Inclusiveness

I. Course information
II. 1.1. Course Title: Inclusiveness
III.1.2. Credit hours: 3 (5 ECTS)
IV. Target group: Compulsory for all undergraduate students
V. Course code: SNIE 1012
VI. Course offering: A course should be offered only by certified Special
Needs/Inclusive Education Professionals

VII. Mode of delivery: Semester based/Parallel.

 Learning outcomes

 At the end of completing this chapter, the students will be able to:
Define disability and vulnerability

List different types of disabilities and vulnerabilities

Explain brief causes of disability and vulnerability

Describe the brief historical movements from segregation to inclusion

Describe the effect of attitude on the move towards inclusion

Discuss models of disability

Chapter 1: Understanding Disabilities and Vulnerabilities
• 1.1 Definitions of Basic Terms (Impairment, Disability and Handicap)
• Impairment means a lack/abnormality of an anatomic, physiological or psychological
structure or function or deviation on a person.

• It refers to any loss or abnormality of physiological, psychological or anatomical

structure or function. It is the absence of particular body part or organ.
 Impairment

 It is the absence of particular body part or organ.

 It could also a condition in which the body exists but doesn‘t function.

 Some children, for instance, have impairments such as eyes that do not see well,

arms and legs that are deformed, or a brain not developing in a typical way etc.
 Disability
•(የአካል ጉዳተኛ) meaning impairment
• The concept of disability is complex, dynamic, multidimensional, and contested (WHO and
World Bank, 2011). 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),
  Causes of disability
• What do you think is the causes of disability?

• Disability can be caused by the following factors:

 Genetic: Causes Abnormalities in genes and genetic inheritance can cause intellectual disability in
children.

 Environmental factor: Poverty and malnutrition in pregnant mothers can cause a deficiency in vital
minerals and result in deformation issues in the unborn child.

• After birth, poverty and malnutrition can also cause poor development of vital organs in the child, which
can eventually lead to disability.

• The use of drugs, alcohol, tobacco, the exposure to certain toxic chemicals and illnesses, toxoplasmosis,
cytomegalovirus, rubella and syphilis by a pregnant mother can cause intellectual disability to the child.
 Unknown Causes
• The human body is a phenomenal thing. Scientists have still not figured out what and how
some things in the body, cells, brain, and genes come about. Humans have still not found all
the answers to all the defects in the human body.
 Inaccessible environments
Sometimes society makes it difficult for people with some impairment to function freely.
When society develops infrastructure such as houses, roads, parks and other public
places without consideration to people with impairment, the basically make it
impossible for them to take care of themselves.

• For example, if a school is built with a ramp in addition to stairs, it makes it easy for people
with wheelchairs to move about freely.

• Lack of education, support services, health and opportunities for people with
impairment can cause additional disability to people with disabilities and even people
without disability.
  Some type of disabilities:
• Some 9 major disabilities are listed and briefly discussed in the coming pages below.
• [Link] impairment: in general designates two sub- classifications. These are blindness
and low vision.

•  Blindness, total or partial inability to see because of disease or disorder of the eye,
optic nerve, or brain. The term blindness typically refers to vision loss that is not
correctable with eyeglasses or contact lenses.

•  The term low vision is used for moderately impaired vision. 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.
 2. Hearing Impairment
 Hard of Hearing: "A hearing impairment, whether permanent of fluctuating, which
adversely affects a child's educational performance but which is not included under the
definition of 'deaf. This term can also be used to describe persons with enough (usually with
hearing aids) as a primary modality of acquisition of language and in communication with
others.

 Deaf: Those who have difficulty understanding speech, even with hearing aids but can
successfully communicate in sign language.
 3. Specific learning disability
Specific Learning Disability means a disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that may
manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do
mathematical calculations.

Generally speaking, people with learning disabilities are of average or above average
intelligence.

There often appears to be a gap between the individual‘s potential and actual achievement.
 Cont..
 This is why learning disabilities are referred to as ―hidden disabilities: the person
looks perfectly ―normal and seems to be a very bright and intelligent person, yet
may be unable to demonstrate the skill level expected from someone of a similar age.

 A learning disability cannot be cured or fixed; it is a lifelong challenge.

 However, with appropriate support and intervention, people with learning disabilities
can achieve success in school, at work, in relationships, and in the community.
 Types of Specific Learning Disabilities Auditory Processing Disorder (APD)

• A. Dyscalculia: is a specific learning disability that affects a person‘s ability to

understand numbers and learn math. Individuals with this type of LD may also have
poor comprehension of math symbols, may struggle with memorizing and organizing
numbers, have difficulty telling time, or have trouble with counting.

• B. Dysgraphia: is a specific learning disability that affects a person‘s handwriting ability

and fine motor skills. Problems may include illegible handwriting, inconsistent spacing,
poor spatial planning on paper, poor spelling, and difficulty composing writing as well as
thinking and writing at the same time.
 Cont..
• C. Dyslexia: is a specific learning disability that affects reading and related language-
based processing skills.

• D. Language Processing Disorder Language Processing Disorder is a specific type of

Auditory Processing Disorder (APD) in which there is difficulty attaching meaning to
sound groups that form words, sentences and stories.
 Cont..

• E. Visual Perceptual/Visual Motor Deficit 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.

F. Non-Verbal Learning Disabilities: is a disorder which is usually characterized by a

significant discrepancy between higher verbal skills and weaker motor, visual-spatial and
social skills.

Typically, an individual with NLD (or NVLD) has trouble interpreting nonverbal cues like
facial expressions or body language, and may have poor coordination.
 [Link] and Language Impairments

Speech and language impairment means a communication disorder such as stuttering,

impaired articulation, language impairment, or a voice impairment that adversely affects a
child‘s educational performance.

It is disorder that adversely affects the child's ability to talk, understand, read, and write.
This disability category can be divided into two groups: speech impairments and language
impairments.
 Speech Impairments

There are three basic types of speech impairments: articulation disorders, fluency
disorders, and voice disorders.

Articulation disorders are errors in the production of speech sounds that may be related to
anatomical or physiological limitations in the skeletal, muscular, or neuromuscular support
for speech production. These disorders include:

•  Omissions: (bo for boat)

•  Substitutions: (wabbit for rabbit)
•  Distortions: (shlip for sip)
 Cont..

Fluency disorders are difficulties with the rhythm and timing of speech characterized by
hesitations, repetitions, or prolongations of sounds, syllables, words, or phrases. Common
fluency disorders include:

•  Stuttering: rapid-fire repetitions of consonant or vowel sounds especially at the

beginning of words, prolongations, hesitations, interjections, and complete verbal blocks

•  Cluttering: excessively fast and jerky speech

• Voice disorders are problems with the quality or use of one's voice resulting from
disorders in the larynx. Voice disorders are characterized by abnormal production and/or
absences of vocal quality, pitch, loudness, resonance, and/or duration.
 Language Impairments

• There are five basic areas of language impairments: phonological disorders, morphological
disorders, semantic disorders, syntactical deficits, and pragmatic difficulties.

• 1. Phonological disorders are defined as the abnormal organization of the phonological

system, or a significant deficit in speech production or perception.

• A child with a phonological disorder may be described as hard to understand or as not saying
the sounds correctly.

• Apraxia of speech is a specific phonological disorder where the student may want to speak
but has difficulty explaining what to say and the motor movements to use.
 Cont..
• 2. Morphological disorders are defined as difficulties with morphological inflections
(inflections on nouns, verbs, and adjectives that signal different kinds of meanings).

• 3. Semantic disorders are characterized by poor vocabulary development, inappropriate use

of word meanings, and/or inability to comprehend word meanings.

• 4. Syntactic deficits are characterized by difficulty in acquiring the rules that govern word
order and others aspects of grammar such as subject-verb agreement. Typically, these students
produce shorter and less elaborate sentences with fewer cohesive conjunctions than their
peers.

• 5. Pragmatic difficulties are characterized as problems in understanding and using language

in different social contexts. These students may lack an understanding of the rules for making
eye contact, respecting personal space, requesting information, and introducing topics.
 [Link]

• Autism means a developmental disability significantly affecting verbal and

nonverbal communication and social interaction, generally evident before
age three that adversely affects a child‘s educational performance.
 6. Emotional and Behavioral Disorders
• According to Individuals with Disabilities Education Act (IDEA), the term Emotional and
Behavioral Disorders means 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
 Cont..
• Kauffman (1993) conclude that emotion or behavioral disorders fall into two broad
classifications:

• 1) Externalizing Behavior: also called under controlled disorder, include such problems
disobedience, disruptiveness, fighting, tempers tantrums, irresponsibility, jealous, anger,
attention seeking etc.…

• 2) 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
 Causes of behavioral and emotional disorders

• Behavioral and emotion disorders result from many causes, these includes the following.
• 1. Biological- includes genetic disorders, brain damage, and malnutrition, allergies,
temperament and damage to the central nervous system.

• 2. Family factors- include family interactions, family influence, child abuse, neglect, and
poor disciplinary practices at home.

• 3. Cultural factors- include some traditional and cultural negative practices, for example
watching violence and sexually oriented movies and TV programs.

• 4. Environmental factors- include peer pressure, living in impoverished areas, and

schooling practices that are unresponsive to individual needs.
 [Link] Disability

 Intellectual disability is a disability characterized by significant limitations in both

intellectual functioning and in adaptive behavior, which covers many everyday social
and practical skills.

 This disability originates before the age of 18. An individual is considered to have an
intellectual disability based on the following three criteria:
 Cont..

1. Sub average intellectual functioning: It refers to general mental capacity, such as

learning, reasoning, problem solving, and so on.

2. One way to measure intellectual functioning is an IQ test. Generally, an IQ test score of

around 70 or as high as 75 indicates a limitation in intellectual functioning.

3. Significant limitations exist in two or more adaptive skill areas: It is the collection of

conceptual, social, and practical skills that are learned and performed by people in their

everyday lives.
 Cont..

 Conceptual skills—language and literacy; money, time, and number

concepts; and self-direction.

 Social skills—interpersonal skills, social responsibility, self-esteem,

gullibility, innocence (i.e., suspicion), social problem solving, and the

ability to follow rules/obey laws and to avoid being victimized.

 Practical skills—activities of daily living (personal care), occupational

skills, healthcare, travel/transportation, schedules/routines, safety, use of

money, use of the telephone.

 Cont..
 People with intellectual disabilities academic learning can be affected, as well as their
ability to adapt to home, school, and community environments are presented under the
following sub-headings:

a) General Cognition: People with intellectual disabilities vary physically and emotionally,
as well as by personality, disposition, and beliefs.

> Their apparent slowness in learning may be related to the delayed rate of intellectual
development
 Cont.…

b) Learning and Memory: The learning and memory capabilities of people with intellectual disabilities are

significantly below average in comparison to peers without disabilities.

Children with intellectual disabilities may not spontaneously use appropriate learning or memory retention

strategies and may have difficulty in realizing the conditions or actions that aid learning and memory.

c) Attention: To acquire information, children must attend to the learning task for the required length of

time and control distractions.

Children with intellectual disabilities may have difficulty distinguishing and attending to relevant

questions in both learning and social situations

 Cont..
•D) Speech and Language: People with intellectual disabilities may have delayed speech, language comprehension
and formulation difficulties.

•Language problems are generally associated with delays in language development rather than with a bizarre use of
language

•E) Motivation: People with intellectual disabilities are often described as lacking motivation, or outer-directed
behavior.

•Past experiences of failure and the anxiety generated by those failures may make them appear to be fewer goals
directed and lacking in motivation. The result of failure is often learned helplessness.

•F) Academic Achievement: The cognitive difficulties of children with mild to moderate intellectual disabilities
lead to persistent problems in academic achievement

•G) Physical characteristics: Children with intellectual disabilities with differing biological etiologies, may exhibit
coexisting problems, such as physical, motor, orthopedic, visual and auditory impairments, and health problems
 Physical
8. Physical
disabilitydisability/Orthopedic Impairment
is a condition that interferes with theand Health impairment
individual‘s ability to use his or
her body.
 Many but not all, physical disabilities are orthopedic impairments.
 (The term orthopedic impairment generally refers to conditions of muscular or
skeletal system and sometimes to physical disabling conditions of the nervous system).
 Health impairment is a condition that requires ongoing medical attention.
It includes asthma, heart defects, cancer, diabetes, hemophilia. HIV/AIDS, etc.
 9. Vulnerability
• Vulnerable means being at risk of being harmed. Everyone can be harmed, so being
vulnerable is part of being human. In principle, everyone is vulnerable to some adverse
event or circumstance, but some people are more vulnerable than others. For instance, people
with disabilities are more likely as a group to experience greater vulnerability.

Based on the existing literature, vulnerability can be generally defined as a complex

phenomenon that refers to the following dimensions:

• 1. Economic difficulties/lack of financial resources: poverty, low living standards, housing

problems (e.g. too damp, too expensive, too cold or difficult to heat) etc.;

• 2. Social exclusion: limited access to facilities such as transportation, schools, libraries or

medical services;
 Cont..
• 3. Lack of social support from social networks: no assistance from family members,
friends, neighbors or colleagues (referring to practical help as well as emotional support) like
highly gifted individuals;

• 4. Stigmatization: being a victim of stereotypes, being devalued, confronted with disgraceful

behavior because of belonging to a particular social or ethnic group;

• 5. Health difficulties: disadvantages resulting from poor mental health, physical health or
disabilities;

• 6. Being a victim of crime: in family context especially of violence.

 Characteristics of Vulnerable People

 The following are thought to be characteristics of vulnerable people (with examples

of groups of potentially vulnerable people):

1. Less physically or mentally capable (infants, older adults, people with disabilities)

2. Fewer material and/or financial resources (low-income households, homeless)

3. Less knowledge or experience (children, illiterate, foreigners, tourists)

4. Restricted by society to grow and develop according to their needs and potentials
 Causes of Vulnerability

• Vulnerability may be causes by rapid population growth, poverty and hunger, poor health,
low levels of education, gender inequality, fragile and hazardous location, and lack of
access to resources and services, including knowledge and technological means,
disintegration of social patterns (social vulnerability). Other causes includes; lack of
access to information and knowledge, lack of public awareness, limited access to political
power and representation (political vulnerability).
 Cont..

• A. Women: particularly women in developing nations and those who are living in rural
areas are vulnerable for many backward traditional practices. These women are oppressed

by the culture and do not get access to education and employment

• B. Children: Significant number of children are vulnerable and at risk for development.
Children are vulnerable for psychological and physical abuse.

• C. Minorities: some people are vulnerable due to their minority background. Particularly,
ethnic (cultural and linguistic minority), religious minority. These people are political and

socially discriminated.
 Cont..
• D. Poverty: People are vulnerable for many undesirable phenomena due to poverty. This
may be resulted in, poor households and large households, inequality, absences of access to
health services, important resources for life, lack of access to education, information,
financial and natural resources and lack of social networks

• E. Disabilities: People with disabilities very much vulnerable for many kind of risks. This
includes abuses, poverty, illiteracy, health problems, psychological and social problems.

• F. Age: Old people or very young children are vulnerable for all kinds evils.

• G. Illiteracy and less education: People with high rates of illiteracy and lack quality
educational opportunities are vulnerable for absence all kinds of developments.
 Cont..
• H. Sickness: Uncured health problems for example people living with HIV/AIDS are much
vulnerable for psychosocial problems, poverty and health.
 Chapter 2: Concept of Inclusion
• Chapter Overview: This chapter tries to introduce students with the concept inclusion. The
specific contents addressed in the chapter Include: definition of inclusion, concept of
inclusion, inclusion shift from special education and integrated education, rationale for
inclusion, factors that influenced development of inclusion, benefits of inclusion to students,
teachers‘ parents and society, inclusive school and classroom environment, strategies to
implement inclusion in teaching and learning processes and barriers to inclusion.
 About Inclusive
• Inclusion in education/service 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.

• Inclusive services at any level are quality provisions without discrimination or partiality and
meeting the diverse needs of people.

• 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
 Cont..
• According to them inclusion includes the following components:
•  Students with disabilities and vulnerability attend their neighborhood schools  Each
student is in an age-appropriate general education classroom

•  Every student is accepted and regarded as a full and valued member of the class and the
school community.

•  Special education supports are provided to each student with a disability within the
context of the general education classroom.

•  All students receive an education that addresses their individual needs

 Cont..
•  No student is excluded based on type or degree of disability.
•  All members of the school (e.g., administration, staff, students, and parents) promote
cooperative/collaborative teaching arrangements.

•  There is school-based planning, problem-solving, and ownership of all students and

programs.

•  Employed according to their capacities without discriminations

 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.

• The complex inter-relationships that exist among these factors and their interactions with
disability must also be a focus of attention.
 Principles
• Furthermore, UNESCO (2005) has provided four major inclusion principles that
support inclusive practice. These include:

• 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 invokes a particular emphasis on those who may be at risk of marginalization,
exclusion or underachievement.
 Benefits of Inclusion
• It is now understood that inclusion benefits communities, families, teachers, and students by
ensuring that children with disabilities attend school with their peers and providing them
with adequate support to succeed both academically and socially.
 1. Benefits for Students with Special Needs Education
• In inclusive settings people will develop:
•  Appropriate models of behavior. They can observe and imitate socially acceptable behaviors
of the students without special needs.

•  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 for Teachers and Parents/Family

• Inclusive education has benefit to teachers. The benefit includes: developing their
knowledge and skills that meet diverse students‘ needs and ability differences to enhancing
their skills to work with their stakeholders; and gaining satisfaction in their profession and
other aspects.

• Similarly, parents/family benefit from inclusive education. For example, parents benefit
from implementation of inclusive education in developing their positive attitude towards
their children‘s education, positive feeling toward their participation, and appreciation to
differences among humankinds and so on.
 Benefits for Society
• When students with special needs and without special needs are educated through quality
inclusive education, it not only benefits students, teachers and parents it also benefits the
society. Some of the major benefits may include:

• Communities become more accepting of difference, and everyone benefits from a friendlier,
open environment that values and appreciates differences in human beings.

• Meaningful participation in the economic, social, political and cultural life of communities
own cost effective non-segregated schooling system that services both students with and
without special needs education.
 5. Features of Inclusive Environment
• An inclusive environment is one in which members feel respected by and connected to one
another. An inclusive environment is an environment that welcomes all people, regardless of
their disability and other vulnerabilities.

• It recognizes and uses their skills and strengthens their abilities. An inclusive service
environment is respectful, supportive, and equalizing.
 Cont..
• It 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.

• Persons with disabilities are welcomed and are valued for their contributions as individuals.
 Chapter 3: Identification and Differentiated services
• Factors related to the person
• People respond to disabilities in different ways. Some react negatively and thus their quality
of life is negatively affected.

• Others choose to focus on their abilities as opposed to their disabilities and continue to live a
productive life.

• There are several factors that affect the impact a disability has on an individual.
• The following are often considered the most significant factors in determining a disability's
impact on an individual.
 Cont..

• People with disabilities and vulnerabilities live with challenges that impact their abilities to
conduct Activities of Daily Living (ADL).

• 1. Economic Factors and Disability

• There is clear evidence that people with few economic assets are more likely to acquire
pathologies that may be disabling.

• Similarly, economic resources can limit the options and abilities of someone who requires
personal assistance services or certain physical accommodations. The individual also may not
be able to access the appropriate rehabilitation services to reduce the degree of potential
disability either because they cannot afford the services themselves or cannot afford the cost
of specialized transportation services.
 2. Political Factors and Disability

• The political system, through its role in designing public policy, can and does have a
profound impact on the extent to which impairments and other potentially disabling
conditions will result in 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, in effect
reducing the font of disability in work and every other domain of human activity.
 3. Factors Psychological of Disability

• This section focuses on the impact of psychological factors on how disability and disabling
conditions are perceived and experienced.

• Several constructs can be used to describe one's psychological environment, including

personal resources, personality traits, and cognition.
 The needs of a person with disability
• Persons with disabilities and vulnerabilities have socio-emotional, psychological, physical and
social environmental and economic needs in general. The following list but not last are basic
needs of persons with disabilities and vulnerabilities to ensure equality for all within our society.

• a) Full access to the Environment (towns, countryside & buildings)

• b) An accessible Transport system
• c) Technical aids and equipment
• d) Accessible/adapted housing
• e) Personal Assistance and support
• f) Inclusive Education and Training
•
 The needs of a person with disability
• g) An adequate Income
• h) Equal opportunities for Employment
• i) Appropriate and accessible Information
• j) Advocacy (towards self-advocacy)
• k) Counseling
• l) Appropriate and Accessible Health Care
 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. For example, a recent survey of people with serious mental
disorders, showed that between 35% and 50% of people in developed countries, and between
76% and 85% in developing countries, received no treatment in the year prior to the study.

People with disabilities are particularly vulnerable to deficiencies in health care services.
Depending on the group and setting, persons with disabilities may experience greater
vulnerability to secondary conditions, co-morbid conditions, age-related conditions,
engaging in health risk behaviors and higher rates of premature death.
 About environment for Disability
• Rehabilitation must place emphasis on addressing the environmental needs of people with
disabling conditions.

• Environmental strategies can be effective in helping people function independently and not
be limited in their social participation, in work, leisure or social interactions as a spouse,
parent, friend, or coworker.
 Examples of Environmental Modification

• 1. Mobility aids
•  Wheelchair (manual and/or motorized)  Canes  Crutches  Braces
• 2. Communication aids
•  Telephone amplifier or TDD  Voice-activated computer  Print enlarger
•  Reading machines  Books on tape  Sign language or oral interpreters  Braille writer
 Cont..

• 3. Accessible structural elements

•  Ramps Elevators  Wide doors  Safety bars  Nonskid floors
•  Sound-reflective building materials  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
  Strategies to Disability inclusive intervention and rehabilitation 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. A
public health approach distinguishes:

• i) Primary prevention – actions to avoid or remove the cause of a health problem in an individual or a
population before it arises.

• ii) 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 (for example, supporting women with intellectual disability
to access breast cancer screening).

• iii) Tertiary prevention (rehabilitation) – actions to reduce the impact of an already established
disease by restoring function and reducing disease related complications.
 Cont..

• The following tips will help to overcome the challenges as a key considerations for including
persons with disabilities in all program and project cycle management stages of Assessment,
Planning, Implementation and Monitoring, and Reporting/Evaluation. A) Education and
vocational training:-Inclusive Education realize the universal right to education for all,
meaning all mainstream education services need to be supporting children and persons with
disabilities.

• B) Health: – vulnerable groups and persons with disabilities have the same health-care
needs as all other peoples and health sector services can also play an important prevention
and early identification role to ensure children and persons with impairments have timely
access to health services and referral rehabilitation support.
 Cont..
• 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 to be able to access
relief support.

• D) Infrastructure and camp improvement, shelter, water and sanitation and

environmental health – universal design concepts must be considered in all infrastructure
and construction programs and projects.

• E) Livelihoods, employment and microfinance – vulnerable groups and people with

disabilities face numerous barriers to achieving an independent livelihood, it is crucial that
specific sectors responsible for livelihood programs and projects to make accessible to all
vulnerable and people with disabilities.
 Cont..

• F) Protection – marginalized groups and people with disabilities may face risks and
vulnerabilities to experiencing violence, exploitation, abuse, neglect and violation of rights
and therefore need to be specifically considered and included in protection programs and
projects.

• G) Humanitarian and emergency response – the disproportionate effect of emergency and

humanitarian situations on vulnerable groups and people with disabilities should be reflected
in the design and implementation of the humanitarian projects.
 Community-Based Rehabilitation

• CBR was originally designed for developing countries where disability estimates were very
high and the countries were under severe economic constraints. It promotes collaboration
among community leaders, peoples with disabilities and their families and other concerned
citizens to provide equal opportunities for all peoples with disabilities in the community and
to strengthen the role of their organization.

• Community:-consists of people living together in some form of social organization sharing

political, economic, social and cultural characteristics in varying degrees.
 Cont..

• Rehabilitation-includes all measures aimed at reducing the impact of disability for an

individual enabling him or her to achieve independence, social integration, a better quality of
life and self actualization or refers to measures which aim to enable persons with disabilities
to attain and maintain maximum independence, full physical, mental, social and vocational
ability, and full inclusion and participation in all aspects of life.

If you give a person a fish, He/she will eat for a day;

If you teach him/her to fish, He/she eat for a lifetime.

 Implement Inclusive Job Opportunities and Employment

• The right to work is fundamental to being a full and equal member of society, and it applies
to all persons, regardless of whether or not they have a disability.

• The recently adopted 2030 Agenda for Sustainable Development calls on governments
around the world to promote full employment and decent work for all, including persons
with disabilities and vulnerabilities.

• Besides directly targeting employment, the 2030 Agenda and the accompanying SDGs also
emphasize the need to guarantee the rights of persons with disabilities and vulnerabilities to
equal and accessible education; social, economic and political inclusion, and access to
cities, transport systems and public space.
 Cont..

• Employer Networks: A number of networks of private companies around the world have
initiated their own programs to promote the employment of persons with disabilities. Sometimes
these organizations are established in response to the creation of a quota policy, sometimes out
of a sense of corporate social responsibility, and sometimes because of a compelling business
case for being more inclusive. The main activities of employer organizations include:

•  Raising awareness and building capacity on disability inclusion;

•  Providing information and tools on disability and employment;
•  Influencing policy on the employment and training of persons with disabilities;
•  Providing career development opportunities and organizing vocational training;
•  Linking jobseekers with disabilities and employers;
 Cont..

• Building a More Inclusive Society: By creating more accessible physical environments,

public transport and knowledge, information and communication services, governments can
facilitate opportunities for persons with disabilities to work, as well as society at large.

• Support Persons with Disabilities in the Workplace: Governments can enhance the
working experiences of persons with disabilities firstly by leading by example in terms of
public sector employment practices, and secondly by establishing programs and services that
support persons with disabilities to do their jobs effectively.
 Chapter 4: Promoting Inclusive Culture
• 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.
 Cont..

• Experiential and Bottom Line Outcomes: The Benefits of Inclusive cultures are specifically
beneficial for employees with disabilities, but also have positive results for all employees, as they
include a number of elements of a healthy work environment. Specific positive outcomes include:

- 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
• What is an inclusive community?
• An inclusive community: - Does everything that it can to respect all its citizens, gives them full
access to resources, and promotes equal treatment and opportunity.

• - Works to eliminate all forms of discrimination.

• - Engages all its citizens in decision-making processes that affect their lives.
• - Values diversity and
• - Responds quickly to racist and other discriminating incidents.
• 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. It is a society that leaves no one behind. We work to ensure that societies are open and
 Why is building an inclusive community important?

• - Acts of exclusion and injustice based on group identity and other factors should not be
allowed to occur and/or continue.

• - 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.
An inclusive community can be built at any time.

• The need to have an inclusive community, however, is most obvious when there has been a
decision or an incident that caused harm to a particular group of people.
 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
 Cont..

• 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.
 Cont..
• 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.
 Inclusive values

• Inclusion is most importantly seen as putting inclusive values into action. It is a commitment
to particular values which accounts for a wish to overcome exclusion and promote
participation. The seven Pillars of Inclusion:
• Access: Access explores the importance of a welcoming environment and the habits that
create it.
• Attitude: Attitude looks at how willing people are to embrace inclusion and diversity and to
take meaningful action.
• Choice, partnership, communication, policy and opportunity.
• Values: are fundamental guides and prompts to action. They spur us forward, give us a sense
of direction and define a destination. We know that we are doing, or have done, the right
thing through understanding the relationship between our actions and our values. Hence,
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.
 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.

• The aim of inclusion: is to embrace all people irrespective of race, gender, disability, medical
or other need.

• Inclusive practice: is about the attitudes, approaches strategies talent to ensure that people are
not excluded or isolated.
 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
• - 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. Benefits of Inclusion for Students with Disabilities - 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 - Families are more integrated into community
 Chapter 5: Inclusion for Peace, Democracy and Development
• Inclusion for Peace: Definition 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.

• These groups are living side by side in a harmony with reciprocated respect or create
societal friendship with all the diversities without conflict.

• This means developed interpersonal peace through deep respect for other persons, justice,
tolerance and cooperation.
 Cont..

• 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. Equal (sameness and nondiscrimination)
and/or equitable (social justice and fairness ) distribution of resources
within the system; equal and/or equitable both in terms of locations and
numbers, in relation to resources such as money, trained and qualified
professionals, teaching and learning materials, school buildings, and
school furniture. It is important to realize inclusive education to create a
society that is peaceful, democratize and developed.
 Cont..

• 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 cohesion

•  Difficult to enable people to have a sense that they are engaged in a common enterprise, facing
shared challenges, and that they are members of the same community;

•  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;
 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.
 Inclusion for Democracy

• Definition:
• 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
 Inclusion for Development

• Definition:
• The word development is widely used to refer to a specified state of advancement or growth a new
and advanced idea, profession, physical, mental, product; or an event that constitutes a new stage
under changing circumstances.

• Development is a positive growth or change in economical, social and political aspects of a

country.

• The meaning of development for an individual is that which tends towards a person realizing his or
her full potential as a human being through inclusive education and then inclusive society; to
expand the range of choices for every human being without discrimination. Inclusive
development consists of ensuring that all marginalized and excluded groups are stakeholders in
development processes.
 Importance of Inclusion
• 1. It is important to support people learn, productive, successful and live independently, be
successful without helping them too much.

• 2. Inclusiveness when practiced well is very important because: All people are able to be part of
their community and develop a sense of belonging and become better prepared for life in the
community as children and adults. It provides better opportunities for learning.

• 3. Inclusion values diversity and the unique contributions, where everybody brings to the milieu.
In a truly inclusive setting, every individual feels safe and has a sense of belonging.

• 4. the opportunity to participate in the typical experiences in life; to be with other people and
form friendships and develop other social skills; for natural lifelong learning.

• 5. The inclusion model is also beneficial because it prepares individuals today and in the future.
 Cont..
• These include race, ethnicity, age, ability, language, nationality, socioeconomic status, gender, religion,
or sexual orientation. For this reason, we've created a list of the biggest diversity issues in the workplace.

•  Acceptance and Respect

•  Accommodation of Beliefs

•  Ethnic and Cultural Differences

•  Gender Equality

•  Physical and Mental Disabilities

•  Generation Gaps

•  Language and Communication

 Cont..

• Socioeconomic Status and Background

• - Poor and rich
• - Educated and uneducated
• - Highly educated and less educated
• - Rural vs. urban history
• - Married and unmarried
• - Hard worker and non hard worker
• - Mental health problems…etc
 Diversity
• We can learn from one another, but first, we must have a level of understanding about each
other.

• Learning about other cultures helps us understand different perspectives within the world in
which we live. It helps dispel negative stereotypes and personal biases about different groups.

• Cultural diversity helps us recognize and respect ―ways of being that are not necessarily our
own; so that as we interact with others we can build bridges to trust, respect, and
understanding across cultures.
 Benefits of Cultural Diversity
• There are many advantages of a diverse in schools and workplaces.
• Organizations can benefit from employees who bring language skills, cultural experience,
and creativity to the table.

• An organizations success can be dependent upon its ability to embrace a diverse staff.
 Woman’s participations in developments

• What is expected from society to equally treat of female?

•  Our priorities are winning economic equality and securing equal rights for women;

•  Reproductive freedom and other women's health issues;

•  An equitable distribution of life's opportunities and resources between women and men, and/or the
equal representation of women and men

•  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

•  Gender Justice is indispensable for development, poverty reduction, and is crucial to achieving
human progress
 Creating friendly environments for marginalized people

• 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
• 8. Do the work that help to promote inclusiveness
• The most vulnerable are women, children, aged, those living with HIV/AIDS, mental illness,
 Chapter 6: Legal frame work
• Discrimination against persons with disabilities has a long history and persons with
disabilities are regularly excluded from participation in society and denied their human rights.

• Discrimination against the disabled can take many forms, ranging from limited educational
opportunities to more subtle forms, such as segregation and isolation because of physical and
social barriers.

• 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. This
is because people with disabilities‘ living conditions are always worse than those of other
citizens.
 Cont..

• 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) and 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.
 Legal Frameworks Regarding Inclusion
• They also have right to use public services (civil right), membership of any associations
and organization, participation in different activities like voting.

• Children and youth with disabilities have moral, civil, parental, ethical and legal rights
(right to learn with nondisabled children).

• They should not be treated as marginal, rather they must involve in different community
activities.

• They must be consulted and be involved in decision making processes.

• Inclusive in education is the most effective means of combating discriminatory Attitudes,
creating welcoming community and building an inclusive society.
 International and National Legal Frameworks
• 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.

• The table below indicates the major types of international legal frameworks.
 Cont..

• The following are some of the major international legal frameworks that support inclusion of
people with disabilities and vulnerabilities. A) 1948 Universal Declaration of Human Rights –
Article 26

• (1) Everyone has the right to education. Education shall be free, at least in the elementary and
fundamental stages. Elementary education shall be compulsory.

• (2) Education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or religious groups, and shall
further the activities of the United Nations for the maintenance of peace.

(3) Parents have a prior right to choose the kind of education that shall be given to their children.
 Universalizing access and promoting equity
• 1. Basic education should be provided to all children, youth and adults. To this end, basic
education services of quality should be expanded and consistent measures must be taken to
reduce disparities.

• 2. For basic education to be equitable, all children, youth and adults must be given the
opportunity to achieve and maintain an acceptable level of learning.

• 3. The most urgent priority is to ensure access to, and improve the quality of, education
for girls and women, and to remove every obstacle that hampers their active participation.

• 4. An active commitment must be made to removing educational disparities.

Underserved groups: the poor; street and working children; rural and remote populations.
 National Laws and Policy

• If we talk about Ethiopia‘s legal and policy documents, he/she finds no disability related
instrument until 1971 of the imperial order to provide for the establishment the
rehabilitation agency.

• Hence, it is possible to speak confidently that disability was not a matter of law and policy
before 1991‘.

• This is because of the fact that Ethiopia‘s serious policy and legal regard towards the right
of PWDS had begun after the introduction of a new constitutional order in the country.
 Cont..

• 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
Constitution of the Federal Democratic Republic of Ethiopia-1995: Article 41(5) of the
Constitution sets out the State‘s responsibility for the provision of necessary rehabilitation
and support services for people with disabilities. This provision, which is found in the
socioeconomic rights of citizens, does not ensure the equal employment opportunity of
PWDs.
 Cont..
• National Plan of Action of Persons with Disabilities -(2012-2021): The documents aim at
making Ethiopia an inclusive society.

• It addresses the needs of persons with disabilities in Ethiopia for comprehensive

Rehabilitation services, equal opportunities for education, skills training and work, as well as
full participation in the life of their families, communities and the nation.
 Cont..

• The FDRE Education and Training Policy of 1994: This document recognizes that special
attention must be provided for those with special needs. However, it does not have any clear
recognition for reasonable accommodation.

• The FDRE special needs/inclusive education strategy 2012: This document focuses on
inclusive education policy, strategies and responsibilities of stakeholders.
 Chapter 7: Resources Management for Inclusion
 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.
 Resources for school children

• All concerned bodies should be inclusive in their planning, budgeting and taking action for
the education of persons with disabilities.

• In the school settings resource rooms are very important at.

• School based resource room

• 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 typically a large room in the main school building with lots of facilities for children with
special needs.
 Human resources in schools

•  Sign language interpreter

•  Braille specialist
•  Mobility and orientation expert
•  Special needs educators
•  Speech and language therapist
•  Physiotherapist
•  Behavioral therapists..etc
 School based material resources

•  LCD and/or Smart Board

•  E - Chart
•  Various magnifying lenses
•  Slate and styles
•  Perkins Braille writer
•  White Cane
•  Blind folder  Audiometer  Hearing aids (various type)
 Sign language books and videos
•  Various instructional videos related this unit
•  Braille atlases
•  Molded plastic, dissected and un-dissected relief maps
•  Relief globs
•  Geometric area and volume aids
•  Braille rulers
•  Raised-line check books
•  Signature guide
•  Talking calculator  Closed-circuit television  Computer software for various students with
 Environmental accessibilities

• - Ramps
• - Elevators
• - Wheel chairs
• Human resources
•  Special needs educator at every organization to create inclusive environment  Sign
language interpreter

•  Sighted guide
 Material resources

•  Various magnifying lenses

•  Slate and styles
•  Perkins Braille writer
•  White Cane
•  Hearing aids
•  Sign language books and videos
•  Braille atlases
•  Braille rulers
•  Signature guide  Talking calculator  Talking mobile  Closed-circuit television
 End of Chapter 7
Thanks For Your Attention

If You Have @ Question

• You
highly welcome My good students

PPT Prepared: Tesloach Wiyual Puol(MA)

Email: puldeng2020@[Link]