels.
7. It recognizes that it is part of the community that it serves.
8. It lives its mission and core values.
9. It values earned privilege over unearned privilege.
10. It accepts and embraces change.
4.6. INCLUSIVE VALUES
Inclusive values are appreciating diversity, equality and equity,
cooperativeness, participation, community, and sustainability are
examples of inclusive values that are fundamental for successful
inclusive education. Appreciating diversity, equality and equity,
cooperativeness, participation, community, and sustainability are
examples of inclusive values that are fundamental for successful
inclusive education.
Indigenous inclusive values and practices
Indigenous ways of knowing were often discounted and discredited
as non-scientific because they were rooted in the story of the
people, their language, culture, art, mythology and spirituality. It
was important to recognize the right of indigenous peoples to land,
resources and sacred sites. Incorporating Indigenous ways of
learning into educational practices has potential to benefit both
Indigenous and non-Indigenous learners.
 Indigenous inclusion defined as an organizational state that is embraced
as a cultural norm, with enterprise-wide workplace strategies as well as a
culture which invites the full participation of indigenous people into all
aspects of business operations.
 Features of an indigenous inclusion: (1) Inclusion has been
embraced as a core competency and embedded into the
organizational culture; (2) Companies share their
organization‘s experience and achievements with inclusion and
explain how it has helped their performance; (3) Human rights
and responsibilities are promoted and respected. Employees are
free of concerns related to basic equity issues; (4)
Comprehensive Indigenous procurement, recruitment and
corporate social responsibility strategies have been developed
as part of an enterprise-wide coordinated approach; (5)
Indigenous people are employed and retained in all areas of the
organization including the senior leadership and executive
positions;
 (6) There are significant revenues and jobs gained by
Indigenous people and businesses through the
organization‘s supply chain; (7) Indigenes community
sustainable gains have been realized as a result of the
relationships built between the company and the
community; (8) High levels of Indigenous employee
engagement are seen and experienced in the organization;
(9) Leadership has put into place the resources needed to
sustain its Indigenous inclusion strategy and it may have
introduced an inclusion policy framework or statement;
(10) Indigenous inclusion is integral to the mission and
vision of the organization.
 What are inclusive practices?
 Inclusive practice is an approach to teaching that

recognizes the diversity of students, enabling all students

to access course content, fully participate in learning
activities and demonstrate their knowledge and strengths
at assessment
 Inclusive practice is about the attitudes, approaches

strategies talent to ensure that people are not excluded or

isolated.
 It means supporting diversity by accepting welcoming

people‘s differences, promoting equality by equal

opportunities for all.
 Inclusive practices in education are based on seven
principles:
 Diversity enriches and strengthens all communities;
 all learners‘ different learning styles and achievements are

equally valued,
 respected and celebrated by society;
 all learners are enabled to fulfill their potential by taking

into account individual requirements and needs;

 support is guaranteed and fully resourced across the whole

learning experience;
 all learners need friendship and support from people of

their own age; and

 all children and young people are educated together as

equals in their local communities.

 Inclusive teaching strategies: refer to any number of teaching
approaches that address the needs of students with a variety of
backgrounds, learning modalities, and abilities.
 These strategies contribute to an overall inclusive learning
environment in which students feel equally valued.
 Benefits of Inclusive practices: The benefits of inclusive
practices are numerous for both students with and without
disabilities. include: Friendships; increased social initiations,
relationships and networks; peer role models for academic,
social and behavior skills; increased achievement of Individual
Educational Plan goals; greater access to general curriculum;
enhanced skill acquisition and generalization; increased
inclusion in future environments; greater opportunities for
interactions; higher expectations; increased school staff
collaboration; increased parent participation; and families are
more integrated into community.
 CHAPTER FIVE
INCLUSION FOR PEACE, DEMOCRACY AND DEVELOPMENT
 Inclusive education is at the heart of any strategy for peace-
building, democracy and development. It is through inclusive
educational that values, skills and knowledge which form the
basis of respect for human rights and democratic principles
can be developed.
 education that the rejection of violence, and a spirit of
tolerance, understanding and mutual appreciation among
individuals, groups and nations can be enhanced.
 Inclusion for Peace
 Peace can be defined in several ways. However, for the
purpose of this module peace is defined as creating mutual
understanding, positive relationship between individuals and
groups. These groups may include culturally, linguistically,
economically and biologically heterogeneous groups.
 Inclusive education is a foundation for inclusiveness in all
aspects of life. It creates equality and equity among divers
population. Diversity refers to in terms of language, religion,
socioeconomic status, culture and psychology.
 It is important to realize inclusive education to create a
society that is peaceful, democratize and developed. Hence
inclusive education is crucial for:
• Promoting gender equality in economic, social and political
decision-making;
• Fostering democratic participation and citizenship and
supporting processes that promote and sustain democracy;
• Advancing understanding, respect for cultural diversity, and
human solidarity by promoting a dialogue among societies;
Contrary to the important of inclusive education exclusion in
education create undesirable result for a nation:
 Educational exclusion cut people off from full involvement in the
economic and social life of their countries
 As an experience of deprivation, social exclusion is often the
consequence of severe horizontal inequalities, and as such it can
underpin grievances that can mobilize groups for conflict
 Exclusion through horizontal inequalities undermines social
 Educational inequalities reflect social inequalities more broadly;
 Dominant ethnic groups control state resources and may
discriminate against minority groups in terms of access to social
resources, such as education, and employment opportunities;
 Sources of Conflict
 Spiritual sources of conflict
 Result of original ancestor’s separation from God and negative influence from evil
spiritual forces
 Individual sources of conflict
 Disunity within the individual and confusion of values
 Family sources of conflict
 Family dysfunctions affect succeeding generations.
 National/international sources of conflict
 National policies affect future generations and can lead to conflict within or between
nations
Historical Sources of Conflict
• National crimes burden future generations
• Ethnic/religious resentments accumulate
• Individual Choice: To resolve or repeat past conflicts- rethinking the past and the
Sustaining Peace
It is important to expand formal and informal inclusive education with the
aim of creating inclusive society with the following competencies in young
and adult populations:
 Skills of sifting the truth from propaganda or bias that surrounds
them in every culture
 Respect for the wise use of resources and appreciation for more than
just the materialistic aspects of quality of life
 Respect for different points of view and the ability to see the world
through the eyes of others
 Skills to resolve conflict in non-violent ways
 The desire and ability to participate in shaping society, in their own
community, their nation and the world.
 Inclusive education is a foundation for inclusiveness in all
aspects of life. It creates equality and equity among divers
population. Diversity refers to in terms of language, religion,
socioeconomic status, culture and psychology.
 Inclusion for Democracy
 Democracy is a great philosophy of inclusion that born and
grown in inclusive schools. It means the rule of the people, by
the people, for the people; and where ―people is to mean all
human being, regardless of the diversities.
 Democratic schools are an educational ideal in which
democracy is both a goal and a method of instruction. It brings
democratic values to education and can include self-
determination within a community of equals, as well as such
values as justice, respect and trust of diversities.
 Schools are the ideal place to promote democracy. One of the
most important tasks of schools should be helping students to
 The democratic values include is to enhance protected right,
independent quality life for all, freedom, pursuit of
happiness, justice, the common good, truth, respect and
tolerance for diversity and partisanship.
 democracy is one of the principles of inclusiveness in the

process of building inclusive society that begun in schools.

 Inclusive education is based on the fowlling democratic

principles: Diversity enriches and strengthens all

communities; all persons with disabilities different in their
needs, potentials, learning and working styles; their
achievements according to their potentials are equally
valued, respected and celebrated by society; and
 all learners are enabled to fulfill their potential by taking

into account individual requirements and needs.

 Inclusion for Development
 Development is a positive growth or change in economical,
social and political aspects of a country. Any kind of
development should be inclusive.
 Some scholars define inclusive development as a process that
occurs when social and material benefits are equitably
distributed across divides in society.
 Inclusive development also has an ―integral focus on the
achievement of equity and the rights of citizenship‖ (Hickey,
2013).
 Inclusive development consists of ensuring that all
marginalized and excluded groups are stakeholders in
development processes.
 If there is no inclusiveness in all walks of life, development
cannot be sustainable. Inclusive and sustainable development
is crucial to reduce poverty in all its dimensions so that all
 The goal of inclusiveness is to prevent social exclusion and
creating more social inclusion that aim at including all
members of society in the growth process.
 Social inclusion is an integral part of inclusive development
 Social inclusion enhances capabilities, broadens social ties of
respect and recognition, and at the collective level, enhances
social bonds, cohesion, integration and solidarity (UNDP,
2015) among human race.
 RESPECTING AND VALUING DIVERSITY
 These include race, ethnicity, age, ability, language,
nationality, socioeconomic status, gender, religion, or sexual
orientation.
 Acceptance and respect, accommodation of beliefs, and
ethnic, cultural differences, gender equality, physical and
mental disabilities, generation gaps, and language and
 Valuing diversity: Recognizes differences between people and
acknowledges that these differences are a valued asset. Multicultural
education is an important component of valuing diversity. It
respects diversity while teaching all children and youth to become
effective and participating members of a democracy.
 CREATING FRIENDLY ENVIRONMENTS FOR
MARGINALIZED PEOPLE
 Some of the strategies are:
 (1) Tolerate for the differences opinions and attitudes;
 (2) seek out marginalized voices and perspectives and provide
support; (3) confront your own racist thought and try to be inclusive
of all the differences;
 (4) use your privilege to support marginalized people‘s movements;
(5) give your time and money, if possible for the success of
inclusive development;
 (6) be proactive about inclusion in your daily life;
 (7) avoid segregation; and
 (8) do the work that help to promote inclusiveness.
 The most vulnerable are women, children, aged, those
living with HIV/AIDS, mental illness, minority people
with language and cultural diversity, disability and the like.
 Girls and women from the marginalized groups are more
vulnerable to violence.
 The dropout, illiteracy, un-employability and poverty rates
among them are also high.
Woman’s participations in developments
 every woman and girl is entitled to live in dignity and in
freedom, without any fear; caring practices for female, not
violence; equal opportunity for education and employment;
and gender Justice is indispensable for development,
poverty reduction, and is crucial to achieving human
progress;
 Marginalized group of people
 People may be marginalized on the basis of the social, gender,
cultural, ethnic, economic, social order, beliefs and other
factors.
 Marginal groups can always be identified by members of
dominant society, and will face irrevocable discrimination.
 Marginalized groups exist nearly everywhere.
 They are people who, for whatever reason, are denied
involvement in mainstream economic, political, cultural and
social activities.
 Targeting or ignoring one group can ultimately affect the whole
society in all aspects of development.
 Marginalization comprises those processes by which
individuals and groups are ignored or relegated to the sidelines
of political debate, social negotiation, and economic bargaining
 Chapter 6: Legal frame work
 LEGAL FRAMEWORKS FOR INCLUSION
 According to the Universal Declaration of Human Rights,
―All human beings are born free and equal in dignity and
rights.‖ However, this is far from being a reality for persons
with disability around the world.
 The rights of persons with disability have increasingly been

recognized by international and national law. For example,

 The Declaration on the Rights of Mentally Retarded Persons

(1971)
 the Declaration on the Rights of Disabled Persons (1975)

both establish the principle of equality of the rights of persons

with disability.
 The Declaration on the Rights of Deaf-Blind Persons (1979)

adopted by the Economic and Social Council provides

universal rights.
 International Legal Framework
 International human rights instruments protect the rights of persons
with disabilities through the principles of equality and non-
discrimination. There are a number of international legal frameworks
regarding people with disability that are aimed at protecting the rights
of persons with disabilities through the principles of equality and
nondiscrimination.
 Key International Instruments and other Documents that Promote
Inclusion
 1948 Universal Declaration of Human Rights – Article 26
 1960 UNESCO Convention against Discrimination in Education –
Articles 1, 3 and 4
 1965 International Convention on Elimination of All Forms of Racial
Discrimination Article 5
 1966 International Covenant on Economic, Social and Cultural Rights
– Article 13
 1966 International Covenant on Civil and Political Rights – Articles
 1973 ILO Convention on the Minimum Age for Employment –
Article 7
 1979 Convention on the Elimination of All Forms of Discrimination
Against Women Article 10
 1982 World Program of Action Concerning Disabled Persons
proposals for implementation, national action, part 2
 1989 Convention on the Rights of the Child – Articles 23, 28 and 29
 1989 ILO Convention Concerning Indigenous and Tribal Peoples –
Articles 26, 27, 28, 29, 30 and 31
 1990 The World Declaration on Education for All, Jomtien
 1993 The Standard Rules on the Equalization of Opportunities for
Persons with Disabilities
 1994 The Salamanca Statement and Framework for Action on
Special Needs Education
 1999 ILO Convention on the Worst Forms of Child Labor – Article
7
 1999 Salamanca Five Years On Review
 2006 Convention on the Rights of Persons with Disabilities
 2007 EFA Global Monitoring Report: Strong Foundations –

early childhood care and education

 2008 EFA Global Monitoring Report: Education for All by

2015
National Laws and Policy Frameworks
 Ethiopia has signed most of the international conventions

and declarations protecting the rights of persons with

disabilities. There are also national policies on the rights of
persons with disabilities.
 National Laws and Policy Frameworks Related With

Rights of People with Disabilities

Equal Participation in Education, Social, Economic,
Apolitical and Other Aspect of Life
1. Constitution of the Federal Democratic Republic of
Ethiopia-1995: Article 41(5) of the Constitution
2. Labor Proclamation, No. 377/2003, amended by Labor
Proclamation No. 494/2006
3. The Federal Civil Servant Proclamation- No. 515/2007
4. Proclamation concerning the Rights to Employment for
Persons with Disabilities- No. 568/2008
5. Framework Document- 2009: provides for Special Needs
Education (SNE) in Technical and Vocational Education and
Training (TVET).
6. Building Proclamation- No. 624/2009
7. Proclamation on Definition of Powers of Duties of the
Executive Organs of the Federal
Democratic Republic of Ethiopia, No. 691/2010
8. Growth and Transformation Plan (GTP) 2010-2015
9. National Plan of Action of Persons with Disabilities -
(2012-2021)
10. Proclamation concerning the Rights of Disabled Persons
to Employment-No.101/1994
11. The Federal Civil Servant Proclamation (Proclamation -
No 1064/2017: Article 13/2 of proclamation no 1064/2017
12. Labor Proclamation-1156/2019
13. Organization of Civil Society Proclamation -No.
1113/2019
14. The Revised higher institutions proclamation- No.
1152/2019
15. Advertisement Proclamation -No. 759/2012
16. The Ethiopian Building proclamation -No 624/2009
17. Definition of Powers and Duties of the Executive Organs
of the Federal Democratic Republic of Ethiopia Proclamation
-No. 1097/2018
18. Developmental Social Welfare Policy 1997
19. The FDRE Education and Training Policy of 1994
20. The FDRE special needs/inclusive education strategy
2012
 Chapter 7: Resources Management for Inclusion
 Inclusion demands resources to meet the need of all

members of communities and to facilitate equal

participants in all sphere of life.
 Inclusion refers to the process of providing all necessary

services according to the needs of divers‘ population in the

community and bringing support services instead of
mobilizing resources in a separate setting
Provisions of Resources
 The resource should be considered for people with disabilities in
workplaces, social gatherings, recreational and in schools that
help them to feel comfortable, secure and work at their
independent and team activities.
 Available resources those meet their needs can help persons with
disabilities move towards success
School based resource room for children
 All concerned bodies should be inclusive in their planning,

budgeting and taking action for the education of persons with

disabilities
 The resource room is a classroom where a special education

program can be delivered to a student with a disability and

learning difficulty.
 It is for those students who belong to a regular class but need some

special instructions in an individualized or small group setting for

a portion of the day
 Methods and materials are adapted to students' learning styles and

characteristics using multisensory and other specialized

approaches
 This program includes remedial, compensatory and developmental

instruction, which is provided in small groups for usually three to

five hours per week.
Human resources in schools  Audiometer
 Sign language interpreter  Hearing aids (various type)
 Braille specialist  Sign language books and videos
 Mobility and orientation expert  Various instructional videos related this unit
 Special needs educators  Braille atlases
 Speech and language therapist  Molded plastic, dissected and un-dissected
 Physiotherapist relief maps
 Behavioral therapists…etc  Relief globs
material resources  Land form model
 LCD and/or Smart Board  Abacus
 E - Chart  Raised clock faces
 Various magnifying lenses  Geometric area and volume aids
 Slate and styles  Write forms for matched planes and volumes
 Perkins Braille writer  Braille rulers
 White Cane  Raised-line check books
 Blind folder  Signature guide
 Tuning fork
 Longhand-writing kit
 Script letter – sheets and boards
 Talking calculator
 Closed-circuit television
 Computer software for various students with special needs; for example Jaws for blind and
sign language software for deaf
 Orthosis
 Prosthesis
 Environmental accessibilities
- Ramps
- Elevators
- Wheel chairs
 Chapter 8: Collaborative (Cooperative) Partnerships with stakeholders

 Collaboration is defined as “the act of working together to produce or

create something according to the capacities and abilities of individuals.
 Collaboration means 'to work with another person or group in order to

achieve accomplish intended goals.

 Collaboration provides every team member with equal opportunities to

participate and communicate their ideas.

 It has potential to create synergy – where the whole is greater than the

sum of the parts.

 The phrase 'putting our heads together' would be a good example of

this important element of collaboration

Key elements of successful collaboration
We've got the four most important elements of teamwork to help you

build a team that will lead your company to success.

 Respect. This one should be a no-brainer. ...
 Communication. While respect is probably the most important element
of teamwork, communication is the tool that will generate that
 Delegation. ...
 Support.
 Collaboration in the workplace is when two or more people

work together through idea sharing and thinking to achieve a

common goal
Here are a few qualities that a successful team possesses.

1. They communicate well with each other. ...

2. They focus on goals and results. ...
3. Everyone contributes their fair share. ...
4. They offer each other support. ...
5. Team members are diverse. ...
6. Good leadership. ...
7. They're organized. ...
8. They have fun.
General principles of collaboration feedback to others in a nonthreatening and
 Establish clear common goals for the non-judgmental manner.
collaboration.  Give credit to others for their ideas and
 Define your respective roles and who is accomplishments
accountable for what, but accept joint  Develop procedures for resolving
responsibility for the decisions and their conflicts and manage these processes
outcomes skillfully.
 Take a problem-solving approach – with  Better still, anticipate possible conflicts
a sense that all those in the collaborative and take steps to avoid them as far as
arrangement share ownership of the possible. This is not to say that
problem and its solution. disagreements can, or even should, be
 Establish an atmosphere of trust and avoided.
mutual respect for each others’ expertise.  Arrange periodic meetings to review
 Aim for consensus decision-making. progress in the collaborative
 Ask for and give immediate and objective arrangements.
 Advantages/ Benefits of collaboration
 Creating a sense of teamwork and building bonds encourages team

members to work for the collective rather than just themselves

 Higher employee productivity

 Greater efficiency and less duplicated effort

 Access to additional resources or lower costs through sharing

resources such as office space, administration or other aspects of an

organization’s operation.
 Improved service coordination across agencies, with better pathways

or referral systems for service users.

Challenges to Team Collaboration
 Indecisive decision-makers. Ironic, isn't it? ...
 "E-fail" This is a little term used for when email straight up fails. ...
 Mis (sing) communication. When collaborating, there is always room
for misinterpretation and miscommunication.
 Process sinking vs. process syncing.
 Too many cooks.
 Negative Nancy.
 Cooperativeness
 Cooperation is one of the components of collaboration
 Cooperativeness helps individuals to willing learn from each other.
Learners work together in small groups, helping each other to carry out
individual and group tasks.
 Cooperation: the learners discuss, problem-solve and collaborate with
each other; Face to face interaction and establish consensus;
 It requires interdependence, which can take one or more forms that help
to create inclusiveness:
1. Goal interdependence: the group has a single goal.
2. Reward interdependence: the whole group receives acknowledgement for
achieving the goal
3. Resource interdependence: each group member has different resources
(knowledge or materials) that must be combined to complete a task
4. Role interdependence: each group member is assigned a different role (e.g,
  In cooperative learning and works, the strategies for effective co-
planning and team working are very important.
 The following steps are important for a group to work effectively
together.
1. Have clear objectives
2. At each stage you should try to agree on goals
3. Set ground rules
4. Communicate efficiently
5. Build consensus
6. Define roles
7. Clarify your plans, process and achievements all the time
8. Keep good records
 A stakeholder is any person, organization, social group, or society
at large that has a stake in the business.
 Thus, stakeholders can be internal or external to the business

 Stakeholders can affect or be affected by the organization's

actions, objectives and policies. Some examples of

key stakeholders are creditors, directors, employees, government
(and its agencies), owners (shareholders), suppliers, unions, and the
community from which the business draws its resources.
What are the benefits of stakeholder participation?
 Provide all stakeholders with full opportunities to share their views,
needs and knowledge.
 Build consensus through bringing together a diverse range of
stakeholders to share needs, information, ideas and knowledge and
harmonize the objectives of individual groups to reach common
societal goals.
Characteristics
 Non-transferability of interest
of successful
 Trust. Without trust there can be
stockholders partnerships no productive conflict,
 Existence of an agreement: commitment, or accountability
Partnership is the outcome of an Common values. I believe that
agreement between two or more having common values is the
persons to carry on business or very foundation of the successful
offer services for the community partnership
 Sharing of profits or Defined expectations
stratification for the services Mutual respect
offered to the community  Synergy
 Establishing equal and equitable
 Great two-way communications
relationship
 Membership without
discrimination
 Nature of liability
 Fusion of ownership and control
  Strategies for community involvement inclusive development
 Community development is about the inclusive involvement of all
people, regardless of their diversities, enhancing equality, respecting
their full right in terms of educational opportunities and employability.
 Some of the Strategies for community involvement inclusive
development are;
 Commit to participation of all persons with diversities
 Establish non-discriminative effective communication with all people
with divers back ground
 Expect to do most of the work yourself following the inclusive
principle
 Tap into local networks, culture and indigenous experiences of
inclusiveness
 Use all possible communication channel including sign language for
deaf people