ALPHA UNIVERSITY COLLEGE

COLLEGE OF DISTANCE STUDIES

INCLUSIVENESS
(Incl. 1013, 3Cr.hr)

Addis Ababa
2023
Modifier: Amgnew F

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Alpha University College

Addis Ababa

2023

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Permission of Alpha University College

 Inclusiveness Module –Distance Degree

Course Introduction

Hello, dear distance learner! I strongly welcome you to the course entitled “Inclusiveness” which is one of
the specialization areas of behavioral science. Development efforts of any organization need to include and
benefit people with various types of disabilities, people at risks of exclusion/discrimination and
marginalization, through providing quality education and training, creating equity, accessibility,
employability, promoting prosperity, reducing poverty and enhancing peace, stability and creating inclusive
society. Unfortunately, this has not been the practice for the majority of people with disabilities and
vulnerable groups, due to unfavorable attitude, negligence, inaccessibility and exclusion from all development
endeavors. It is clear that it is not impairment, but, the exclusion practices that has contributed for insecurity
(conflict), poverty aggravation for persons with disabilities and vulnerabilities, that has highly demanding
inclusive practices.

Inclusiveness promotes effective developments through full participation of all members of a population,
people with disabilities and vulnerabilities, where all are equal contributors of development and equitable
beneficiaries. Through inclusive practices, it is possible to identify and remove social and physical barriers so
that people with disabilities and vulnerabilities can participate and benefit from all developments. Genuine
inclusion of people with disabilities and vulnerabilities allow of them to actively participate in development
processes and eliminate dependence syndrome, leads to broader benefits for families and communities,
reduces the impacts of poverty, and positively contributes to a country‘s economic growth, development and
ultimately create inclusive society.

Hence, in this course, you will learn how to assess, understand and address the needs of persons with
disabilities and vulnerabilities; and provide relevant support or seek extra support from experts. He/she also
learns how to adapt and implementing services for an inclusive environment that aimed to develop holistic
development such as affective, cognitive and psycho-social skills of the population with disabilities and
vulnerabilities. Identification and removal/management of environmental barriers would find a crucial place
in the course. The students learn how to give more attention and support for persons with; hearing
impairments, visual impairment, deaf-Blind, autism, physical and health impairments, intellectually
challenged, emotional and behavior disorders, learning difficulty, communication disorders, vulnerable
persons including gifted and talented, and those at risk due to different reason (persons who are
environmentally and culturally deprived, abused, torched, abandoned, and orphaned..etc.). All University
students should be given the chance to study the specific developmental characteristics of each group of
persons with disabilities and vulnerabilities. Furth more, they also indentify the major environmental and

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social barriers that hinder the development of individuals; and come up with appropriate intervention
strategies in inclusive settings of their respective professional environment and any development settings
where all citizens are equally benefited.

Course Objectives:
Upon the successful completion of your study on this course, you should be able to:

 Identifytheneedsandpotentialsofpersonswithdisabilitiesandvulnerabilities.
 Identifyenvironmentalandsocialbarriersthathindertheneeds,potentialsandfullparticipations,
in all aspects of life of persons disabilities and vulnerabilities
 Demonstratedesirableinclusiveattitudetowardsallpersonswithdisabilitiesand
vulnerabilities in full participations
 Apply various assessment strategies for service provisions for evidence-based planning
and implementation to meet the needs of persons with disabilities and vulnerabilities
 Adapt environments and services according to the need and potential of the persons with
disabilities and vulnerabilities
 Utilize appropriate assistive technology and other support mechanisms that address the
needs of persons with disabilities and vulnerabilities
 Respect and advocate for the right of persons with disabilities and vulnerabilities
 Collaboratively work with special needs experts and significant others for the life success
of all persons with disabilities and vulnerabilities in every endeavors and in all
environments.
 Create and maintain successful inclusive environment for persons with disabilities and
vulnerabilities

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UNIT ONE
UNDERSTANDING DISABILITIES AND VULNERABILITIES

Objectives:
At the end of completing this unit, you should 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
Introduction

Dear learner! Welcome to the first unit of the course. This unit discusses issues that help to
understand about disabilities and vulnerabilities. It starts by defining terms and concepts as
these are basics to understand the other units also. It then proceeds to present
types/classifications or characteristics and causes of the disabilities and vulnerabilities to
help the learners understand the disabilities as well as vulnerabilities and what causes them.
Section 1: An Overview of disabilities and vulnerabilities

Objectives:

After studying this section, you should be able to:

 Define disability and vulnerability

 List different types of disabilities and vulnerabilities
 Explain brief causes of disability and vulnerability
Overview

 Dear learner! In this section, you will study the meaning and causes of disability and impairment, the
types of disability, and concepts related with vulnerability.
1.1 Definitions of Basic Terms (Impairment, and Disability)
Dear learner, have you ever come across the term Impairment disability and handicapped in your
readings, and can you guess what it means?

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(You can use the space left below to write your response.)
_______________________________________________________________________________
_______________________________________________________________________________

 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. 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 the term disability is ambiguous as there is no single agreement on the concept (Mitra,
2006)
It is not synonymous with AKAL-GUDATENGA
(የ አ ካ ል ጉ ዳ ተ ኛ ) 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 barriers (societal barriers, such as stigma)
2. Physical barriers (environmental barriers, such as absence of stairs), and
3. Policy barriers (systemic barriers),
Where all together can create a disabling effect and inhibit disability inclusive development. These are
disabling factors. However, if these problems are addressed, impairment may not lead to disability. Societal,
environmental, and systemic barriers are the most popular disabling factors for Persons with disability.
What is disability?
1. Medical Approach
Disability is pathology (physiological, biological and intellectual). Disability means 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 the disabled person as needing to ―fit in
rather than thinking about how society itself should change. This medical definition does not adequately
explain the interaction between societal conditions or expectations and unique circumstances of an individual.
The social definition of disability:
• Disability is a highly varied and complex condition with a range of implications for social identity and behavior.
• 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, for example on

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information communication and education, which prevent persons with disabilities from participating on equal terms.

Medical model: Social model:

 Child is faulty  Child is valued

 Diagnosis and labeling  Strengths and needs identified

 Impairment is focus of attention  Barriers identified and solutions developed

 Medical model:  Social model:

 Segregation and alternative services  Resources made available

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

1.2 Causes of disability

Dear learner, what do you think is the causes of disability??
(You can use the space left below to write your response.)
__________________________________________________________________________________________
__________________________________________________________________________________________
__

Some people, especially in the past times, wrongly believe that disability is a punishment from God. There are some who still
believe that disability is a form of personal punishment for individual with disability, a kind of karma for their past mistakes, which
is totally unacceptable now days.

Disability can be caused by the following factors.

A. Congenital Factors/causes that happen before birth or soon after birth/ even later in life

 Genetic Causes or Abnormalities in genes and genetic inheritance can cause disability in children, for instance intellectual
disability. Down syndrome is the most common genetic condition that leads to intellectual disability.

 Non-genetic causes such as

 Maternal malnutrition which means mother’s vital minerals and nutrients deficiency during pregnancy result in
deformation tissues/organs or dysfunctional systems in the unborn child ,

 Maternal use of drugs, alcohol, tobacco, the exposure to certain toxic chemicals and material such as lead and mercury
and over-exposure to radiations for example, x-rays or chemotherapy can cause a disability.

 Maternal illnesses and diseases such as toxoplasmosis, cytomegalovirus, rubella and syphilis during pregnancy can
cause disability.

B. Acquired/experiential Factors/causes that happen during/after birth or later in life

 Environmental causes such as

 Poverty and malnutrition of children after birth can also cause poor development of vital organs in the child, which can
eventually lead to disability.

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 Childhood diseases such as a whooping cough, measles, meningitis, encephalitis and chickenpox can cause damage to the
brain of the child and may lead to disability.

 Toxic material such as lead and mercury can damage the brain too.

 Unfortunate life events such as accidents (drowning, automobile accidents, harsh hitting on head, gunfire wound, falls etc.)
can result in people losing their sight, hearing, limbs and other vital parts of their body and may cause disability.
C. Unknown Causes the human body is a phenomenal thing. Scientists have still not figured out what and how somethings in the
body, cells, brain, and genes come with certain problems for instance, 85-945% of the causes of ID are not known. Humans have still
not found all the answers to all the defects in the human body.
D. 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,
they basically make it impossible for PWIs 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. This way, their impairment is not made worse. Lack of education,
support services, health and opportunities for people with impairment can cause additional disability to people with disabilities and
even people with no disability.

1.3 Some type of disabilities:

Dear learner, can you think of and list some of the types of disability?
(You can use the space left below to write your response.)
_________________________________________________________________________________________
_______________________________________________________________________________________
Some of major nine disabilities are listed and briefly discussed in the coming pages below.
1. Visual 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. Blindness may not mean a total absence of sight. However, some people who are
considered blind may have little vision or be able to perceive lights, colors, or slowly moving objects.
 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 Different people define the term hearing impairment differently. The definitions
given to hearing impairment convey different meaning to different people. Different definitions and
terminologies may be used in different countries for different purpose. Pasonella and Carat from legal
point of view, define hearing impairment as a generic term indicating a continuum of hearing loss from
mild to profound, which includes the sub-classifications of the hard of hearing and deaf.
 Hard of Hearing: "A hearing impairment, whether permanent or fluctuating, which adversely
affects a child's educational performance but which is not included under the definition of 'deaf'." Whelan, R.
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J. (1988). 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. Cultural definitions of deafness, on the other hand, emphasize an individual‘s
various abilities, use of sign language, and connections with the culturally deaf community.
3. 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. The term includes such
conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental
aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor
disabilities; intellectual disability; emotional disturbance; or environmental, cultural, or economic
disadvantage. Learning disabilities should not be confused with learning problems, which are primarily the
result of visual, hearing, or motor disability; intellectual disability; emotional disturbance; or environmental,
cultural or economic disadvantages.
Generally speaking, people with learning disabilities have average or above average intelligence. There often
appears to be a gap between the individual‘s potential and actual achievement.
Types of Specific Learning Disabilities
A. Auditory Processing Disorder (APD) Also known as Central Auditory Processing Disorder,
this is a condition that adversely affects how sound that travels unimpeded through the ear is processed or
interpreted by the brain. Individuals with APD do not recognize subtle differences between sounds in words,
even when the sounds are loud and clear enough to be heard. They can also find it difficult to tell where
sounds are coming from, to make sense of the order of sounds, or to block out competing background noises.
B. Dyscalculia
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.
C. Dysgraphia
Dyscalculia 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.
D. Dyslexia
Dyslexia is a specific learning disability that affects reading and related language-based processing skills. The
severity can differ in each individual but can affect reading fluency; decoding, reading comprehension, recall,

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writing, spelling, and sometimes speech and can exist along with other related disorders. Dyslexia is
sometimes referred to as a Language- Based Learning Disability.

E. 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. While an APD affects the
interpretation of all sounds coming into the brain, a Language Processing Disorder (LPD) relates only to the
processing of language. LPD can affect expressive language and/or receptive language.
F. Non-Verbal Learning Disabilities
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.
G. 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. A characteristic seen in people with learning disabilities such as
Dysgraphia or Non-verbal LD, it can result in missing subtle differences in shapes or printed letters, losing
place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.

4. Speech 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.
A. 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) 

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 Addition: ( brhown for brown) 

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.
B. Language Impairments means a problem of receiving /understanding or production of language and/or
both.
In this case, the language impairment might be
 Receptive language impairment or a problem of understanding language
 Expressive language impairment or a problem of expressing language
 Or both a problem of understanding and expressing language.
There are five basic areas of language impairments:
 phonological disorders in relation to sound system or formation,
 morphological disorders in relation to word formation,
 semantic disorders in relation to understanding meaning,
 syntactical deficits in relation to using the structure/grammar of the language, and
 Pragmatic difficulties in relation to respecting the social rule of the language.
 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 planning what to say and the
motor movements to use.
 Morphological disorders are defined as difficulties with morphological inflections (inflections on
nouns, verbs, and adjectives that signal different kinds of meanings).
 Semantic disorders are characterized by poor vocabulary development, inappropriate use of word
meanings, and/or inability to comprehend word meanings. These students will demonstrate restrictions in
word meanings, difficulty with multiple word meanings, excessive use of nonspecific terms (e.g., thing
and stuff), and indefinite references (e.g., that and there).
 Syntactic deficits are characterized by difficulty in acquiring the rules that govern word order and others
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aspects of grammar such as subject-verb agreement. Typically, these students produce shorter and less
elaborate sentences with fewer cohesive conjunctions than their peers.
 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.

5. 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. Other characteristics often associated with autism are engaging in repetitive activities and
stereotyped movements, resistance to environmental change or change in daily routines, and unusual
responses to sensory experiences. The term autism does not apply if the child‘s educational performance is
adversely affected primarily because the child has an emotional disturbance, as defined in #5 below.
A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria
above are satisfied.
Autism is a neurodevelopment disorder defined by impairments in social and communication development,
accompanied by stereotyped patterns of behavior and interest (Landa, 2007). Autism is pervasive
developmental disorder characterized by lack of normal sociability, impaired communication and repetitive
obsessive behavior such as politeness, turn-taking (Young &Nettlebeck , 2005).
6. Emotional and Behavioral Disorders (EBD) According to IDEA, the term EBD 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 a child’s educational performance
1) An inability to learn that cannot be explained by intellectual, sensory, or health factors;
2) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
3) Inappropriate types of behavior or feelings under normal circumstances;
4) A general pervasive mood of unhappiness or depression; or
5) A tendency to develop physical symptoms or fears associated with personal or school problems.
Classification of behavioral and emotional disorders
An individual having behavioral or emotional disorders can exhibit widely varied types of
behavior. Therefore, different classification systems of behavioral and emotional disorders can be
used for special education. Different professionals have developed a classification system, which
shows some promise for educational practice. These include:
 Conduct disorder: individuals may seek attention, are disruptive and act out. The disorder is classified
by type: overt (with violence or tantrums) versus covert (with lying, stealing, and/or drug use).

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 Socialized aggression: individuals join subculture group of peers who are openly disrespectful to their
peers, teachers, and parents. Common are delinquency and dropping out of school.
Early symptoms include stealing, running away from home, habitual lying, cruelty to animals, and fire
setting.
 Attention problems- These individuals may have attention deficit, are easily destructible and
have poor concentration. They are frequently impulsive and may not think the consequence of
their actions.
 Anxiety/Withdrawn- These individuals are self-conscious, reserved, and unsure of themselves. They
typically have low self-esteem and withdraw from immediate activities. They are also anxious and
frequently depressed.
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

EBDs 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.
7. Intellectual Disability (ID) 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 ID based on the following three
criteria:
1. Sub average intellectual functioning: It refers to general mental capacity, such as learning, reasoning,
problem solving, and so on. One way to measure intellectual functioning is an IQ test. Generally, an IQ

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

2. 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 every day lives.
 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 Psychotic behavior: These
individuals show Motor excess: These students are hyperactive. They cannot sit nor listen to others nor
keep their attention focused.
 more bizarre behavior. They may hallucinate, deal in a fantasy world and may even talk in gibberish.

 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.
People with IDs 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:
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 (Wehman, 1997).
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. However, these strategies can be taught
(Fletcher, Huffman,& Bray, 2003; Hunt & Marshall, 2002; Werts, Wolery, Holocombe, &Gast, 1995;
Wolery& Schuster,1997).
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 (Saunders, 2001). The problem is not
that the student will not pay attention, but rather that the student does not understand or does not filter the
information to get to the salient features (Hunt & Marshall, 2002; Meyen & Skrtic, 1988).
8. Physical disability/Orthopedic Impairment and Health impairment Physical disability (PD) is a condition
that interferes with the 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,
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cancer, diabetes, hemophilia. HIV/AIDS, etc.

Classification and Characteristics How can you classify physical impairment? Physical disabilities:- based
on the impact of physical disability on mobility and motor skills, it is divided into three. These are:-
A. Mild physical disability:- these individuals are able to walk without aids and may make normal
developmental progress.
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:-these are individuals who are wheel-chair dependent and may need special
help to achieve regular development.
The physical disability could be broadly classified in to two
I. The neurological system (the brain, spinal cord & nerve) related problems.
II. Musculo skeletal system (the muscles, bones and joints) are deficient due to various causes.
I. Neurological system:-with a neurological condition like cerebral palsy or a traumatic brain injury, the
brain either sends the wrong instructions or interprets feedback incorrectly. In both cases, the result is poorly
coordinated movement. With the spinal cord injury or deformity, the path ways between the brain and the
muscles are interrupted, so messages are transmitted but never received. The result is muscle paralysis and
loss of sensation beyond the point where the spinal cord or the nerve is damaged. These individuals may have
motor skill deficits that can range from mild in coordination to paralysis of the entire body.
II. Musculoskeletal system: - it includes the muscles and their supporting framework and the skeleton.
Examples of such problems are -Progressive muscle weakness (muscular dystrophy);
-Inflammation of the joints (arthritis), or
-Loss of various parts of the body (amputation)

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Vulnerability
Dear learner, what do you think about the issue of vulnerability and its cause?
(You can use the space left below to write your response.)
__________________________________________________________________________________________
__________________________________________________________________________________________
__

Vulnerability 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. They are also often more severely affected by the vulnerability they
experience. 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;
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.
Causes of Vulnerability
It may be caused 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), (Aysan,1993). When people are socially disadvantaged or lack
political voice, their vulnerability is exacerbated further. The economic vulnerability is related to a number of
interacting elements, including its importance in the overall national economy, trade and foreign-exchange
earnings, aid and investments, international prices of commodities and inputs, and production and
consumption patterns. Environmental vulnerability concerns land degradation, earthquake, flood, hurricane,
drought, storms (Monsoon rain, El Niño), water scarcity, deforestation, and the other threats to bio diversity.

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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

People who are helped by others (who are then restricted by commitments) are still vulnerable
people, which includes the following extracted from various researches.
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 This include illegally working children, children who are
pregnant or become mothers, children born out of marriage, children from a single-parent, delinquent
children, homeless children, HIV- infected children, uneducated children, institutionalized children,
married children, mentally ill children, migrant children, orphans, sexually exploited children, street
children, war-affected children…etc.
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
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
H. Sickness: Uncured health problems for example people living with HIV/AIDS are much vulnerable for
psychosocial problems, poverty and health (Vincent, 2004; Adger et al., 2004; Naudé et al.,2007).
I. Gifted and Talented: Gifted and talented children are vulnerable for socio- emotional developments. Due
to lack of psychological support they may feel isolation as they are pulled from their regular classrooms and

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given instruction in separate settings and due to myths and expectations of themselves and the public.
Learning Activity 1
Answer the following questions in the spaces provided below each question

1. Define and describe the term impairment, disability, and handicapped.

2. List and explain the causes of disability.

3. List and explain the types of disability.

4. What does mean vulnerability and list its causes?

Checklist

Dear learner! Below are some of the most important points drawn from the Unit you have been studying.
Please put a tick () mark in front of the point you have understood well in the box under “Yes” and in the
box under “No” for points you have not understood well yet. And if the tick marks under “No” are more than
those under “Yes”, it means you are left with a lot to understand the Unit and you have not yet achieved the
objectives indicated at the beginning of the Unit. This tells you to go back and read the Unit you passed
through. This will be very much helpful to you in at least two ways.

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 Inclusiveness Module –Distance Degree

a. It will enable you master the subject matter in this Unit which will be the foundation of many of the
concepts in this course, so that the difficulty to study subsequent Units will be greatly reduced.

b. You can easily work on self-check exercise questions that follow the checklist of this Unit.

I can: Yes No

1. Explain the meaning of disability and impairment.

2. Understand the causes of disability

3. understand the types of disability

4. understand the meaning of vulnerability

5. explain the causes of vulnerability

 Summary

Persons with disabilities, health impairments and vulnerable people are people who should be productive and able to live
independent life. Their impairment is not something that has disabled them; rather, the social system is the major
disabling factor. Disabilities do not only affect an impaired persons; it affect the whole nation, when this people are
neglected from education and employment and when they are not actively participate in the social, political and
economic activities. These situations make them to lead dependent lives which in turn affect the life of the nation.
Hence, inclusiveness is an outlet for creating a society of productivity who leads independent life.

Self check exercise 1

Part I. Write True if the statement is correct or False if it is not correct.
1. There is a single and universally accepted agreement on the definition of disability and vulnerability.
2. The disability and vulnerability experience varies depending upon different factors.
3. One of the differences between impairment and disability is that the former refers to functional limitation but the later
to loss of body parts.
4. The ultimate purpose of inclusive education is to bring inclusive society in all aspects of life.
Part II. Choose the correct answer from the alternatives given.
1. Which one of the following is false about intellectual disability?
A. Characterized by significant limitations in both intellectual functioning and in adaptive behavior
B. People with such disability are also called mentally challenged
C. It is related to general cognition, attention, adaptive skills, speech and language, etc
D. Covers many everyday social and practical skills
E. None
2. One of the following refers to any loss of physiological, psychological or anatomical structure or function

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A. Disability B. Impairment C. Social vulnerability D. Emotional stability E. None

3. From the following which one is not the cause for disability?

A. Genetic factors B. Poverty C. Malnutrition D. Inaccessible environment E. None

Unit Two: Concept of Inclusion

Objectives:

After studying this section, you should be able to:

 Discuss the concept of inclusion in education,

 Differentiate the major rationales for inclusion,

 List factors that influenced development of inclusion,

 Identify benefits of inclusion to students, teachers‘ parents and society,

Overview
 Dear learner, in previous section of the unit, you have studied the basic concept of disability and
vulnerability. In this unit, definition of inclusion, concept of inclusion, rationale for inclusion, factors that
influenced development of inclusion, benefits of inclusion and barriers to inclusion will be studied.

2.1. Meaning of Inclusion

Dear learner, what is inclusion?
(You can use the space left below to write your response.)
________________________________________________________________________________________________
________________________________________________________________________________________________

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. It 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. It involves changes and modifications in content, approaches, structures and strategies,
with a common vision which covers all people, a conviction that it is the responsibility of the social system to

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educate all children, employ and provide social services. It seeks to enable communities, systems and
structures in all cultures and contexts to combat discrimination, celebrate diversity, promote participation and
overcome barriers to learning and participation for all people. It is part of a wider strategy promoting inclusive
development, with the goal of creating a world where there is peace, tolerance, and sustainable use of
resources, social justice, and where the basic needs and rights of all are met.
This definition has the following components:
1) Concepts about learners
 Education is a fundamental human right for all people
 Learning begins at birth and continues through outlife
 All children have a right to education within their own community
 Everyone can learn, and any child can experience difficulties in learning
2) Concepts about the education system and schools
 It is broader than formal schooling
 it is flexible, responsive educational systems
 It creates enabling and welcoming educational environments
3) Concepts about diversity and discrimination
 It promotes combating discrimination and exclusionary pressures at any social sectors
 It enables responding to/embracing diversity as a resource not as a problem
 It prepares learners for an inclusive society that respects and values difference.
4) Concepts about processes to promote inclusion
It helps to identifying and overcoming barriers to participation and exclusionary pressures
It increases real participation of all collaboration, partnership between all stakeholders
It promotes participatory methodology, action research, collaborative enquiry and other related activities
5) Concepts about resources
 Promotes unlocking and fully using local resources redistributing existing resources
 It helps to perceive people (children, parents, teachers, members of marginalized groups, etc) as key
resources
2.2. Principles of Inclusion
Dear learner, now you understand what inclusion mean. What do you think are the principles of
inclusion?
(You can use the space left below to write your response.)
_______________________________________________________________________________
_______________________________________________________________________________

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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.
Besides, inclusion begins with the premise that all persons have unique characteristics, interests, abilities and
particular learning needs and, further, that all persons have equal access education, employment and services.
Inclusion implies transition from separate, segregated learning and working environments for persons with
disabilities to community based systems. 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. It is about learning how to live with difference and learning how to learn from difference.
2. Inclusion is concerned with the identification and removal of barriers that hinders the development of
PWDs. It involves collecting, and evaluating information from a wide variety of sources in order to plan for
improvements in policy and practice.
3. Inclusion is about the presence, participation and achievement of all persons. Presence is concerned
with where persons are provided and how reliably and punctually they attend; participation relates to the
quality of their experiences and must incorporate the views of learners/and or workers and achievement is
about the outcomes of learning across the curriculum, not just test and exam results.
4. Inclusion invokes a particular emphasis on those who may be at risk of marginalization, exclusion or
underachievement. This indicates the moral responsibility to ensure that those at risks are carefully
monitored, and that steps are taken to ensure their presence, participation and achievement.
2.3. Rationale for Inclusion: The major rationales of inclusion include: educational, social, legal,
economic and inclusive society building foundations
Rationales for Inclusion and Their Respective Descriptions
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
Social Foundation
 Segregation teaches individuals to be fearful, ignorant and breeds prejudice.
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 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.

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
Economic Foundation
 Inclusive education is more cost-effective than the creation of special schools across the country.
 Reduce wastage of repetition and dropout
 Better employment and job creation opportunities for people with disabilities
Foundations for Building Inclusive Society
 Formation of mutual understanding and appreciation of diversity
 Building up empathy, tolerance and cooperation
 Promotion of sustainable development
2.4. Factors that Influenced Development of Inclusion:
Inclusiveness originated from three major ideas. These include: inclusive education is a basic human right;
quality education results from inclusion of students with diverse needs and ability differences, and there is no
clear demarcation between the characteristics of students with and without disabilities and vulnerabilities.
Therefore, separate provisions for such students cannot be justified. Moreover, inclusion has got the world‘s
attention because it is supposed to solve the world‘s major problems occurring in social, economic, religious,
educational and other areas of the world.
Inclusive education is facilitated by many influencing actors. Some of the major drivers include:
1. Communities: pre-colonial and indigenous approaches to education and community-based
programs movement that favor inclusion of their community members.
2. Activists and advocates: the combined voices of primary stakeholders – representatives of
groups of learners often excluded and marginalized from education.
3. The quality education and school improvement movement: in both North and South, the
issues of quality, access and inclusion are strongly linked, and contribute to the understanding
and practice of inclusive education as being the responsibility of education systems and
schools.
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4. Special educational needs movement: the ‗new thinking‘ of the special needs education
movement – as demonstrated in the Salamanca Statement – has been a positive influence on
inclusive education, enabling schools and systems to really respond to a wide range of
diversity.
5. Involvement of International agencies: the UN is a major influence on the development of
inclusive education policy and practice.
6. Involvement of NGOs movements, networks and campaigns: a wide range of civil society
initiatives, such as the Global Campaign for Education, seek to bring policy and practice together and
involve all stakeholders based on different situations
7. Other factors: the current world situation and practical experiences in education. The current world
situation presents challenges such as the spread of HIV/AIDS, political instability, trends in resource
distribution, diversity of population, and social inclusion.
2.5. Benefits of Inclusion:
Dear learner, what do you think are the benefits of inclusion?
(You can use the space left below to write your response.)
__________________________________________________________________________________
__________________________________________________________________________________
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:
 They can observe and imitate 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 behaviors kills
 Improved school staff collaboration to meet these students‘ needs and ability differences
 Increased parental participation to meet these students‘ needs and ability differences
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
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 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.
 Have chance to learn about many of the human service profession such as special education, speech
therapy, physical therapy, recreation therapy, and vocational rehabilitation.
 Have increased appreciation, acceptance and respect of individual differences among human beings
that leads to increased understanding and acceptance of diversity
 Get greater opportunities to master activities by practicing and teaching others

3. 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.
Benefits of inclusion 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.
 They get opportunities to exchange information about instructional activities and teaching strategies, thus expanding
the skills of both general and special educators
Benefits for Parents/Family
They:
 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.
 Learn how to deal better with their children at home by using techniques that the teachers use in school.
 Know that their children—and ALL children—are receiving a quality education.
Benefits for Society: It goes beyond education and should involve consideration of employment, recreation,
health and living conditions. It should therefore involve transformations across all government and other
agencies at all levels of 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.
2.6. Inclusive Environments
Dear learner, what does mean inclusive environment?
(You can use the space left below to write your response.)

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__________________________________________________________________________________
__________________________________________________________________________________
An inclusive environment is a place that is adjusted to individuals‘needs and not vice versa – that individuals
are adjusted to the environmental needs. It acknowledges that individual differences among individuals are a
source of richness and diversity, and not a problem, and that various needs and the individual pace of learning
and development can be met successfully with a wide range of flexible approaches. Besides, the environment
should involve continuous process of changes directed towards strengthening and encouraging different ways
of participation of all members of the community.

Therefore, successful environment has the following characteristics:

 It develops whole-school/environment processes that promote inclusiveness and quality provisions
and practice that are responsive to the individual needs and diversities
 It recognizes and responds to the diverse needs of their individuals and ensuring quality provisions for
all
 It is committed to serve all individuals together regardless of differences.
 It involves restructuring environment, culture, policy, and practice.
 It promoting pro-social activities
 It makes provides services and facilities equally accessible to all people
 It involves mobilizing resources within the community
 It strives to create strong links with, clinicians, caregivers, and staff in local schools, work place,
disability services providers and relevant support agencies within the wider community.
Barriers to Inclusion
Dear learner, can you guess and list some barriers for inclusion?
(You can use the space left below to write your response.)
__________________________________________________________________________________
__________________________________________________________________________________
Though many countries seem committed to inclusion their rhetoric, and even in their legislation and policies,
practices often fall short. Reasons for the policy-practice gap in inclusion are diverse. 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

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 Lack of taking measures to ensure conformity of implementation of inclusion practice with policies
 Lack of stakeholders taking responsibility in their cooperation as well as collaboration for inclusion
 Conservative traditions among the community members about inclusion
 Lack of knowledge and skills among teachers regarding inclusive education
 Fragile democratic institutions that could not promote inclusion
 Inadequate resources and inaccessibility of social and physical environments
 Large class sizes that make teachers and stakeholders meet students‘ diverse needs
 Globalization and free market policy that make students engage in fierce completion, individualism
Learning Activity 2

Answer the following questions in the spaces provided below each question

1. What is inclusion system mean?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. Explain the main principles of inclusion.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

3. what are the rationales for inclusion education?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

4. Explain the concept of inclusive environment. What are its features for inclusive environment?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Checklist

Dear learner! Below are some of the most important points drawn from the Unit you have been studying up to
now. Please put a tick () mark in front of the point you have understood well in the box under “Yes” and in
the box under “No” for points you have not understood well yet. And if the tick marks under “No” are more

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than those under “Yes”, it means you are left with a lot to understand the Unit and you have not yet achieved
the objectives indicated at the beginning of the Unit. This tells you to go back and read the Unit you passed
through. This will be very much helpful to you in at least two ways.

c. It will enable you master the subject matter in this Unit which will be the foundation of many of the
concepts in this course, so that the difficulty to study subsequent Units will be greatly reduced.

d. You can easily work on self-check exercise questions that follow the checklist of this Unit.

I can: Yes No

1. Understand the meaning of inclusion.

2. Explain the principles of inclusion.

3. understand the rationales for inclusive education

4. list out factors for the development of inclusive education

5. explain the benefits for inclusion

6. understand what inclusive environment mean

7. list out the characteristics of inclusive environment

 Summary

Inclusion is defined from the concept of education process of education that is aimed at meeting students‘
diverse needs in regular classrooms. It focuses not only students with special educational needs but also
students without special needs. It is based on the concept o respecting diversity and the different needs and
abilities, characteristics and learning expectations of the students and communities and eliminating all forms
of discrimination in educational, social, economic and other aspects o f life.

The concept of inclusion has a number of rationales: educational, social, economic, legal and foundations or
inclusive society.

The concept of inclusion development is influenced by different factors: communities, activists and
advocates, the quality education and school improvement movement, special educational needs movement,

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involvement of international agencies, involvement of NGOs movements, networks and campaigns, and other
factors such as current world situation and demand or quality education.

Self check exercise 2

Part I. Write True if the statement is correct or False if it is not correct.

1. The ultimate purpose of inclusive education is to bring inclusive society in all aspects of life.

2. Human and material resources are basic factors that affect the process of inclusion.

3. Higher expectations and increased collaboration are necessary for inclusion practice.

II. Choose the correct answer from the alternatives given

1. Inclusion has one of the following rationales: Except;

A. Educational foundation C. Economic foundation
B. Social foundation D. Legal foundations E. All
2. The major inclusion principles that support inclusive practice include one of the following.
A. Identification and removal of barriers that hinders the development of persons with disabilities
B. It is about the presence, participation and achievement of all persons
C. Invokes a particular emphasis on those who may be at risk of marginalization
D. It is a process
E. All
3. Inclusive education is not facilitated by one of the following influencing actors:
A. Communities C. The quality education and school improvement movement
B. Activists and advocates D. Special educational needs movement
E. None
4. One of the following does not include the benefit of inclusive education for students.
A. Improved friendships with the social environment
B. Decreased social initiations, interactions, relationships and networks
C. Gain peer role models for academic, social and behavior skills
D. Increased achievement of individualized educational program goals
III. Essay Items
1. List the factors which affect the development of inclusion
2. What are the benefits of inclusion?

3. List the barriers of inclusive environment.

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Unit Three: Identification and Differentiated Services

Objectives:

At the end of this unit, you are expected to:

 Discuss the impact of disability and vulnerability on daily life of persons with disabilities and
vulnerabilities.

 Describe the effects of environment on the life of persons with disabilities and vulnerabilities.

 Describe intervention and rehabilitation approaches for disabilities and vulnerabilities.

Overview

 Dear learner, this unit begins with the overview of the impacts of disability on daily life of
peoples with disabilities and vulnerabilities and their needs for inclusive service provisions. It
describes diverse needs of persons with disabilities and vulnerabilities followed by differentiated
intervention and rehabilitation approaches. This unit further discusses inclusiveness from
different perspectives such as; health services provision, accessibility of technologies,
employment and economic independence, disability and rural life and access to education for
peoples with disabilities and vulnerabilities in brief.

3.1. Impact of Disability and Vulnerability on daily life

A. Factors related to the person
Dear learner, what are the factors which affect the daily life’s of people who are living with disability?

(You can use the space left below to write your response.)

_________________________________________________________________________________________
_________________________________________________________________________________________

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.
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.
2. The Individual’s Personality - the individual personality can be typically positive or negative, dependent or
independent, goal-oriented or laissez-faire.

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3. The Meaning of the Disability to the Individual - Does the individual define himself/herself by his/her looks or
physical characteristics? If so, he/she is more likely to feel defined by his/her disability and thus it will have a
negative impact.
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. If so, he/she will have an easier time coping with a disability and thus will not be affected negatively by their
disability.
B. Economic Factors and Disability
There is clear evidence that people with few economic assets are more likely to acquire pathologies that
may be disabling. This is true even in advanced economies and in economies with greater levels of income
equality. The impact of absolute or relative economic deprivation on the onset of pathology crosscuts conditions
with radically different etiologies, encompassing infectious diseases and most common chronic conditions.
Similarly, economic status affects whether pathology will proceed to impairment.
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.
The economic status of the community may have a more profound impact than the status of the individual on
the probability that disability will result from impairment or other disabling conditions.
C. 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. The extent to which the built environment impedes people with disabling
conditions is a function of public funds spent to make buildings and transportation systems a ccessible and
public laws requiring the private sector to make these accommodations in nonpublic buildings. The extent to
which people with impairments and functional limitations will participate in the labor force is a function of the
funds spent in training programs, in the way that health care is financed, and in the ways that job
accommodations are mandated and paid for. The sum of the mechanisms used can and does have a profound
impact on the functioning of people with disabling conditions.

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D. Psychological Factors of Disability

Several constructs can be used to describe 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.
Social Cognitive Processes
Cognition consists of thoughts, feelings, beliefs, and ways of viewing the world, others, and ourselves. Three
interrelated cognitive processes have been selected to illustrate the direct and interactive effects of cognition on
disability. These are self-efficacy beliefs, psychological control, and coping patterns which all these are
socially constructed.
Self-Efficacy Beliefs
Self-efficacy beliefs are concerned with whether or not a person believes that he or she can accomplish a
desired outcome (Bandura, 1977, 1986). Beliefs about one's abilities affect what a person chooses to do, how
much effort is put into a task, and how long an individual will endure when there are difficulties. Self-efficacy
beliefs also affect the person's affective and emotional responses. Under conditions of high self-efficacy, a
person's outlook and mental health status will remain positive even under stressful and aversive situations.
Under conditions of low self-efficacy, mental health may suffer even when environmental conditions are
favorable.
Psychological Control
Psychological control, or control beliefs, is akin to self-efficacy beliefs in that they are thoughts, feelings, and
beliefs regarding one's ability to exert control or change a situation. Self-generated feelings of control improve
outcomes for diverse groups of individuals with physical disabilities and chronic illnesses. The onset of a
disabling condition is often followed by a loss or a potential loss of control. What is most critical for adaptive
functioning is how a person responds to this and what efforts the person puts forth to regain control.
Perceptions of control will influence whether disabling environmental conditions are seen as stressful and
consequently whether it becomes disabling. The individuals control over themselves depends on the provision
of the environments: accessibility or inaccessibility.
Coping Patterns
Coping patterns refer to behavioral and cognitive efforts to manage specific internal or external demands that
tax or exceed a person's resources to adjust. Generally, coping has been studied within the context of stress.
Having a disabling condition may create stress and demand additional efforts because of interpersonal or
environmental conditions that are not supportive. Several coping strategies may be used when a person
confronts a stressful situation. These strategies may include the following: seeking information, cognitive
restructuring, emotional expression, catastrophizing, wish-fulfilling fantasizing, threat minimization,

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relaxation, distraction, and self-blame. The effects of certain coping efforts on adaptive and functional
outcomes benefits individuals with disabling conditions. In general, among people with disabling conditions,
there is evidence that passive, avoidant, emotion- focused cognitive strategies (e.g., catastrophizing and
wishful thinking) are associated with poorer outcomes, whereas active, problem-focused attempts to redefine
thoughts to become more positive are associated with favorable outcomes. An adaptive coping pattern would
involve the use of primary and secondary control strategies. What seems useful is the flexibility to change
strategies and to have several strategies available.
E. Personality Disposition
Optimism is a personality disposition that is included in this chapter as an example of a personality disposition
or trait that can mediate how disabling conditions are experienced. Several other interrelated personality factors
could be discussed (e.g., self-esteem, hostility, and Type A personality). Optimism (in contrast to pessimism)
is used for illustrative purposes because it relates to many other personality traits. Optimism is the general
tendency to view the world, others, and oneself favorably. People with an optimistic orientation rather than a
pessimistic orientation are far better across several dimensions. Optimists tend to have better self-esteem and
less hostility toward others and tend to use more adaptive coping strategies than pessimists.
3.2. The Family and Disability
Dear learner, how do you understand he relationship between family and disability?
(You can use the space left below to write your response.)
___________________________________________________________________________________
___________________________________________________________________________________
The family can be either an enabling or a disabling factor for a person with a disabling condition.
Although most people have a wide network of friends, the networks of people with disabilities are more likely
to be dominated by family members. Even among people with disabilities who maintain a large network of
friends, family relationships often are most central and families often provide the main sources of support. This
support may be instrumental (errand-running), informational (providing advice or referrals), or emotional
(giving love and support).
Families can be enabling to people with functional limitations by providing such tangible services as
housekeeping and transportation and by providing personal assistance in activities of daily living. Families can
also provide economic support to help with the purchase of assistive technologies and to pay for personal
assistance.

3.3. Needs of Persons with Disabilities and Vulnerabilities.

Dear learner, can you guess and list some of the needs of persons with disability?
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(You can use the space left below to write your response.)
___________________________________________________________________________________
___________________________________________________________________________________

Needs of persons with disabilities and vulnerabilities depends on different factors. People with disabilities do
not all share a single experience, even of the same impairment; likewise, professionals in the same discipline
(sector) do not follow a single approach or hold the same values. Analyzing the human beings, Maslow has
identified five categories of needs, with different priority levels (Fig. 3.1), in the following order: survival
(physiological), safety, social needs, esteem, and self-actualization (fulfillment). Maslow‘s model is also valid
for persons with disabilities and vulnerabilities, whose needs are similar to those of ordinary persons.

The survival needs are formed by the physiological needs and include the biological requirements for feeding,
performing hygiene, sleeping, ADL, and so on. When disabilities and vulnerabilities fulfill their survival
needs, they will look for situations that keep them safe, before moving up the chain and fulfill their needs to be
part of society and to achieve. As an example of needs in terms of safety, consider a person with visual
impairment who wishes to cross the street safely.
The third level of the pyramid relates to esteem, both self-esteem and being favorably recognized by others.
Esteem is often related to the capability of achieving things, contributing to a work activity and being
autonomous. m‘s Maslow Hierarchy
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
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c) Technical aids and equipment

d) Accessible/adapted housing
e) Personal Assistance and support
Social Needs of Persons with Disabilities and Vulnerabilities
Social protection plays a key role in realizing the rights of persons with disabilities and vulnerabilities of all
ages: providing them with an adequate standard of living, a basic level of income security; thus reducing levels
of poverty and vulnerability. Moreover, mainstream and/or specific social protection schemes concerning
persons with disabilities can have a major role in promoting their independence and inclusion by meeting their
specific needs and supporting their social participation in a non-discriminatory manner.
3.4. Disability, vulnerability and the Environment
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 amount of disability that a person experiences,
depends on both the existence of a potentially disabling condition (or limitation) and the environment in which
the person lives. For any given limitation (i.e., potential disability), the amount of actual disability experienced
by a person will depend on the nature of the environment, that is, whether the environment is positive and
enabling (and serves to compensate for the condition, ameliorate the limitation, or facilitate one's functional
activities) or negative and disabling (and serves to worsen the condition, enhance the limitation, or restrict
one's functional activities). Human competencies interact with the environment in a dynamic reciprocal
relationship that shapes performance.
The physical and social environments comprise factors external to the individual, including family, institutions,
community, geography, and the political climate. Added to this conceptualization of environment is one's
intrapersonal or psychological environment, which includes internal states, beliefs, cognition, expectancies and
other mental states. Thus, environmental factors must be seen to include the natural environment, the human
made environment, culture, the economic system, the political system, and psychological factors.

Some Enabling and Disabling Factors in the Physical Environment

Type of Factor Type of Environment
Natural Environment Built Environment
Dry climate Ramps
Enabling Flat terrain Adequate lighting
Clear paths Braille signage
Disabling Snow Steps
Rocky terrain Low-wattage lighting
High humidity Absence of flashing light alerting systems

The environmental mat may be conceived of as having two major parts: the physical environment and the social
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and psychological environments. The physical environment may be further subdivided conceptually into the
natural environment and the built environment. Both affect the extent to which a disabling condition will be
experienced by the person as a disability.
3.5. Creating Welcoming (Inclusive) Environment
Dear learner, can you guess and list some of means to establish inclusive environment?
(You can use the space left below to write your response.)
___________________________________________________________________________________
___________________________________________________________________________________
External environmental modifications can take many forms. These can include assistive devices, alterations of a
physical structure, object modification, and task modification. The role of environmental modification as a
prevention strategy has not been systematically evaluated, and its role in preventing secondary conditions and
disability that accompany a poor fit between human abilities and the environment should be studied.
Environmental strategies may ease the burden of care experienced by a family member who has the
responsibility of providing the day-to-day support for an individual who does not have the capacity for social
participation and independent living in the community.
1. Mobility aids
 Hand Orthosis  Canes
 Mouth stick  Crutches
 Prosthetic limb  Braces
 Wheelchair (manual and/ormotorized)
2. Communication aids
 Telephone amplifier or TDD  Books on tape
 Voice-activated computer  Sign language or oral interpreters
 Closed or real-time captioning  Braillewriter
 Computer-assisted note taker  Cochlear implant
 Print enlarger  Communication boards FM, audio-
 Reading machines induction loop, or infrared systems

3. Accessible structural elements

 Ramps Elevators  Enhanced lighting
 Wide doors  Electrical sockets that meet appropriate
 Safety bars reach ranges
 Nonskid floors  Hardwired flashing alerting systems
 Sound-reflective building materials Increased textural contrast
4. Accessible features
 Built up handles  Voice-activated computer
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 Automobile hand controls

5. Job accommodations

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 Simplification of task
 Flexible work hours
 Rest breaks
 Splitting job in to parts
 Relegate nonessential functions to others

6. Differential use of personnel

 Personal care assistants
 Note takers
 Secretaries Editors
 Sign language interpreters
3.6. Definition of Culture
Dear learner, what do you think about the relationship between culture and disability?
(You can use the space left below to write your response.)
__________________________________________________________________________________
__________________________________________________________________________________
Definition of 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). Nonmaterial culture is so comprehensive that it includes everything fr om
conceptions of how many days a week has or how one should react to pain to when one should seek medical
care or whether a hermaphroditic person is an abomination, a saint, or a mistake. Cultures also specify
punishments for rule-breaking, exceptions to rules, and occasions when exceptions are permitted. The role of
nonmaterial culture for humans has been compared to the role of instincts for animals or to the role of a road
map for a traveler. It provides the knowledge that permits people to be able to function in both old and new
situations.

Both the material and nonmaterial aspects of cultures and subcultures are relevant to the enabling-disabling
process.

3.7. Strategies to Disability inclusive intervention and rehabilitation

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.
Prevention
Prevention of conditions associated with disability and vulnerability is a development issue. Attention to
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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. It includes health promotion and specific protection (for example, HIV
education).
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 (for example, rehabilitation for children
with musculoskeletal impairment).
3.9. Components of Rehabilitation Interventions
Rehabilitation is a process designed to optimize function and improve the quality of life of those with
disabilities. Consequently, it is not a simple process. It involves multiple participants, and it can take on many
forms. The following is a description of the individual components that, when combined, comprise the
process and activity of rehabilitation.
Multiple Disciplines
Rehabilitation interventions usually involve multiple disciplines. Although some focused interventions may be
identified by a single service—such as cognitive retraining by a psychologist or speech pathologist, and
audiologic rehabilitation through hearing-aid evaluation and dispensing—sole service does not engender the
rehabilitation concept of a team approach, and it is often differentiated as therapy or medical service rather
than rehabilitation. There are a variety of professionals who participate in and contribute to the rehabilitation
process within a team approach. The list is long, and it includes (although is not limited to) such professionals
as the following:
The Physician’s role is to manage the medical and health conditions of the patient/consumer within the
rehabilitation process, providing diagnosis, treatment, or management of disability-specific issues.
Occupational Therapist (OTs) typically work with patients/consumers through functional activities in order
to increase their ability to participate in activities of daily living (ADLs) and instrumental activities of daily
living (IADLs), in school and work environments, using a variety of techniques.
Physical Therapists (PTs) assess movement dysfunction and use treatment interventions such as exercise,
functional training, manual therapy techniques, gait and balance training, assistive and adaptive devices and

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equipment, and physical agents, including electrotherapy, massage, and manual traction.
Speech and Language Therapist assess, treat, and help to prevent disorders related to speech, language,
cognition, voice, communication, swallowing, and fluency.
Audiologists identify, assess, manage, and interpret test results related to disorders of hearing, balance, and
other systems related to hearing.
Rehabilitation Nurse usually takes the role of educator and taskmaster throughout rehabilitation, but these
professionals have most prominence within inpatient rehabilitation programs.
Social Workers in health settings may provide case management or coordination for persons with complex
medical conditions and needs; help patients navigate the paths between different levels of care; refer patients
to legal, financial, housing, or employment services; assist patients with access to entitlement benefits,
transportation assistance, or community- based services; identify, assess, refer, or offer treatment for such
problems as depression, anxiety, or substance abuse; or provide education or support programming for health
or related social problems.
Case Managers: case management is a relatively new concept that has come about with the survival of
patients/consumers with complex medical problems and disabilities, and with the development of a more
complex health care system.
Rehabilitation Psychologist is a specialized area of psychology that assists the individual (and family) with
any injury, illness, or disability that may be chronic, traumatic, and/or congenital in achieving optimal
physical, psychological, and interpersonal functioning (Scherer et al.,2004).
Neuropsychologists: neuropsychology is another specialized area within psychology, and it is of particular
importance in the care of individuals who have sustained brain injuries.
Therapeutic Recreation Specialists provide treatment services and recreation activities for individuals with
disabilities or illnesses.
Rehabilitation Counselors (previously known as vocational counselors) assist persons with both physical
and mental disabilities, and cover the vocational, psychological, social, and medical aspects of disability,
through a partnership with the individuals served.
Orthotists and Prosthetists
These professionals practice within a unique area of rehabilitation, combining technical and some clinical
skills. The orthotist fabricates and designs custom braces or orthotics to improve the function of those with
neuromuscular or musculoskeletal impairments, or to stabilize an injury or impairment through the healing
process. The prosthetist works with individuals with partial or total limb absence or amputation to enhance
their function by use of prosthesis (i.e., artificial limb, prosthetic device).
Additional/Other/Rehabilitation Professionals who might be considered members of the team include

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nutritionist, spiritual care, rehabilitation engineer, music therapist, dance therapist, child-life specialist,
hospital-based school teacher, massage therapist, kinesiologist, and trainer, among others.

3.10. Barriers of employment

Dear learner, now you understand the daily challenges which are faced by disabled individuals. What
do you think are the barriers for their employment?
(You can use the space left below to write your response.)
__________________________________________________________________________________
__________________________________________________________________________________

Barriers to the employment of persons with disabilities take many forms and operate at many levels, both
within and beyond the workplace itself. Persons with disabilities may be prevented from working due to
inaccessible transportation services; the lack of accessible information and communications services; the
preference of employers for candidates without disabilities; legal stipulations that prevent individuals with
particular impairments from working in certain fields; or the discouragement of family and community
members. Whilst these obstacles are often interconnected, and act collectively to limit employment
opportunities for persons with disabilities, it is essential to distinguish between different barriers in order to
develop effective policy responses. The major types of barriers are described below.
A) Attitudes and Discrimination
Employers may be reluctant to hire persons with disabilities based on the perception that they are less
productive or less capable of carrying out their jobs than others. Colleagues of persons with disabilities may
also hold prejudicial attitudes. At a wider level, social attitudes that cast persons with disabilities as objects of
pity and need perpetuate the assumption that they should not work. In some cultures, people view disabilities
as being indicative of wrongdoing in a past life, or are simply uncomfortable around people who seem
different. Persons with disabilities may also be discouraged from working by their families, often out of a
sense of shame or a well-intentioned but stifling desire not to impose additional burden on their family
members.
B) Accessibility

The accessibility of the following areas are crucial to the employment of persons with disabilities: the
physical environment; transportation; information and communications; and other facilities open to the
public. In the workplace itself, a lack of physical features such as ramps and elevators can prevent persons
with mobility disabilities from being able to work. Similarly, the lack of accessible information and
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communication infrastructure in workplaces such as clear signage, computers equipped with software such as
screen-readers, and devices such as Braille displays can prevent persons with print and intellectual disabilities
from being able to gain employment. Lack of access to sign language interpretation or captioning services
can inhibit the employment of deaf people.

C) Education and Training

Persons with disabilities have disproportionately restricted access to education and training. This severely
limits their job opportunities due to a lack of skills and knowledge that arerelevant to find or retain a job.
Children with disabilities are less likely to attend school, and when they do they are less likely to stay in
school.18 In Indonesia, children with disabilities are one third less likely to complete their primary education
as those without a disability.
D) Social Networks

Another barrier to employment for persons with disabilities can be their more limited social networks. Social
networks greatly aid the process of searching for work, the lack of which is likely to limit options for persons
with disabilities. As part of their broader exclusion from many important social activities, persons with
disabilities often therefore lack the opportunity to build social relationships with those who may be in a
position to offer suggestions for potential work opportunities.
E) Women Disabilities

In many developing countries including Ethiopia, as a result of continued prejudices both towards women
and surrounding disability, women with disabilities are doubly discriminated against in the labor market.
Study found that in many developing countries, women with disabilities are only half as likely as men with
disabilities to have a job. Moreover, when they are employed, women with disabilities encounter worse
working conditions and lower pay as compared with other women, as well as men with disabilities.
F) Legal Barriers

As a result of discriminatory attitudes about the perceived capabilities of persons with disabilities, some
countries impose legal restrictions on their participation in certain types of employment or processes.
G) Inflexible Work Arrangements

Another common obstacle to the employment of persons with disabilities is the inflexibility of work
arrangements. In some cases, persons with disabilities might prove to be competent and productive
employees, but are nonetheless unable to perform certain tasks.
H) Dismissal on the Basis of Disability

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Workers who are injured and acquire a disability on the job may face unaccommodating policies and a lack of
rehabilitative services, which limit their ability to return to work. The absence of anti-discrimination
legislation in the majority of countries in the region thus allows employers to dismiss staff on the basis of
disability with impunity. Several countries, such as Iran, offer rehabilitation programs and services to help
dismissed workers to find new employment.

I) The Benefit Trap

Another obstacle to the employment of persons with disabilities can ironically be imposed by social protection
schemes ultimately designed to support them. These schemes can encourage individuals to stay out of the
labor force if they are structured in such a way as to make the receipt of benefits contingent on the inability to
work. Therefore, even if persons with disabilities believe that they can work, they may choose not to in order
to continue receiving disability benefits.
Strategies to Improve Employment for Persons with Disabilities and Vulnerabilities
Dear learner, now you understand the daily challenges which are faced by disabled individuals. What
do you think are the strategies to improve employment for pwd?
(You can use the space left below to write your response.)
__________________________________________________________________________________
__________________________________________________________________________________

There a number of strategies that is available to governments in respective sector as they work to improve the
employment prospects of persons with disabilities, vulnerable and marginalized groups.
A) Anti-Discrimination Legislation

These laws make it illegal to discriminate against an individual on the basis of disability in a range of areas
including: employment; education; access to public buildings; the provision of goods and services, and
political processes. With regard to employment, anti-discrimination laws protect persons with disabilities
from discriminatory actions in hiring and termination of contracts and affirm the right of persons with
disabilities to access employment on an equal basis with others.
B) Vocational Education And Training

Technical vocational education and training (TVET) programs can help to ensure that the workforce has the
skills and knowledge necessary to obtain and retain a job, while also driving productivity and economic
growth.27 As discussed in Chapter 2, persons with disabilities often have limited opportunities to build skills
and knowledge that are relevant to the labor market. A vital first step in improving access to employment for
persons with disabilities is therefore to ensure that employment support and vocational programs are as

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inclusive as possible.
C) Wage Subsidies

Wage subsidies cover a portion of employees‘ wages, usually for a limited period of time, as a way to lessen
the risk perceived by employers of hiring persons with disabilities. Since wage subsidies directly target the
recruitment process of private firms, they enable employers to overcome their reservations about hiring
employees with disabilities.
D) Supported Employment

These programs integrate persons with disabilities into the open labor market by providing direct, on-the-job
support to employees with disabilities. Supports are usually offered for a limited period of time. One common
type of support is a job coach. Job coaches provide on- site, individually tailored assistance to help persons
with disabilities perform their jobs. Coaches also help persons with disabilities adjust to their working
environment, and assist in determining which accessibility accommodations are necessary.
E) Workplace Accommodation Schemes
These schemes reduce the costs to employers of making workplaces more accessible to persons with
disabilities. In so doing, workplace accommodation schemes seek to minimize employer reluctance to hire
persons with disabilities.
F) Workers’ Compensation

These programs are designed to address the issue of occupational injuries and illnesses. They provide cash
and medical benefits to employees whose disability is acquired in the workplace. Generally,
workers‘compensation operates through insurance programs - either through public insurance programs, or
private or even self-insurance at large firms. Because employer premiums are experience rated, they are
higher for firms with more accidents.
G) Quota Systems

Quota systems mandate that firms hire at minimum a certain percentage of persons with disabilities.
Typically, quotas apply only to large employers. Empirical data points to only small net employment gains of
persons with disabilities. In addition, quotas can prove difficult to both monitor and enforce. Moreover, by
obliging employers to hire a specific number of persons with disabilities, quota systems perpetuate the
prejudice that persons with disabilities are not really equivalent to others in their capacity to be productive.
H) Sheltered Workshops
These programs only hire persons with disabilities, and structure jobs around the perceived abilities of each
employee. Sometimes the stated goal of sheltered workshops is to serve as a training ground for the eventual
transition of employees to the open labor market. In reality, however, employees with disabilities are rarely
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supported to make this transition. Employees are generally paid poorly, and the workshops in which they
work are seen as charitable enterprises and are funded as such, with revenues being a function not of sales but
of the number of employees.

I) Private Sector Initiatives

In addition to government-driven strategies, a number of private-sector initiatives also serve to illustrate the
need for action to be taken not only by governments, but by employers themselves.
J) 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.
K) Social Enterprises

Social enterprises are businesses that seek to advance a social cause whilst being financially self-sustainable.
Rather than being driven solely by the desire to make profits, these businesses also aim to maximize social
impact.
L) 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. It is therefore recommended that governments:
a) Promote flexible working arrangements to ensure that qualified, productive individuals are not
unnecessarily prevented from doing certain jobs.
b) Provide funding support and tax incentives to start ups and social enterprise initiatives that aim to hire
persons with disabilities or address specific needs of persons with disabilities.
c) Provide subsidies or tax incentives that support the inclusion of persons with disabilities
in the work place.
M) 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. It is recommended that governments:
a) Develop and implement accessibility standards for the physical environment in line with universal
design, including public buildings and transport services, to ensure that individuals with mobility
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disabilities are not denied employment opportunities.

b) Promote and provide knowledge, information and communication services in accessible formats, in
line with universal design, to meet the needs of persons with sensory, intellectual and psychosocial
disabilities to apply for and retain a job.
N) Break Down Attitudinal Barriers and Challenge Discrimination
 Discriminatory attitudes towards persons with disabilities inform and produce other
barriers to the full and equal participation of persons with disabilities in society,
including in employment.
Learning Activity 3

Answer the following questions in the spaces provided below each question

1. List out person related factor which affects vulnerable groups?

2. List and explain the needs of people living with disability.

3. How we create well-coming/inclusive environment?

4. What are the barriers of employment for vulnerable groups?

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Checklist

Dear learner! Below are some of the most important points drawn from the Unit you have been studying up to
now. Please put a tick () mark in front of the point you have understood well in the box under “Yes” and in
the box under “No” for points you have not understood well yet. And if the tick marks under “No” are more
than those under “Yes”, it means you are left with a lot to understand the Unit and you have not yet achieved
the objectives indicated at the beginning of the Unit. This tells you to go back and read the Unit you passed
through. This will be very much helpful to you in at least two ways.

e. It will enable you master the subject matter in this Unit which will be the foundation of many of the
concepts in this course, so that the difficulty to study subsequent Units will be greatly reduced.

f. You can easily work on self-check exercise questions that follow the checklist of this Unit.

I can: Yes No

1. Understand the factors which affect the pwd individual’s daily life.

2. Explain the relationship between family and disability

3. understand the needs for people who is living with disability

4. understand how we create inclusive environment

5. list out techniques of prevention for rehabilitation

8. List out the components of rehabilitation

9. Explain the barriers and strategies for employment for pwd

 Summary

Persons with disabilities and vulnerable groups have diverse needs such as; social- emotional, psychological,
physical and economic. Factors affecting the needs of persons with disabilities vary depending on the nature
of disability, personality trait of the person, the meaning the that person gives for the disability, the
individual‘s current life condition, type of support provided, the family, community and society, political and
economic system of the country at large.

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The physical and social environments comprise factors external to the individual, including family,
institutions, community, geography, and the political climate. Environmental factors must be seen to include
the natural environment, the human made environment, culture, the economic system, the political system,
and psychological factors.

The culture of a society or a subculture influences the types of personality or intrapsychic processes that are
acceptable and influences the institutions that make up the social organization of a society. Inclusiveness
promote equity, respect, peace, democracy, and inclusive development.

Self check exercise 3

Part I. Write “True” if the statement is correct or “False” if the statement is wrong.

1. Acquired disability is less likely to cause a negative reaction than a congenital disability.
2. The conditions of low self-efficacy may suffer the individual even when environmental conditions are favorable.
3. The onset of a disabling condition is often followed by a loss or a potential loss of control.
4. Individuals with pessimistic orientations have a faster rate of recovery during hospitalization.
5. All disabilities are congenital.

Part II: Matching Questions

Instruction: Match the phrases under column "A" with those under Column "B".

Column A Column B

1. Mobility Aids A. Braille Specialist

2 Communication Aids B. A white cane

3 Job Accommodations C. Ramps and Elevators

4 Accessible Structural Elements D. Voice activated computer

5 Differential Use of Personnel E. Simplified tasks

F. Stigmatization

G. Universal Design

III. Fill in the blank space

1. ___________ it mandates that firms hire at minimum a certain percentage of persons with disabilities.

2. ___________identify, assess, manage, and interpret test results related to disorders of hearing, balance, and
other systems related to hearing.
3. __________is the general tendency to view the world, others, and oneself favorably.

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Unit Four: Promoting Inclusive Culture

Objectives:

Dear learners, after the successful completion of this section, you will be able to:

o Define Inclusive Culture

o Discus the dimensions of Inclusive culture
o Explain the process of building community for inclusive culture
o Discus approaches of establishing inclusive culture
o Discuss inclusive values
o Explore and discuss indigenous inclusive values
Overview

 Dear learner, this is the fourth section of the course. In this section, you will study the definition of
inclusive culture, dimensions of inclusive culture, process of building community for inclusive culture,
and indigenous culture

4.1. Definition of Inclusive Culture

Dear learners, do you have a prior awareness of inclusive culture? If so, how do

Understand inclusive culture?

(You can use the space left below to write your response.)
________________________________________________________________________________________________

________________________________________________________________________________________________

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. Additionally, inclusive cultures extend beyond basic or token
presence of workers who have disabilities. They encompass both formal and informal policies and practices,
and involve several core values:
- 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

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positions to the strengths and abilities of employees and

- Fairness: Equitable access to all resources, opportunities, networks and decision
making processes.
4.2. Dimensions of Inclusive Culture
Dear learner, does inclusive culture have dimensions?
(You can use the space left below to write your response.)
________________________________________________________________________________________________

________________________________________________________________________________________________

There are three dimensions/ elements of an inclusive culture:

1. Universal Design
2. Recruitment, Training and Advancement Opportunities
3. Workplace Accommodations and Accessibility: Policy &Practice

1. Universal Design

One of the most heralded concepts in disability advocacy and cultures in the last decade is the
concept of “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.
While accommodations procedures remain a needed function of most contemporary institutions and
industries, forward-thinking approaches to disability inclusion will frequently involve developing
sites and resources that require no accommodation to be fully usable and receptive to people with
disabilities.
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 work spaces 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 are better able to manage time and life/work balance.
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2. Recruitment, Training, & Advancement Opportunities

A. Recruitment:

Effective recruitment of people with disabilities involves two components:

1. Accessible outreach and hiring practices and

2. Targeted recruitment of workers with disabilities.

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.
For example, making recruitment literature and job applications readily available in digital and
large-print formats, or holding outreach events in spaces without stairs or other barriers and with
accessible communications technology, helps to ensure that people with disabilities will be
included in recruitment practices.
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.
In turn, having accessible recruitment practices relative to hiring, materials and communications
helps to ensure that targeted recruitment will be successful not just in identifying qualified
candidates, but by making sure there are no barriers to effective outreach and eventual employment.
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.
The consequences of inadequate training are substantial, in reducing job satisfaction, with
corresponding negative consequences for productivity and retention. In turn, companies favored by
employees with disabilities make a concerted effort to create equitable and accessible training
resources.

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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.
Creating an inclusive organizational culture is challenging but extremely advantageous. Here's why
and how, however, the business benefits and the outcomes of an inclusive organization fairness and
respect, value and belonging, safe and open, and empowerment and growth should be compelling
enough to push forward.
These are some of the benefits of an Inclusive organization that needs to be considered:

- Higher Job Satisfaction - Lower Turnover.

- Higher Productivity -Higher Employee Morale

- Improved Creativity and Innovation

- Improved Problem-Solving -Increased Organizational Flexibility.

Inclusive education, when practiced well, is very important because all children 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 all children with opportunities to develop friendships
with one another.
4.3. Building Inclusive Community
Dear learner, what is inclusive community?
(You can use the space left below to write your response.)

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.

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- 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 inclusive to all.
Here are things an organization can do to create a more inclusive workplace and, therefore, a more
appealing place to work:
- Appropriately Connect with Employees
- Interact with Different People
- Create Employee Resource Groups
- Place Importance on Inclusion

- Hold Better Meetings

- Invest in Diversity Training

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.
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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.
4.4. Means of establish inclusive culture
Dear learner, can you guess the means to establish inclusive culture? If so, what are heres? ?
(You can use the space left below to write your response.)
________________________________________________________________________________________________
________________________________________________________________________________________________

An organization is inclusive when everyone has a sense of belonging; feels respected, valued and
seen for who they are as individuals; and feels a level of supportive energy and commitment from
leaders, colleagues and others so that all people, individually and collectively can do their best
work.
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.
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Humility: Admit mistakes, learn from criticism and different points of view, and overcome your
limitations by seeking contributions from team members.
How inclusive culture establish?

There are five 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.

All organizations are different, so the first thing you will need to do is examine what the
demographic make-up of your workplace is. Compiling and analyzing data on your staff by age,
gender, ethnic group, religion or belief, sexual orientation and disability, and noting where in the
organization‘s structure employees belonging to different groups work, will help you to identify
any under- represented groups and areas of occupational segregation. You should check
employees‘ salaries according to membership of different groups, and check rates of progression
within and through the grades. It is also useful to look at retention and exit rates by these groups.
If possible, you should also collect information on the make-up of your customers. Finding out who
uses your services and what their needs are is important if you are to ensure you have the right
people, skills and approaches to meet these needs.
- Your formal policies and procedures.

The formal policies and practices of your organization can tell you a lot about how much you have
previously thought about inclusion, human rights and equality. When reviewing these policies, you
will find it helpful to look at:
- Policies to deal with discrimination, bullying and harassment

- Procedures to deal with tensions and difference between groups

- Informal or unwritten working practices and

- Arrangements for staff consultation and participation

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3. Decide where work is needed and create an action plan.

Having reviewed your workplace in terms of equality and inclusion, the next stage is to decide
upon the action you will take. 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.

4. Communicate the plan with staff and put the plan in to action.

- Actively involve all groups of employees

In order to create a working culture of inclusion, respect and opportunity for all, it is essential that
everyone in the organization, from senior management to the most junior staff, is engaged with and
involved in the process of creating this culture, and feels that their opinions and experiences are
valued. Measures to promote inclusive working need to be thought of positively among employees,
not as something that is ‗done‘ to them. 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 and any unions or other employee representatives should
also be consulted at different stages in the plan‘s implementation, in order to get their feedback on
the progress being made. The action plan should be a living document, capable of being adapted
and developed over time.
There are many different ways that you can consult and involve employees and their
representatives. Some examples are:
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. Surveys can be designed so that responses ca n be analyzed
according to membership of equality group or other relevant factors. Confidential surveys will
attract a higher response rate.
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

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4.5. Ten Characteristics of an Inclusive Organization

Dear learner, what are the characteristics of inclusive organization?
(You can use the space left below to write your response.)
__________________________________________________________________________________________

__________________________________________________________________________________________

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

In an inclusive organization, one sees diversity at every level within the institution. Many cultures,
traditions, beliefs, languages, and lifestyles are prevalent in both the workforce as well as the
customer populations, and are respected without judgment. People are viewed as individuals who
have come together to coordinate action towards the achievement of common goals.
2. It evaluates individual and group performance on the basis of observable and measurable
behaviors and competencies.
Employees have a clear understanding of their roles and responsibilities. They are evaluated based
upon their actions, not the opinions of others. Goals and expectations are achievable.
3. It operates under transparent policies and procedures.

There are no hidden rules of behavior that may be apparent to some groups and unknown to others.
4. It is consistent in its interactions with everyone.
There is no double standard. Rules are applied appropriately and regularly throughout the
institution. No one group is favored over another.
5. It creates and maintains a learning culture.

Career development is encouraged and supported for all employees by management. Mentoring
programs are robust, and include both formal and informal systems that meet the individual
learning needs of all employees. Mistakes are recognized, and their consequences addressed, but
they are viewed as learning opportunities rather than character flaws.
6. It has a comprehensive and easily accessible system of conflict resolution at all levels.

It recognizes that conflict is inevitable in a complex multicultural organization, and it has systems
in place to address conflict in a non-confrontational manner that respects the dignity and
confidentiality of all parties.
7. It recognizes that it is part of the community that it serves.

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Employees, managers, and customers all come from the community. An inclusive organization is
an active participant in community activities, and plays a vital role in addressing its needs.
8. It lives its mission and core values.

People work for an organization because they believe in its purpose and goals.

An organization that promises one thing and delivers other risks losing the trust and confidence of
its workforce as well as its customers.
9. It values earned privilege over unearned privilege.

Employees are recognized for their actions and accomplishments, not simply because of their titles
or degrees. Customers are treated with respect regardless of their socioeconomic status or class.
10. It accepts and embraces change.

Change is inevitable. An inclusive organization recognizes that current and past practices must
constantly be reviewed and updated to meet the changing demands and needs of the industry,
workforce, and customers.
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. For all actions affecting
others are underpinned by values. Every such action becomes a moral argument whether or not we
are aware of it. It is a way of saying ‗this is the right thing to do‘.
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.
Appreciating diversity, equality and equity, cooperativeness, participation, community, and
sustainability are examples of inclusive values that are fundamental for successful inclusive
education.
A careful piecing together of a framework of values has resulted in a list of headings concerned with equality,
rights, participation, community, respect for diversity, sustainability, non-violence, trust, compassion,
honesty, courage, joy, love, hope/optimism, and beauty.
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4.6. What is indigenous inclusion?

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.

It is where leadership and employees are welcoming of indigenous people, their experience and outlooks,
where diversity is valued, the spirit of reconciliation has been embraced and calls to action have been acted on
in meaningful ways.

4.6.1. 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. Indigenousinclusionisintegraltothemissionandvisionoftheorganization.

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 Learning Activity 4

Answer the following questions in the spaces provided below each question

1. What is inclusive culture?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. List and explain the dimensions of inclusive culture .

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. List and explain at least five characteristics of inclusive organization.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. What are the means to establish inclusive culture?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
5. What is indigenous inclusion?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Checklist

Dear learner! Below are some of the most important points drawn from the Unit you have been studying up to
now. Please put a tick () mark in front of the point you have understood well in the box under “Yes” and in
the box under “No” for points you have not understood well yet. And if the tick marks under “No” are more
than those under “Yes”, it means you are left with a lot to understand the Unit and you have not yet achieved
the objectives indicated at the beginning of the Unit. This tells you to go back and read the Unit you passed
through. This will be very much helpful to you in at least two ways.
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g. It will enable you master the subject matter in this Unit which will be the foundation of many of the
concepts in this course, so that the difficulty to study subsequent Units will be greatly reduced.

h. You can easily work on self-check exercise questions that follow the checklist of this Unit.

I can: Yes No

1. Understand the concept of inclusive culture.

2. Explain the components of inclusive culture.

3. Understand the means of promoting inclusive community.

4. Explain the characteristics of inclusive organization.

5. Explain the concept of indigenous culture.

 Summary

Inclusiveness is standing against exclusion and marginalization; and the move towards peace, democracy and
development. It is important to help people to become independent, develop a belief in themselves
(confidence) so that they become successful without further helping them too much. Provide opportunities
for children and women to have sustained social interactions and participate fully in the program.
Inclusiveness values all kinds of diversities and the unique contributions of each student bring to the
classroom and adults to the work and social environments. In a truly inclusive setting, every person feels safe
and has a sense of belonging. Students and their parents participate in setting learning goals and take part in
decisions that affect them. Finally, inclusive education creates inclusive society.

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Self check exercise 4

Part I. Write “True” if the statement is correct or “False” if the statement is wrong.

1. Inclusive culture involves successful integration of diverse people into a workplace or industry.

2. An inclusive society is a society that leaves no one behind.

3. Values are fundamental guides and prompts to action.

Part II: Match the phrases under column "A" with those under Column "B".

1. Conditions occur in addition to (and are related to) a primary health A. Co-morbid conditions
condition.

2. The ageing process for some groups of people with disabilities begins B. Age-related conditions
earlier than usual.

3. Conditions occur in addition to (and are unrelated to) a primary health C. Engaging in health risk
condition.
behaviors

4. It is related with the concept of stress. D. Secondary conditions

5. People with disabilities have higher rates of risky behaviors. E. Self-Efficacy Beliefs

F. Psychological Control

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Unit Five: Inclusion for Peace, Democracy and Development

Objectives:

Dear learners, after the successful completion of this chapter, you will be able to:

 Define the term Peace, Democracy and Development

 Discuss conflict emanated from exclusion

 Discuss the democratic principles for inclusive practices

 Elaborate the importance of inclusion for economic development

 Discus the importance of inclusion for peace

Overview

 Dear learner, in this section, you will study the importance of peace, democracy, and development in
inclusive education. Inclusive education develops inclusive development in all sectors. In general,
inclusive developments in all sectors encourage greater acceptance of diversity of gender, culture,
language, economy and politics; and the formation of more tolerant, equitable and cohesive societies;
simply put, creates inclusive society.

5.1. Definition of Peace, Democracy and Development

Dear student, how do you locally define peace, democracy and development?

(You can use the space left below to write your response.)
________________________________________________________________________________________________
________________________________________________________________________________________________

5.1. Inclusion for peace

Peace can be defined in several ways. However, for the purpose of this course 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, socio-
economic status, culture and psychology. Hence inclusive education is crucial for:
• Promoting sustainable economic and social development by targeting the eradication
of poverty and social inequalities;
• Promoting respect for the Universal Declaration of Human Rights at all levels;
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• Promoting gender equality in economic, social and political decision-making;

• Fosteringdemocraticparticipationandcitizenshipandsupportingprocessesthatpromote
and sustain democracy;
• Advancingunderstanding,respectforculturaldiversity,andhumansolidarityby promoting
a dialogue among societies;
• Supporting participatory communication and the free flow and sharing of information
and knowledge in the promotion of a culture of peace;
• Promoting international peace and security through action such as the promotion of
general and complete disarmament.
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
 Build shared values;
 Reduce disparities in wealth and income;
 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;
 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;
 Large horizontal inequalities may instead increase group cohesion among those who
are marginalized, facilitating mobilization for conflict;

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 Factors that increase the risk of the outbreak of conflict could be due to
discrimination on the basis of: gender. Age, class, religion, disability, poverty,
geographical location..etc.
 These may be equally important in mobilizing individuals to participate in conflict.
 Exclusion and inequalities may furthermore be political, social, or economic in
nature, or a combination of the three

5.2. Sources of Conflict

Dear learner, what are the sources of conflict?

(You can use the space left below to write your response.)
__________________________________________________________________________________
__________________________________________________________________________________
A. Spiritual sources of conflict
 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
5.2.1. Historical Sources of Conflict
• National crimes burden future generations
• Ethnic/religious resentments accumulate
• IndividualChoice:Toresolveorrepeatpastconflicts-rethinkingthepastandthe future

In the absence of inclusiveness selfishness (living only for oneself), lust- envy,
exploitation- taking advantage over others, prejudice- partiality, reed- Self-indulgence, vengeance-
retaliation, arrogance- self-importance those are the basis of conflicts are in the minds of human
being. Conflict Begins within the Individual.
5.3. Sustaining Peace
Dear learner, how can we sustain peace?
(You can use the space left below to write your response.)
__________________________________________________________________________________
__________________________________________________________________________________

Itisimportanttoexpandformalandinformalinclusiveeducationwiththeaimofcreating inclusive society

with the following competencies in young and adult populations:
 Skillsofsiftingthetruthfrompropagandaorbiasthatsurroundsthemineveryculture
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 Respectforthewiseuseofresourcesandappreciationformorethanjustthe 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.

5.4. Inclusion for Democracy

Dear learner, does inclusive education contribute for the development of democracy?

(You can use the space left below to write your response.)
__________________________________________________________________________________
__________________________________________________________________________________
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
5.4.1. Inclusion Education for Democracy
Inclusive education for democracy has not been established as a central purpose for
schooling in Ethiopia. Schools are the ideal place to promote democracy. One of the most
important tasks of schools should be helping students to realize the values of democracy. 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. The most important function of democratic education is to make the democracy
natural attitude and way of thinking of man by developing the thought of democracy in human
mind. In democratic classroom teachers treat all students equally, provide them support according
to the needs and potentials, share power with students and supporting them in managing their own
behaviors. Teachers provide us with as much knowledge as possible. Teachers should promote
engagement in a democracy, by teaching student show democracy works and how important their
role is in it. Students who have no understanding of how the democracy functions are unlikely to
become engaged citizens who vote.

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5.5. Inclusion for Development Definition

Dear learner, how inclusion system contribute for country’s development?
(You can use the space left below to write your response.)
________________________________________________________________________________________________
________________________________________________________________________________________________

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. Any kind of development should be inclusive.
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.
In democratic education students have the power to make decisions about their
learning, because power is shared rather than appropriated in advance by a minority of people.
Inclusive education (when practiced well) is very important because: All children are able to be
part of their community and develop a sense of belonging and become better prepared for life in the
community today as children and tomorrow as adults. It provides better opportunities for learning.
In the absence of democracy, exclusion is prone to be exercised, today in the school and tomorrow
in the society. Hence, democracy is one of the principles of inclusiveness in the process of building
inclusive society that begun in schools.
Democratic principles for inclusive practices
Inclusive education is based on seven 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

 All learners are enabled to fulfill their potential by taking into account
individual requirements and needs.

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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. A person who participates in setting life goals and take part in
decisions that affects them.

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 in real situations and access to inclusion models.

5. Theinclusionmodelisalsobeneficialbecauseitpreparesindividualstodayandin the
future.
5.6. Cultural Diversity

Dear learner, can you understand cultural diversity?

(You can use the space left below to write your response.)
________________________________________________________________________________________________
________________________________________________________________________________________________

The term―culturally diverse is often used interchangeably with the concept of―multiculturalism. Recognition
of the abundant diversity of cultures; respect for the differences; acknowledging the validity of different
cultural expressions and contributions; valuing what other cultures offer; encouraging the contribution of
diverse groups; empowering people to strengthen themselves and others to achieve their maximum potential
by being critical of their own biases; and celebrating rather than just tolerating the differences in order to
bring about unity through diversity are important elements in defining and describing multiculturalism.

The multicultural person, therefore, is not simply the one who is sensitive to many different cultures. Rather,
this person is always in the process of becoming a part of and apart from a given cultural context. He or she is
a formative being, resilient, changing, and evolutionary. Cultural diversity is when population differences are
well represented within a community. These include race, ethnicity, age, ability, language, nationality,

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socioeconomic status, gender, religion and geographical area. Here we will discuss the following diversities:
Ethnic diversity

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.
Diversity in the workplace is vital for employees because it manifests itself in building a great
reputation for the company, leading to increased profitability and opportunities for workers quality
services. Workplace diversity is important within the organization as well as outside.
It is important to value diversity because; people build a stronger sense of identity and
wellbeing, and have better education and career outcomes when their diverse strengths, abilities,
interests and perspectives are understood and supported. It helps dispel negative stereotypes and
personal biases about different groups. In addition, 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.

5.6.1. Benefits of Cultural Diversity

Dear learner, can you mention the benefits of diversity?

(You can use the space left below to write your response.)
________________________________________________________________________________________________
________________________________________________________________________________________________

The following are some of the benefit of cultural diversities;

 Increased productivity
 Improved employee engagement
 Reduced employee turnover
 Improved company reputation
 Improves cultural in sights
 Reduced Fear, Improved Performance
 Put variety of world views in to one room, and you'll come out the other side with
better ideas
 Global Impact

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How to Resolve Conflict

1. Agree on a mutually acceptable time and place to discuss the conflict

2. State the problem as you see it and list your concerns

3. Let the other person have his/her say

4. Listen and ask questions

5. Stick to one conflict at a time — to the issue at hand

6. Seek common ground

7. Seek for win-win approaches. The win-win approach sees conflict resolution as an
opportunity to come to a mutually beneficial result. It includes identifying your opponent's
underlying concerns and finding an alternative which meets each party's concerns.

 Learning Activity 5
Answer the following questions in the spaces provided below each question.

1. Define and describe the term peace, democracy and development.

2. what does mean cultural diversity.

3. What are the benefits of cultural diversity?

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Checklist

Dear learner! Below are some of the most important points drawn from the Unit you have been studying up to
now. Please put a tick () mark in front of the point you have understood well in the box under “Yes” and in
the box under “No” for points you have not understood well yet. And if the tick marks under “No” are more
than those under “Yes”, it means you are left with a lot to understand the Unit and you have not yet achieved
the objectives indicated at the beginning of the Unit. This tells you to go back and read the Unit you passed
through. This will be very much helpful to you in at least two ways.

i. It will enable you master the subject matter in this Unit which will be the foundation of many of the
concepts in this course, so that the difficulty to study subsequent Units will be greatly reduced.

j. You can easily work on self-check exercise questions that follow the checklist of this Unit.

I can: Yes No

1. Understand the important of inclusion for peace and democracy

2. Explain the source of conflict.

3. Understand the relevant of inclusion for development.

4. Explain the characteristics of inclusive organization.

5. Explain what cultural diversity mean.

 Summary

Inclusiveness is standing against exclusion and marginalization; and the move towards peace, democracy and
development. It is important to help people to become independent, develop a belief in themselves
(confidence) so that they become successful without further helping them too much. Provide opportunities
for children and women to have sustained social interactions and participate fully in the program.
Inclusiveness values all kinds of diversities and the unique contributions of each student bring to the
classroom and adults to the work and social environments. In a truly inclusive setting, every person feels safe
and has a sense of belonging. Students and their parents participate in setting learning goals and take part in
decisions that affect them. Finally, inclusive education creates inclusive society.

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Self check exercise 5

Part I Write True if the statement is correct or False if it is not correct

1. Inclusive education is a foundation for inclusiveness in all aspects of life.

2. Conflict Begins within the Individual.

3. Inclusive education doesn’t aims to develop real democracy through active participation by all divers learners
involved in classrooms and educational institutions.

4. Democracy is a great philosophy of inclusion that born and grown in inclusive schools.

5. Social inclusion is an integral part of inclusive development.

6. A religious conflict is a conflict primarily caused or justified by differences in religion.

Part II. Choose the correct answer from the alternatives given

1. Which one is not the source of conflict?

A. Spiritual sources of conflict B. Family sources of conflict

C. Individual sources of conflict D. None

2. Which one is the importance of inclusion?

A. It is important to support people to learn, productive and successful

B. Inclusion values diversity and the unique contributions, where everybody brings to the milieu.

C. the opportunity to participate in the typical experiences in life

D. The inclusion model is also beneficial because it prepares individuals today and in the future

E. all

3. One is odd from the benefits of Cultural Diversity

A. Decreased productivity

B. Improved creativity

C. Increased profits

D. Improved employee engagement

Part III. Essay Items

1. List at list 4 ways to resolve conflict.

2. Explain the means which is expected from society to equally treat for female?

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Unit Six: An Overview of Legal framework

Objectives:

After completing the study of this chapter, the students will be able to:
 Discuss the concept of legal frame work
 Identify international and national legal frame works in relation to inclusiveness
 Discuss legal frame works and their implementation
 Exploregapsinimplementationoflegalframeworkstoimplementinclusion
Overview

 Dear learner, in previous section of this unit, you have studied the basic concept of inclusion for peace,
democracy and development. In this section, you will learn concept to legal framework, its uses and impact on
inclusive education development.
6.1. Legal Frame works Regarding Inclusion
Dear learner, what is legal framework?
(You can use the space left below to write your response.)
________________________________________________________________________________________________
________________________________________________________________________________________________

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. The effects
of discrimination are most clearly felt in the sphere of economic, social and cultural rights, in the
fields of, for instance, housing, employment, transport, cultural life and access to public services.
The obstacles the disabled face in enjoying their human rights are often the result of exclusion,
restriction, or preference, and, for instance, when the disabled do not have access to reasonable
accommodation on the basis of their limitations, their enjoyment or exercise of human rights may
be severely restricted. In order for disabled persons to freely enjoy their fundamental human rights,
numerous cultural and social barriers have to be overcome; changes in values and increased
understanding at all levels of society has to be promoted, and those social and cultural norms that
perpetuate myths about disability have to be put to rest.
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

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worse than those of other citizens. They are very often excluded and marginalized different areas o
life such as participation in education, social activities, economy, and politics and so on.
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.
The above legislations and other which were enacted after the above declarations prompted
people with disabilities addresses all aspects of disabled persons‘ lives, such as equal opportunities,
physical environment, services, education, employment, and social welfare. Using legal
frameworks regarding persons with disability suggests some measures governments should take in
order to ensure that persons with disability become fully equal citizens. The rules also act as an
international instrument and as a mechanism of control to guarantee the effective application of the
stated rights. However, it is not possible to force governments to apply them, and the rules require a
concrete commitment from governments in order to transform equal opportunities for disabled
persons into reality—a commitment which is often lacking.

6.2. International and National Legal Frameworks

6.2.1. International Legal Framework

Dear learner, how do you think these international conventions and declarations promote inclusive

(You can use the space left below to write your response.)

__________________________________________________________________________________________
__________________________________________________________________________________________

There have been international efforts to address equal opportunity of PWDs in employment to
address such challenges primarily from ILO a specialized agency of UN and the General Assembly
of the UN itself. Most of the endeavors resulted in the adoption of resolutions and
recommendations as well as conventions featuring different legal effect. While conventions
produce a binding legal effect, resolutions, declarations and recommendation, which are referred as
soft laws, do not create binding legal effect. However, it does not mean that they are adopted for no
purpose since they can have a role to play in awareness raising, influencing future development
and encourage national policy initiatives.

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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. Technical and professional
education shall be made generally available and higher education shall be equally accessible
to all on the basis of merit.
(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.
B) The UN Convention on the Rights of the Child, 1989 Extracts from Articles, 2, 23, 28
and 29
Article 2

States Parties shall respect and ensure the rights set forth in the present Convention to each
child within their jurisdiction without discrimination of any kind, irrespective of the child‘s
or his or her parent‘s or legal guardian‘s race, color, sex, language, religion, political or
other opinion, national, ethnic or social origin, property, disability, birth or other status.
Article 23
1. States Parties recognize that a mentally or physically disabled child should enjoy a full and
decent life, in conditions which ensure dignity, promote self-reliance, and facilitate the
child‘s active participation in the community.
2. Recognize the right of the child to special care subject to available resources.
3. Recognizing the special needs of a disabled child...taking into account the financial
resources of the parents or others caring for the child... ensure that the disabled child has
access to and receives education, training, health care services, rehabilitation services, pre -
parathion for employment and recreation opportunities in a manner conducive to the child‘s
achieving the fullest possible social integration and individual development, including his or
her cultural and spiritual development
Article 28
1. States Parties recognize the right of the child to education and with a view to achieving
this right progressively and on the basis of equal opportunity, they shall, in particular: (a)
Make primary education compulsory and available free to all; (b) Encourage the
development of different forms of secondary education, including general and vocational
education, make them available and accessible to every child;(c) Make higher education
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accessible to all;(d) Make educational and vocational information and guidance available and
accessible to all children; (e) Take measures to encourage regular attendance at schools and
the reduction of drop-out rates.
Article 29
1. States Parties agree that the education of the child shall be directed to: (a) The
development of the child‘s personality, talents and mental and physical abilities to their
fullest potential; (b) The development of respect for human rights and fundamental freedoms;
(c) The development of respect for the child‘s parents, his or her own cultural identity,
language and values, for the national values of the country in which the child is living, the country
from which he or she may originate, and for civilizations different from his or her own;
120 (d) the preparation of the child for responsible life in a free society; (e) The
development of respect for the natural environment.‖ Article 23 focuses specifically on
children with disabilities and positively affirms their right to a ―full and decent life‖.
However, it has weaknesses because it makes the rights of children with disabilities
―subject to available resources‖ and focuses on ―special needs‖ without defining this. This
article needs to be considered in the context of the underpinning principles of the UNCRC,
plus Articles 28 and 29 on education that apply to all children.
C) World Conference on Education for All, Jomtien, and 1990 World Declaration on
Education for All: Meeting Basic Learning Needs
It acknowledged that educational disparities existed and that many different particular groups were
vulnerable to discrimination and exclusion. These included girls, the poor, street and working
children, rural and remote populations, minority ethnic groups and other groups, with particular
mention made of people with disabilities. Jomtien also catalyzed a move away from a rigid,
prescriptive education system towards a flexible system that would be tailor- made, adapted to the
needs, cultures and circumstances of learners.
Article III – 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. All
gender stereotyping in education should be eliminated.
4. An active commitment must be made to removing educational disparities. Underserved

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groups: the poor; street and working children; rural and remote populations; nomads and
migrant workers; indigenous peoples; ethnic, racial, and linguistic minorities; refugees; those
displaced by war; and people under occupation, should not suffer any discrimination in
access to learning opportunities.

5. The learning needs of the disabled demand special attention. Steps need to be taken to
provide equal access to education to every category of disabled persons as an integral part of
the education system.‖
D) The World Programmed of Action, 1982 and the Standard Rules, 1993 the World
Programmed of Action Concerning Persons with Disability
This originated from the International Year of Disabled Persons in 1981, a landmark period in the
history of disability rights. The World Program of Action laid the foundations for inclusive
education by stating that:
 The education of disabled persons should as far as possible take place in the general
school system.
 Responsibility for their education should be placed upon the educational authorities.
(Note, in many countries the education of disabled children was under the authority of
other ministries such as health or social welfare, or none at all)
 Laws regarding compulsory education should include children with all ranges of
disabilities, including the most severely disabled
 Educational services for disabled children should be individualized, locally accessible
and comprehensive.

E) The Standard Rules on the Equalization of Opportunities for Persons with

Disabilities - Rule 6
This consists of rules governing all aspects of the rights of people with disabilities. Rule 6 focuses
on education and agrees with Jomtien that people with disabilities should be educated as ―an
integral part of the educational system‖, and that States should have responsibility for the education
of people with disabilities. Too often, education for people with disabilities was provided by non-
government agencies, letting governments ‗off the hook‘. Key points include:
 The State should take responsibility for the education of people with disabilities, and
should a) have a clear policy b) have a flexible curriculum c) provide quality materials,
and on-going teacher training and support.
 Integration in mainstream schools is promoted with some key conditions; it should be
properly resourced and of high quality – it should not be seen as a cheap option.
 Special attention should be given to very young and pre-school children, and to women
with disabilities
 Community-based program are seen as complementary to ‗integrated‘ education

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 Special education is not ruled out where the mainstream system is inadequate, and for
deaf and deaf/blind students

 Rule 6 States should ensure that the education of persons with disabilities is ―an integral
part of the educational system‖
 Para 1: general education authorities are responsible for the education of people with
disabilities
 Para2: education in mainstream schools presupposes provision of appropriate support
services
 Para 6: states the need to a) have a clear policy, b) have a flexible curriculum, c) provide
quality materials, and on-going teacher training and support
 Para 7: community-based programs should be seen as complementary to integrated
education
 Para 8: in cases where the general school system does not adequately meet the needs of
all disabled persons, special education may be considered in some instances special
education may currently be the most appropriate form of education for some students
 Para 9: deaf and deaf/blind students may receive more appropriate education in separate
schools, special classes or units

F) The Salamanca Statement and Framework for Action on Special Needs Education,
1994
The Framework gave rise to the thinking and practice from a different perspective
– not from disabled activists, but from the professionals working in schools, trying to find
ways to enable all children to learn together. A key difference is that, rather than talking
about a particular group (for example children with disabilities or girls) and their rights, in
Salamanca the focus was on diversity of children‘s characteristics and educational needs. It
marked a big shift away from the dominant paradigm in special needs education, which was
strongly supportive of segregated special schools. It reflected the ‗new thinking‘ in special
needs education and promoted the concept of the fully inclusive school. The Salamanca
Statement and Framework for Action is still a key international document on the principles
and practice of inclusive education. It brings together very eloquently several pioneering
and fundamental principles of inclusion, some of which had not been discussed in earlier
documents.
Article 2: ―Education systems should take into account the wide diversity of
children‘s different characteristics and needs regular schools with this inclusive orientation
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are the most effective means of combating discriminatory attitudes, creating

welcoming communities, building an inclusive society and achieving education for all;
moreover, they provide an effective education to the majority of children and improve the
efficiency and ultimately the cost-effectiveness of the entire education system.‖
Article 3: Governments should ―adopt as a matter of law or policy the principle of
inclusive education... unless there are compelling reasons for doing otherwise‖. This Article
―The guiding principle of this Framework is that schools should accommodate all children.
This should include disabled and gifted children, street and working children, children from
remote or nomadic populations, children from linguistic, ethnic or cultural minorities and
children from other disadvantaged or marginalized areas or groups. The challenge
confronting the inclusive school is that of developing a child-centered pedagogy capable of
educating all children.

Article 4: ―human differences are normal and learning must be adapted to the needs
of the child rather than the child fitted to preordained assumptions, a child-centered
pedagogy is beneficial to all students, and as a consequence, to society as a whole... it can
substantially reduce drop-out and repetition while ensuring higher average levels of
achievement. Child- centered schools are, moreover, the training ground for a people-
orientated society that respects both the differences and dignity of all human beings.‖
Article 6: ―Inclusion and participation are essential to human dignity and to the enjoyment
and exercise of human rights.‖
Article 7: ―The fundamental principle of the inclusive school is that all children
should learn together, wherever possible, regardless of any difficulties or differences they
may have. Inclusive schools must recognize and respond to the diverse needs of their
students, accommodating both different styles and rates of learning...‖
Article 10: ―Experience suggests that inclusive schools, serving all of the children in a
community, are most successful in eliciting community support and in finding imaginative
and innovative ways of using the limited resources that are available.‖
Article 18: ―Educational polices at all levels, from the national to the local, should stipulate
that a child with a disability should attend the neighborhood school that is, the school that
would be attended if the child did not have a disability.‖
G) Convention on the Rights of Persons with Disabilities, 2006
Article 24 – Education
1. States Parties recognize the right of persons with disabilities to education. With a view to

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realizing this right without discrimination and on the basis of equal

opportunity, States Parties shall ensure an inclusive education system at all levels and
lifelong learning directed to:
(a) The full development of human potential and sense of dignity and self-
worth, and the strengthening of respect for human rights, fundamental
freedoms and human diversity;
(b) The development by persons with disabilities of their personality, talents
and creativity, as well as their mental and physical abilities, to their fullest
potential;
(c) Enabling persons with disabilities to participate effectively in a free
society.
2.In realizing this right, States Parties shall ensure that:
(a) Persons with disabilities are not excluded from the general education
system on the basis of disability, and that children with disabilities are
not excluded from free and compulsory primary education, or from
secondary education, on the basis of disability;
(b) Persons with disabilities can access an inclusive, quality and free primary
education and secondary education on an equal basis with others in the
communities in which they live;
(c) Reasonable accommodation of the individual‘s requirements is provided;
(d) Persons with disabilities receive the support required, within the general
education system, to facilitate their effective education;
(e) Effective individualized support measures are provided in environments
that maximize academic and social development, consistent with the goal
of full inclusion.
3. States Parties shall enable persons with disabilities to learn life and social development
skills to facilitate their full and equal participation in education and as members of the
community. To this end, States Parties shall take appropriate measures, including:
(a) Facilitating the learning of Braille, alternative script, augmentative and
alternative modes, means and formats of communication and orientation and
mobility skills, and facilitating peer support and mentoring;
(b) Facilitating the learning of sign language and the promotion of the
linguistic identity of the deaf community;

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(c) Ensuring that the education of persons, and in particular children, who are
blind, deaf or deaf blind, is delivered in the most appropriate languages and
modes and means of communication for the individual, and in environments
which maximize academic and social development.
4. In order to help ensure the realization of this right, States Parties shall take appropriate
measures to employ teachers, including teachers with disabilities, who are qualified in
sign language and/or Braille, and to train professionals and staff who work at all levels of
education. Such training shall incorporate disability awareness and the use of appropriate
augmentative and alternative modes, means and formats of communication, educational
techniques and materials to support persons with disabilities.
5. States Parties shall ensure that persons with disabilities are able to access general tertiary
education, vocational training, adult education and lifelong learning without discrimination
and on an equal basis with others. To this end, States Parties shall ensure that reasonable
accommodation is provided to persons with disabilities
H) World Education Forum, Dakar, 2000
In April 2000, more than 1,100 participants from 164 countries gathered in Dakar, Senegal,
for the World Education Forum. Ranging from teachers to prime ministers, academics to
policy-makers, non-governmental bodies to the heads of major international organizations,
they adopted the 2,000-word Dakar Framework for Action – Education for All: Meeting
Our Collective Commitments.
Education For All: Meeting Our Collective Commitments-this was the text adopted by the
World Education Forum Dakar, Senegal, 26-28 April 2000 7. ―We hereby collectively
commit ourselves to the attainment of the following goals:
i) expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable and disadvantaged children;
ii) ensuring that by 2015 all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to and
complete free and compulsory primary education of good quality;
iii) ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills programs;
iv) achieving a 50 per cent improvement in levels of adult literacy by 2015,
especially for women, and equitable access to basic and continuing education
for all adults;

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v) eliminating gender disparities in primary and secondary education by 2005,

and achieving gender equality in education by 2015, with a focus on ensuring
girls‘ full and equal access to and achievement in basic education of good
quality; and
vi) improving all aspects of the quality of education and ensuring excellence of
all so that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills.‖

I) 1960 UNESCO Convention against Discrimination in Education – Articles 1, 3 and 4

Article 1
1. For the purposes of this Convention, the term `discrimination' includes any distinction,
exclusion, limitation or preference which, being based on race, color, sex, language,
religion, political or other opinion, national or social origin, economic condition or birth,
has the purpose or effect of nullifying or impairing equality of treatment in education and
in particular:
a. Of depriving any person or group of persons of access to education of any type or at any
level;
b. Of limiting any person or group of persons to education of an inferior standard;
c. Subject to the provisions of Article 2 of this Convention, of establishing or maintaining
separate educational systems or institutions for persons or groups of
persons; or
d. Of inflicting on any person or group of persons conditions which are in-compatible with
the dignity of man.
2. For the purposes of this Convention, the term `education' refers to all types and levels of
education, and includes access to education, the standard and quality of education, and the
conditions under which it is given.
Article 3
In order to eliminate and prevent discrimination within the meaning of this Convention,
the States Parties thereto undertake:
(a) To abrogate any statutory provisions and any administrative instructions and to
discontinue any administrative practices which involve discrimination in education;
(b) To ensure, by legislation where necessary, that there is no discrimination in the admission
of pupils to educational institutions;
(c) Not to allow any differences of treatment by the public authorities between nationals,

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except on the basis of merit or need, in the matter of school fees and the grant of
scholarships or other forms of assistance to pupils and necessary permits and facilities for
the pursuit of studies in foreign countries ;
(d) Not to allow, in any form of assistance granted by the public authorities to educational
institutions, any restrictions or preference based solely on the ground that pupils belong to a
particular group;
(e) To give foreign nationals resident within their territory the same access to education as
that given to their own nationals.
Article 4
The States Parties to this Convention undertake furthermore to formulate, develop and
apply a national policy which, by methods appropriate to the circumstances and to national
usage, will tend to promote equality of opportunity and of treatment in the matter of
education and in particular:
(a) To make primary education free and compulsory; make secondary education in its
different forms generally available and accessible to all; make higher education equally
accessible to all on the basis of individual capacity; assure compliance by all with the
obligation to attend school prescribed by law;
(b) To ensure that the standards of education are equivalent in all public educational
institutions of the same level, and that the conditions relating to the quality of the education
provided are also equivalent;
(c) To encourage and intensify by appropriate methods the education of persons who have
not received any primary education or who have not completed the entire primary education
course and the continuation of their education on the basis of individual capacity;
(d) To provide training for the teaching profession without discrimination.

6.2.2. National Laws and Policy Frameworks

Dear learner, what national laws and policy frameworks do you know?

(You can use the space left below to write your response.)

________________________________________________________________________________________
________________________________________________________________________________________

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
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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.

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. These different national and international policies, conventions and declarations are
presented in various international and local policy documents. The table below is about major
national legal frameworks that are related with protecting persons with disabilities rights in
participating different areas of life.
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 sets out the State‘s responsibility for the provision of necessary rehabilitatio n
and support services for people with disabilities. This provision, which is found in the socio -
economic rights of citizens, does not ensure the equal employment opportunity of PWDs.
Rather, it conveys a message that PWDs are among those who deserve assistance since they
are incapable of engaging in productive life.
2. Labor Proclamation, No. 377/2003, amended by Labor Proclamation No. 494/2006: It states that it
is unlawful for an employer to discriminate against workers on the basis of
nationality, sex, religion, political outlook or on any other conditions.
3. The Federal Civil Servant Proclamation- No. 515/2007: It offers for special preference in the
recruitment, promotion, and deployment, among others, of qualified candidates with
disabilities. This provision is applicable to government offices only.
4. Proclamation concerning the Rights to Employment for Persons with Disabilities- No. 568/2008:
The proclamation makes null and void any law, practice, custom, attitude and other
discriminatory situations that limit equal opportunities for persons with disabilities. It also
requires employers to provide appropriate working and training conditions; take all reasonable
accommodation measures and affirm active actions, particularly when employing women with
disabilities; and assign an assistant to enable a person with disability to perform their work or follow
training.

5. Framework Document- 2009: provides for Special Needs Education (SNE) in Technical and
Vocational Education and Training (TVET).
6. Building Proclamation- No. 624/2009: provides for accessibility in the design and construction
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of any building to ensure suitability for physically impaired persons.

7. Proclamation on Definition of Powers of Duties of the Executive Organs of the Federal
Democratic Republic of Ethiopia, No. 691/2010: This provides for conditions of equal opportunities
and full participation of persons with disabilities and those living with HIV/AIDS.

8. Growth and Transformation Plan (GTP) 2010-2015: It focuses on establishing disability as a

cross cutting sector of development where focus is given to preventing disability and to
providing education and training, rehabilitation and equal access and
opportunities to persons with disabilities.
9. 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.
10. Proclamation concerning the Rights of Disabled Persons to Employment-No.101/1994: This
document was the only legislation in Ethiopia which specifically provides for the employment of
disabled persons. The Proclamation aims to protect and promote the rights of disabled persons to
appropriate training, employment opportunities and salary, and to prevent any workplace
discrimination. Sections 3 and 4 refer to the promotion of employment opportunities for disabled
persons in the open labor market
11. The Federal Civil Servant Proclamation (Proclamation -No 1064/2017: Article 13/2 of
proclamation no 1064/2017 recognizes that:‘ There shall be no discrimination among job
seekers or civil servants in filling vacancies because of their ethnic origin, sex, religion, political
outlook, disability, HIV/AIDS or any other ground.‘ Therefore, there can be no discrimination
against persons with disabilities during job recruitment on the basis of their disability. Moreover,
Article 49 of the same proclamation provides for the applicable conditions of work for workers
with disabilities as follows: 1) Persons with disabilities shall be entitled to affirmative action in
recruitment, promotion, transfer, redeployment, education and training; 2) Any government
institution shall ensure that its working environment is conducive to civil servants with
disabilities, provide them with the necessary tools and materials and train them how to use such
tools and materials; 3) Any government institution shall have the responsibility to assign a person who
shall provide proper assistant for those civil servants with disability that requires assistance; and 4)
Privileges prescribed by other laws to persons with disabilities shall be applicable for the implementation
of this Proclamation.
12. Labor Proclamation-1156/2019: This proclamation controls the private sector employment

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relationship. Article 15 of the proclamation outlaws discrimination on the basis of disablement. It

provides: discrimination any distinction, exclusion or preference made on the basis of nation,
race, color, sex, religion, political opinion, national extraction, social origin, HIV/AIDS status,
disablement and others which has the effect of nullifying or impairing equality of opportunity or
treatment in employment or occupation.
13. Organization of Civil Society Proclamation -No. 1113/2019: This proclamation is a newly enacted
legislation replacing its predecessor proclamation 621/2009. It regulates issues concerning
formation, registration, activities and dissolution of civil society organization. Agency for civil
society organization has been also established to facilitate and monitor the activities of civil
society organization. Article 11 of this proclamation expressly provides that persons with
disabilities should be included as a member to enhance and strengthen benefit and involvement
of part of the society with disability. Furthermore, article 62/9 of the same proclamation orders
those civil society organizations working on the benefit of the general public to take into account
the issue of persons with disabilities. It is established for the benefit of the general public or
third parties shall ensure that its activities take into account the interests of women, Children,
persons with disabilities, the elderly and others exposed to threat or vulnerable groups of the
society.
14. The Revised higher institutions proclamation- No. 1152/2019: This proclamation has been enacted
in replacement of its predecessor proclamation 650/2009. This proclamation has incorporated
some rights entitling students with disabilities. According to article 51 of such proclamation.
accordingly the institutions shall: make, to the extent possible, their facilities and programs
amenable to use with relative ease for students with physical disabilities; shall, to the extent that
situations and resources permit, relocate classes, develop alternative testing procedures, and
provide different educational auxiliary aids in the interest of students with physical disabilities
and learning disabilities; consider building designs, campus physical landscape, computers and
other infrastructures of institutions shall take into account the interests of physically disabled
students; shall ensure that students with physical challenges get academic assistance, including
tutorial sessions, exam time and submission date deadline extensions; shall provide additional
resources, as necessary, to maintain the speed and need of education, the allocation of additional
resources, is necessary. The details shall be determined by a directive
15. Advertisement Proclamation -No. 759/2012: It focuses on regulating commercial advertisement
are made. According to article 7/4 of this proclamation, advertisement which undermines the
dignity and emotional feeling of a physically disabled person is immoral. According to Article 7
advertisements shall be deemed to be as having unlawful or immoral content or presentation
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when they undermine the dignity or emotional feeling of physically disabled person or a person
living with HIV/AIDS or suffering from other disease.
16. The Ethiopian Building proclamation -No 624/2009: Its focuses on buildings and construction-
it says that all public building to have a means to access by physical disabled persons.
Moreover, it dictates that toilet on such buildings must be accessible. Article 36 states that any
public building shall have a means of access suitable for use by physically impaired persons,
including those who are obliged to use wheelchairs and those who are able to walk but unable to
negotiate steps. Additionally, toilet facilities are required in any building, as adequate number of
such facilities shall be made suitable for use by physically impaired persons and shall be
assessable to them
17. Definition of Powers and Duties of the Executive Organs of the Federal Democratic Republic of
Ethiopia Proclamation -No. 1097/2018: It mainly focuses on addressing common responsibility of
ministries in general and the specific duty for ministry of labor and social affair in Creating
conditions whereby persons with disabilities, the elderly, and segments of society vulnera ble to
social and economic problems benefit from equal opportunities and full participation
(article10/4). Moreover, it obliges the mistress work in cooperation with concerned bodies
(Article 29/11 A).
18. Developmental Social Welfare Policy 1997: It specifically targets people with disabilities and
sets out to safeguard their rights and to promote opportunities for vocational rehabilitation. full
participation in education, health, political, economic and social activities and other activities
19. 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
20. The FDRE special needs/inclusive education strategy 2012: This document focuses on inclusive
education policy, strategies and responsibilities of stakeholders.

 Learning Activity 6

Answer the following questions in the spaces provided below each question
1. What does mean legal framework?

2. List and explain three types of international legal framework.

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3. List and explain three types of national legal framework.

Checklist

Dear learner! Below are some of the most important points drawn from the Unit you have been studying up to
now. Please put a tick () mark in front of the point you have understood well in the box under “Yes” and in
the box under “No” for points you have not understood well yet. And if the tick marks under “No” are more
than those under “Yes”, it means you are left with a lot to understand the Unit and you have not yet achieved
the objectives indicated at the beginning of the Unit. This tells you to go back and read the Unit you passed
through. This will be very much helpful to you in at least two ways.

It will enable you master the subject matter in this Unit which will be the foundation of many of the
concepts in this course, so that the difficulty to study subsequent Units will be greatly reduced.

You can easily work on self-check exercise questions that follow the checklist of this Unit.

I can: Yes No

1. Understand the concept of legal framework

2. Explain the source of conflict.

3. Identify international and national legal frameworks in relation to

inclusiveness

4. understand legal frameworks and their implementation

5. Explain gaps in implementation of legal frameworks to implement

inclusion.

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 Summary

Legal frameworks are one of the drivers for the rights of persons with disabilities and
vulnerabilities. They have influence on especially educational rights of these people with
their peers. Legal frameworks are supposed to serve people with disabilities needs by
keeping equal rights and creating equal opportunity of learning for all such as children and
youth in the mainstreamed classrooms.
International national legal frameworks are written in the form of public laws and acts,
declarations, conventions and frameworks. These legal frameworks focus on various issues
(social, educational, occupational, vocational etc) of children, youth and adults with
disabilities.
The Ethiopian government has endorsed almost all of the conventions and declarations. But
studies showed that various challenges are facing their implementations. As a result, there is
mismatch between practice and these frameworks implantation.
There also national legal frameworks mainly in the form of laws and policies that promote
persons with disabilities and vulnerabilities equal participation in education, social
welfare, economy and other areas of life.

Self check Exercise 6

Part I. Write True if the statement is correct or False if it is not correct

1. All human beings are born free and equal in dignity and rights.
2. Inclusive in education is not the most effective means of combating discriminatory Attitudes.
3. International human rights instruments protect the rights of persons with disabilities through the
principles of equality and non-discrimination.
4. International national legal frameworks are NOT written in the form of public laws and acts,

declarations, conventions and frameworks.

5. Legal frameworks are supposed to serve people with disabilities needs by keeping equal rights
and creating equal opportunity for all.

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Unit Seven: Resources Management for Inclusion

Objectives:

Dear learners, after the successful completion of this chapter, you will be able to:

 Define the term resource for plwd individuals

 Discuss the types of resources in inclusive environment

 Elaborate the importance of resources and resource management for inclusion

Overview

Inclusion demands resources to meet the need of all members of communities and to facilitate equal
participants in all sphere of life. Our environment, now more so than before, need to be ready to include
people from different backgrounds, with differing needs and abilities. Population with a wide range of
diversities such as disabilities, cultural and linguistic minorities and vulnerabilities, academic abilities and
behavioral needs are represented in inclusive environment.

Dear learner, Please list resources important for people with diversities in Education?

What are the resources important for persons with disabilities to be successful in the world of work
and social life?

(You can use the space left below to write your response.)
________________________________________________________________________________________________
________________________________________________________________________________________________

7.1. 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 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
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the day. It is typically a large room in the main school building with lots of facilities for children
with special needs. This program includes remedial, compensatory and developmental instruction,
which is provided in small groups for usually three to five hours per week. Students may be
provided direct services in the classroom. In direct services can also be provided to the student
through consultation with the general education teachers to support in adjusting the learning
environment or modify the instructional methods. When additional support is appropriate to meet
the student‘s needs, the student can receive the pull- out program. This form of a ―pullout‖ system,
where a child attends a session in the resource room during a light period of the day such as singing
or physical training, receives individual help in a weak area of learning such as reading or writing.
Methods and materials are adapted to students' learning styles and characteristics using
multisensory and other specialized approaches
7.2. Human resources in schools
Dear Learners, What human resources are required in this resource room?
(You can use the space left below to write your response.)
________________________________________________________________________________________________
________________________________________________________________________________________________

Some of the 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 Braillewriter
 White Cane
 Blind folder
 Tuning fork

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 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
 Landform model
 Abacus
 Raised clock faces
 Geometric area and volume aids
 Write forms for matched planes and volumes
 Braille rulers
 Raised-line checkbooks
 Signature guide
 Longhand-writing kit
 Script letter–sheet sand boards
 Talking calculator
 Closed-circuit television
 Computersoftwareforvariousstudentswithspecialneeds;forexampleJawse for
blind and sign language software for deaf
 Orthosis
 Prosthosis
 Environmental accessibility

- Ramps
- Elevators
- Wheelchairs

 And others additional resources

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Accommodations
Accommodations are adjustments that teachers and school personnel make to maximize learning
and social well-being for individual students.
Instructional accommodation checklist
 Use multisensory approach.
 Use a highly structured format for presentations.
 Use graphic organizers.
 Present material in small, sequential steps.
 Teach specific strategies (e.g. taking notes, reading comprehension).
 Review key points frequently.
 Assign a buddy reader or note taker.
 Provide students without line of notes.
 Use color coding to match materials and concepts.
 Reduce visual distractions.
 Seat student close to board, teacher, or student helper: away from door or window.
 Provide quiet work area.
 Allow students to move if needed. Use visual reminders as memory aids.
 Use teacher-initiated signals for redirecting attention.
 Highlight sections of text.
 Provide tape recording of lecture or required texts.
 Give oral and written directions.
 Speak slowly and clearly.
 Allow for longer response time.

Organization and Task Completion

 Keep work area clear.
 Post assignments and work completed in consistent spot.
 Assist student with note book organization.
 Use assignment note book.
 Extend time to complete assignments.
 Shorten or chunk assignments.
 Give time line for longer projects.
 Give specific feedback.

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 Provide peer tutoring.

 Use cooperative learning groups
 Explain changes in routine.

Evaluation
 Explain grading and give rubric.
 Give specific feedback.
 Preview before test; give frequent quizzes; give sample questions.
 Orient student to test format.
 Use a clear, un cluttered copy; enlarge print.
 Make test directions simple and clear.
 Provide ample space for answers on test.
 Allow alternate test response (oral, computer).
 Read test a loud to student. Give open-note or take-home tests.
 Use alternate form so f evaluation (oral report, group projects, and debate).
 Reduce required assignments.
 Provide proof reading checklist.
 Accept print or cursive writing
7.3. Resources for work/social environment
Dear Learners, What human resources are required work places?
(You can use the space left below to write your response.)
________________________________________________________________________________________________
________________________________________________________________________________________________

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

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 Hearing aids
 Sign language books and videos
 Braille atlases
 Braille rulers
 Signature guide
 Talking calculator
 Talking mobile
 Closed-circuit television
 Computersoftwareforvariousstudentswithspecialneeds;forexampleJawse for
blind and sign language software for deaf
 Orthosis
 Prosthosis
 Environmental accessibility

- Ramps
- Elevators
- Wheelchairs
 And others additional resources

 Learning Activity 7

Answer the following questions in the spaces provided below each question

1. List and discuss the resources which are important for people with diversities in Education.

2. List some of School based material resources.

3. What does mean accommodation?

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Checklist

Dear learner! Below are some of the most important points drawn from the Unit you have been studying up to
now. Please put a tick () mark in front of the point you have understood well in the box under “Yes” and in
the box under “No” for points you have not understood well yet. And if the tick marks under “No” are more
than those under “Yes”, it means you are left with a lot to understand the Unit and you have not yet achieved
the objectives indicated at the beginning of the Unit. This tells you to go back and read the Unit you passed
through. This will be very much helpful to you in at least two ways.

It will enable you master the subject matter in this Unit which will be the foundation of many of the
concepts in this course, so that the difficulty to study subsequent Units will be greatly reduced.

You can easily work on self-check exercise questions that follow the checklist of this Unit.

I can: Yes No

1. Understand the human resources required in the school

2. Explain the concept of accommodation.

3. Understand human resources which required in work places.

4. Explain material resources which required in work places.

 Summary

Resources are very important to create inclusiveness. Resources are for all human being; though the attention
if much given for persons with disabilities. All individuals can grow and develop if they are accessed and
provided. Primarily understanding the diverse needs of all people is very important to plan for the resources.
Incorporating the communication styles/channel of diver‘s population is vital. Creating equal opportunities
and access to equal growth and development is necessary and considering and encouraging different
perspective using the provided resources is important to celebrate diversity. If we neglect human and material
resources to create inclusiveness, we remain with our poverty ever.

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Self check exercise 7

I. Choose the correct answer from the alternatives given

1. Which one is odd from others about human resources in schools?

A. Sign language interpreter C. Braille specialist E. none

B. Special needs educators D. Physiotherapist

2. All are School based material resources except:

A. LCD and/or Smart Board C. various magnifying lenses

B. Slate and styles D. White Cane E. None

3. _________________ are adjustments that teachers and school personnel make to maximize learning and social

well-being for individual students.

A. Accommodation C. Human resource

B. material resource D. Evaluation

4. Which one is odd from others?

A. Various magnifying lenses C. Perkins Braille writer

B. Hearing aids D. Talking calculator E. Exclusion

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Unit Eight: Collaborative (Cooperative) Partnerships with stakeholders

Objectives:

After studying this section, you should be able to:

 Define collaboration, partnership and stakeholder

 Identify key elements of successful collaboration

 Describe the benefits and challenges of collaboration for various

stakeholders for the success of inclusion

 Discus the strategies for effective co-planning and team working

 Identify characteristics of successful partnerships

 Design strategies for community involvement

Overview

 Dear learner, in the previous sections of this unit, you have studied the basic concepts of
international and national legal frameworks. In this section of the unit, you will study the
issues of Collaborative (Cooperative) Partnerships with stakeholders.

8.1. Definition of collaboration, partnership and stakeholder

Dear learner, what’s on your mind about collaboration, partnership and stack holder?
(You can use the space left below to write your response.)
_____________________________________________________________________________________
_____________________________________________________________________________________

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. Collaboration in the workplace is when two or more
people (often groups) work together through idea sharing and thinking to accomplish a
common goal
The advantages of collaboration can also be seen in terms of individual output.
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Creating a sense of team work and building bonds encourages team members to
work for the collective rather than just themselves.

8.1.2. General principles of collaboration

The followings lists are some of the principles of collaboration.

 Establish clear common goals for the collaboration.

 Defineyourrespectiverolesandwhoisaccountableforwhat,butacceptjointre
sponsibility for the decisions and their outcomes
 Takeaproblem-solvingapproach–
withasensethatallthoseinthecollaborative arrangement share ownership
of the problem and its solution.
 Establish an atmosphere of trust and mutual respect for each others‘ expertise.
 Aim for consensus decision-making.
 Ask for and give immediate and objective feedback to others in a non
threatening and non-judgmental manner.
 Give credit to others for their ideas and accomplishments
 Developproceduresforresolvingconflictsandmanagetheseprocessesskillfully.
 Better still, anticipate possible conflicts and take steps to avoid them as
far as possible. This is not to say that disagreements can, or even should,
be avoided.
What are the advantages of collaboration?
Dear learner, what are the merits of collaboration?
(You can use the space left below to write your response.)
_____________________________________________________________________________________
_____________________________________________________________________________________

Even though there are so many advantages of collaboration, the following are most of them;
 Higher employee productivity
 The advantages of collaboration can also be seen in terms of individual output.
 Creating a sense of team work and building bonds encourages team
members to work for the collective rather than just themselves
Benefits of collaboration

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 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.
 Processsinkingvs.processsyncing.

 Too many cooks.

 Negative Nancy.

8.2. Cooperativeness
Dear learner, what cooperative mean?
(You can use the space left below to write your response.)
_____________________________________________________________________________________
_____________________________________________________________________________________

Cooperation is one of the components of collaboration. As an adjective,

cooperative describes working together agreeably for a common purpose or goal as
in cooperative play or cooperative employee. As a noun, a cooperative is a jointly-
owned business or enterprise where members pool their resources to purchase, do
work, and/or distribute things. Cooperativeness helps individuals to willing learn from
each other. 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
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(knowledge or materials) that must be combined to complete a task

4. Role interdependence: each group member is assigned a different role (e.g, leader,
reporter, time-keeper)

8.3. Stakeholder

Dear learner, Do you think collaboration and cooperation move us towards inclusive

life? How?

(You can use the space left below to write your response.)
_____________________________________________________________________________________

___________________________________________________________

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. A
stake is a vital interest in the business or its activities.

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.

8.3.1 What are the benefits of stakeholder participation?

 Provideallstakeholderswithfullopportunitiestosharetheirviews,needs and knowledge on
flood management.
 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.

8.4. What are the main features of a partnership?

Participants described the right partnership behaviors principally as being effective co-
ordination and chairing, and a set of personal skills and qualities including good
listening, clear communication, honesty, patience, enthusiasm, acceptance and love.

A strategic alliance implies that: the success of the alliance impacts one or

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more major business or service goals. The success of the alliance develops or
reinforces a core competency, especially one which provides a competitive advantage
and / or blocks a competitive threat

Strategies for community involvement inclusive development

 Commit to participation of all persons with diversities
 Establishnon-
discriminativeeffectivecommunicationwithallpeoplewithdivers back
ground
 Expect to do most of the work yourself following the inclusive principle
 Tap in to local networks, culture and indigenous experiences of inclusiveness
 Use all possible communication channel including sign language for deaf people

 Learning Activity 8

Answer the following questions in the spaces provided below each question

1. What does mean collaboration?

2. List and explain the advantages of collaboration.

3. Describe the concept of partnership and its advantage for inclusion.

Checklist

Dear learner! Below are some of the most important points drawn from the Unit you have been
studying up to now. Please put a tick () mark in front of the point you have understood well in
the box under “Yes” and in the box under “No” for points you have not understood well yet. And
if the tick marks under “No” are more than those under “Yes”, it means you are left with a lot to

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 Inclusiveness Module –Distance Degree

understand the Unit and you have not yet achieved the objectives indicated at the beginning of
the Unit. This tells you to go back and read the Unit you passed through. This will be very much
helpful to you in at least two ways.

It will enable you master the subject matter in this Unit which will be the foundation of many
of the concepts in this course, so that the difficulty to study subsequent Units will be greatly
reduced.

You can easily work on self-check exercise questions that follow the checklist of this Unit.

I can: Yes No

1. Understand the concept collaboration, partnership and stakeholder.

2. Explain the elements of successful collaboration.

3. Understand the benefits and challenges of collaboration for

various stakeholders.

4. List out the characteristics of successful partnerships.

5. strategies for community involvement

 Summary

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. The creation of opportunities to enable all members of a community to
actively contribute to and influence the development process and to share equitably in the fruits
of any development endeavors. Participation has an intrinsic value for participants and a
catalyst for further development; encourages a sense of responsibility; guarantees that a felt need
is involved; ensures things are done the right way; uses valuable indigenous knowledge; frees
people from dependence on others' skills; and makes people more independent and productive.

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Self check exercise 8

Part I: Write true if the statement is correct and false if the statement is not correct.

1. Collaboration means 'to work with another person or group in order to achieve accomplish

intended goals.

2. The benefits of collaboration is greater inefficiency and less duplicated effort.

3. One of the advantages of collaboration is higher employee productivity.

4. Creating a sense of team work and building bonds encourages team members to work for the

collective rather than just themselves.

II. Essay Items

1. __________ is any person, organization, social group, or society at large that has a stake in the

business.

2. ____________ is any organization where people work together.

3. ___________ describes working together agreeably for a common purpose or goal

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References

1. A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in Secondary

Education (2004).

2. Ainscow, M. (2005). ―Developing inclusive education systems: What are the levers for change?‖ In

Journal of Educational Change, 6(2): 109-124.

3. Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and Blackwell: Singapore

4. Alemayehu Teklemariam and Temsegen Fereja (2011). Special Need Education in Ethiopia: Practice

of Special Needs Education around the World. Washington: Gallaudet University Press.

5. Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs Education as a

University Discipline: An Important step on the way to Education for All. In When All Means
All. Hakapaino Oy: Helsinki

6. David F. &, Jenifer L. (2016). A Teacher's Guide to Special Education. Association for
Supervision & Curriculum Development
7. Edward Steinfeld and G. Scott Danford (1999) El1abling Environments: Measuring the Impact of

Environment on Disability and Rehabilitation.

8. Flynn, E. (2011) From rhetoric to Action: implementing the Un convention on the rights of

Persons with Disabilities.

9. Guatemala. Gulland, J. (2019) Gender , Work and Social Control A Century of Disability Benefits.

10. Hallahan D. and Kauffman J. (2018). Exceptional Learners: An Introduction to Special Education (14th

ed).Pearson

11. Hayes, A. M., and Bulat, J., (2017). Disabilities inclusive education systems and policies guide

for low- and middle-income countries. RTI Press Publication No. OP-0043-1707. Research
Triangle Park, NC: RTI Press

12. Hayes, A. M., and Bulat, J., (2017). Disabilities inclusive education systems and policies guide for

low- and middle-income countries. RTI Press Publication No. OP-0043-1707. Research
Triangle Park, NC: RTI Press

13. Heward, L.W. (2006). Exceptional Children: An introduction to special education (8th ed).USA:

Pearson Education, Inc.

14. Heward,L.H.(2006). Exceptional Children: An Introduction to Special Education. New Jersey;

Pearson prentice Hall.

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15. King, L. and S. Schielmann (2004) The Challenge of Indigenous Education: Practice and
perspectives.

16. Loreman, T., Deppeler, J. and Harvey, D. (2005). Inclusive education: a practical guide to supporting

diversity in the classroom. Routledge, Falmer,UK, Taylor and Francis Group.

17. Loreman, T., Deppeler, J. and Harvey, D. (2005). Inclusive education: a practical guide to

supporting diversity in the classroom. Routledge, Falmer,UK, Taylor and Francis Group.

18. Lourens, H., McKinney, E. L. and Swartz, L. (2016). ―Disability and Education: More than Just

Access‖. In The Palgrave International Handbook of Education for Citizenship and Social

Justice. London: Palgrave Macmillan. Paris: UNESCO.

19. Semmel, M. I., Abemathy, T V., Butera, G., & Lesar, S. (1991). Teacher perceptions of the regular

education initiative. Exceptional Children, 58, 9-24.

20. Stainback, W., Stainback, S., & Stefanich, G. (1996). Learning together in inclusive classrooms:

What about the curriculum? Teaching Exceptional Children, 25(3), 14-19.

21. Vannest, K. J., Hagan-Burke, S., Parker, R. I., & Soares, D. A. (2011). Special education teacher

time use in four types of programs. The Journal of Educational Research, 104, 219-230.

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ANSWER KEY TO SELF- CHECK EXERCISES

SELF – CHECK EXERCISE -1

Part-I
1. False 2. True 3. False 4. True
Part-II
1. D 2. B 3. E

SELF – CHECK EXERCISE -2

Part-I
1. True 2. True 3. True
Part-II
1. E 2. E 3. E 4. D
Part- III Possible answers
1.

 Communities
 Activists and advocates:
 The quality education and school improvement movement
 Special educational needs movement
 Involvement of International agencies
 Involvement of NGOs movements, networks and campaigns
 Other factors:

2.

Benefits for Students with Special Needs Education

Benefits for Students without Special Needs Education

Benefits for teachers, family/parents

Benefits for society

3.

 Problems related with societal values and beliefs

 Economic factors
 Lack of taking measures to ensure conformity of implementation of inclusion practice
with policies

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 Lack of stakeholders taking responsibility in their cooperation as well as collaboration

for inclusion
 Conservative traditions among the community members about inclusion
 Lack of knowledge and skills among teachers regarding inclusive education
 Inadequate resources and inaccessibility of social and physical environments
 Large class sizes that make teachers and stakeholders meet students‘ diverse needs
 Globalization and free market policy that make students engage in fierce completion,
individualism

SELF – CHECK EXERCISE -3

Part-I
1. False 2. True 3. True 4. False 5. False
Part-II
1. B 2. D 3. E 4. C 5. A
Part-III
1. Quota systems
2. Audiologists
3. Optimism

SELF – CHECK EXERCISE -4

Part-I
1. Tue 2. True 3. True
Part-II
1. A 2. B 3. D 4. F 5. C

SELF – CHECK EXERCISE -5

Part-I
1. Tue 2. True 3. False 4. True 5. True 6.True
Part-II
1. D 2. E 3. A
Part-III Possible answers
1.

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Agree on a mutually acceptable time and place to discuss the conflict

State the problem as you see it and list your concerns

Let the other person have his/her say

Listen and ask questions

Stick to one conflict at a time — to the issue at hand

Seek common ground

2.

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

SELF – CHECK EXERCISE -6

Part-I
1. Tue 2. False 3. True 4. False 5. True

SELF – CHECK EXERCISE -7

Part-I
1. E 2. E 3. A 4. E

SELF – CHECK EXERCISE -8

Part-I
1. Tue 2. False 3. True 4. True
Part-II
1. A stakeholder

2. A business

3. Cooperative
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 Worksheet 1

Alpha University College

Inclusiveness (SNIE 1012) worksheet, 2015 E.C

Weight: 30 % Submission Date_____________

Part I: True or False Type (10 Points)

Instruction: This part contains FIVE True or False questions. Write “True” if the statement is
correct and “False” if it is incorrect on the answer sheet provided (2 Point Each).

1. Disability does not mean that inability.

2. Conservative traditions among the community members about inclusion is one of the benefit

of inclusion.
3. Tertiary prevention mainly focuses on health promotion and specific protection about a certain
event/problem.
4. Empowerment is the process of enable team members to grow and excel by encouraging them
to solve problems, come up with new ideas and develop new skills.
5. Inclusive education is a foundation for inclusiveness in all aspects of life and It creates
equality and equity among divers population.
II. Essay Items (5%)
Instructions: This part contains TWO questions. Answer the questions by providing the
appropriate responses 2.5 marks each. (NB. Neatness and clear presentations has its own
values)
1. List 3 types of prevention techniques?
2. Mention at least 2 dimensions for inclusive culture?

Part III: Multiple Choice Type Questions (10 Points)

Instruction: This part contains five multiple choice questions. You are required to select
the best answer from the alternatives given and provide the answer on the answer sheet
provided. (2 marks each)

1. The impact of economic conditions on the life of people with disabilities can be reflected in one
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of the following conditions.

A. Absence of an opportunity to participate in political election

B. Lack of resources and facilities that create an enabling environment

C. Lack of opportunities to take part in social and community activities

D. Lack of opportunities to take part in religious activities

2. Women in our community carry much burden at home even when they have disability. This
shows the impact and relationship of disability with______________

A. Religion C. Political views

B. Sex D. Gender

3. Which one of the following can Not be taken as a best example of environmental modification to
create an inclusive environment?

A. Mobility aids C. Job accommodations

B. Communication Aids D. Getting married and having children

4. Which one of the following is not Characteristics of an Inclusive Organization?

A. It accepts diversity C. It is inconsistent

B. It lives its mission D. It accepts change

5. Which one of the following is not an effective resource management in inclusive education
activities?

A. Making resources available for all children as much as possible

B. Providing resources according to students` special needs

C. Arranging resource rooms only for high achieving students

D. Trying to fulfill specialized teachers to treat disabled students

Part IV: Short Answer Questions (_5 Points)

Instructions: This part contains two questions. Answer the questions by providing the right
word or term 2 marks each. (NB. Neatness and clear presentations has its own values)
1.__________________________is a place that is adjusted to individuals‘ needs and not vice
versa.
2. _________________________ is a neurodevelopment disorder defined by impairments in social
and communication development, accompanied by stereotyped patterns of behavior and interest.

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 Inclusiveness Module –Distance Degree

 Worksheet 2

Alpha University College

Inclusiveness (SNIE 1012) worksheet, 2015 E.C

Weight: 30 % Submission Date_____________

Part I: True or False Type (12 Points)

Instruction: This part contains SIX True or False questions. Write “True” if the statement is
correct and “False” if it is incorrect on the answer sheet provided (2 Point Each).

1. Making ramps and elevators accessible is one aspect of creating a welcoming

environment

2. People with impairments/disabilities have no different health needs as compared with

people without disability.

3. Lack of resources or poverty enables a disabled person to function effectively and

properly in a disabling environment.

4. A universal design is a dimension of inclusive culture that focuses on modifying the

environment to address the needs of people with disabilities

5. Human and material resources are basic factors that affect the process of inclusion.

6. Higher expectations and increased collaboration are necessary for inclusion practice.

Part II: Multiple Choice Type Questions ( 10 Points)

Instruction: This part contains TEN multiple choice questions. You are required to select the
best answer from the alternatives given and provide the answer on the answer sheet provided.
(1.5 marks each)

1. A mutual understanding and positive relationship between people which is achieved

through inclusion is known as

A. Democracy B. Peace C. Inclusion D. Classification

2. Restriction of participating in any societal issues affects a person’s ability to function

effectively with a disability. This is the impact of __________ factors on disability.

A. Economic B. Religious C. Social D. Political

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 Inclusiveness Module –Distance Degree

3. A positive growth in economic, social and political aspects of a country that requires all
marginalized and excluded groups to be stakeholders is called

A. Democracy B. Peace C. Inclusion D. Development

4. Which one of the following refers equitable access to all resources, opportunities,
networks and decision-making processes?
A. Culture B. Fairness C. Receptivity D. Representation

5. An action to avoid or remove the cause of health problem in an individual or a population-

before it arises is called

A. Secondary Prevention C. Tertiary Prevention

B. Primary Prevention D. Rehabilitation
6. A psychological factor concerned with whether or not a person believes that he//she can
accomplish a desired outcome:
A. Personality disposition B. Self-efficacy belief
C. Coping pattern D. Political control E. None

7. When there is work injury in the workplace, the employer should be compensated the injured
one. This statement more refers:

A. Quota system B. Social enterprises C. Workers compensation D. Supported employment

8. Which one of the following can be taken as an example of environmental modification to

create inclusive environment?

A. Mobility aids B. Communication aids C. Job accommodations D. All

9. Inclusion is unnecessary for enhancing one of the following.

A. Peace B. Development C. Democracy D. Segregation E. None
10. One of the following cannot be considered as a means of establishing inclusive culture.
A. Empowerment B. Humility C. Courage D. Accountability E. None

Part III: Short Answer Questions (3 Points)

Instructions: This part contains THREE questions. Answer the questions by providing the
right word or term1 mark each. (NB. Neatness and clear presentations has its own values)

1. _______________________________________actions to detect a health and disabling

conditions at an early stage in an individual or a population.
2. _______________________________________ is the general tendency to view the world,
others, and oneself unfavorably.
3. ________________________________________is a dimension of an inclusive culture that
involves providing services and constructing structures that are accessible and available to all
kinds of people without discrimination.

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 Inclusiveness Module –Distance Degree

Alpha University College

Inclusiveness (SNIE 1012) answer sheet 1 for worksheet 1,

Weight: 30 % , 2015 E.C

Part I: True or False Type (10 %)

Instruction: This part contains FIVE True or False questions. Write “True” if the statement is
correct and “False” if it is incorrect on the answer sheet provided (2 Point Each).
True/False Items (2 mark each, 10%) Choice Items (2 poin each,
10%)

1. True 1. B
2. False 2. D
3. False 3. D
4. True 4. C
5. True 5. C
II. Essay Items (5%)
Instructions: This part contains TWO questions. Answer the questions by providing the
appropriate responses 2.5 marks each. (NB. Neatness and clear presentations has its own
values)
1. A) Primary prevention.

B) Secondary prevention.

C) Tertiary prevention

2. A) Universal Design

B) Recruitment, Training and Advancement Opportunities

C) Workplace Accommodations and Accessibility: Policy & Practice

Part IV: Short Answer Questions (_5 %)

Instructions: This part contains two questions. Answer the questions by providing the right
word or term 2 marks each. (NB. Neatness and clear presentations has its own values)
1. Inclusive environment

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 Inclusiveness Module –Distance Degree

2. Autism

Alpha University College

Inclusiveness (SNIE 1012) answer sheet 2 for worksheet 2

Weight: 30 %, 2015 E.C

Part I: True or False Type (12 %)

Instruction: This part contains SIX True or False questions. Write “True” if the statement is
correct and “False” if it is incorrect on the answer sheet provided (2 Point Each).

True/False Items (2%) Choice Item (1.5 point each,

15%)

1. True 1. B 7. C

2. False 2. C 8 D

3. False 3. D 9. D

4. True 4. B 10. E

5. True 5. B

6. True 6. B

Part III: Short Answer Questions (3 Points)

Instructions: This part contains THREE questions. Answer the questions by providing the
right word or term 1 mark each. (NB. Neatness and clear presentations has its own values)

1. Secondary prevention (early intervention)

2. Pessimism

3. Universal design

113