Wolaita Sodo University

Course Title : Inclusiveness

Credit hours: 2
Course code: SNIE 1012
Mihret Tessema

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Chapter 1: Understanding Disabilities and Vulnerabilities

Chapter Contents

1.1. Definitions of disability and vulnerability

1.2. Types of disabilities and vulnerabilities

1.3. Causes of disability and vulnerability

1.4 . Historical movements from segregation to inclusion

1.5. The effects of attitude on the move towards inclusion

1.6 . Models of disability 2

1.1. Definitions of Basic Terms (Impairment, Disability and Handicap)

A. Impairment
• means a lack/abnormality of an anatomic, physiological or psychological structure or

function or deviation on a person.

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

or function.

• is the absence of particular body part or organ.

• also a condition in which the body exists but doesn‘t function.

• It is Physical construct.

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B. Disability
• The term disability is ambiguous as there is no single agreement on the concept

(Mitra, 2006)
• It is not synonymous with AKAL-GUDATENGA

• (የአካል ጉዳተኛ) meaning impairment

• The concept of disability is complex, dynamic and multidimensional (WHO and World Bank,

2011).

• The full inclusion of people with impairments in society can be inhibited by:

1. Attitudinal (societal barriers, such as stigma)

2. Physical barriers (environmental barriers), and

3. Policy barriers (systemic barriers)

• Where all together can create a disabling effect and inhibit disability inclusive development.

• Disability; functional difficulty of any person as results of impairments

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• If these problems addressed, impairment may not lead to disability.
• What is disability?
 Medical Approach
 Social Approach

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 views the disabled person as needing to ―”fit in ”

rather than thinking about how society itself should change.

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The Social definition of disability:

• Disability is a highly varied and complex condition with a

range of implications for social identity and behaviour.

• 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
information, communication and education, which prevent
persons with disabilities from participating on equal terms.
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Generally,
• The limitation, restriction, or disadvantage
imposed on an individual’s functioning as a result
of the impairment.
• It is any restriction or lack of ability to perform
an activity in a manner or with in the range
considered normal for human being.
• It is a reduction in function. It usually results
from impairment. It is a functional construct.
• It limits a person’s ability to perform certain
tasks such as seeing, hearing, walking in the
same manner in which non-disabled people do.
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Causes of disability

1. Genetic Causes

• Abnormalities in genes and genetic inheritance

can cause intellectual disability in children.

• In some countries, Down syndrome is the most

common genetic condition.

• Sometimes, diseases, illnesses, and over-exposure

to x-rays can cause a genetic disorder. 8
2. Environmental
• Poverty and malnutrition in pregnant mothers can cause a deficiency in vital
minerals and result in deformation issues in the unborn child.

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

• The use of drugs, alcohol, tobacco, the exposure to certain toxic chemicals and
illnesses, toxoplasmosis, cytomegalovirus, rubella and syphilis by a pregnant
mother can cause intellectual disability to the child.

• Childhood diseases

• This can cause damage to the brain of the child.

• Toxic material such as lead and mercury can damage the brain too.
• Unfortunate life events such as automobile accidents, falls and so on can result in people
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losing their sight, hearing, limbs and other vital parts of their body and cause disability.
3. Unknown Causes

• The human body is a phenomenal thing.

• Scientists have still not figured out what and how some things in the
body, cells, brain, and genes come about.

• Humans have still not found all the answers to all the defects in the
human body.

4. 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 them to take care of themselves
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C. Handicap:
• Handicap is a social construct that an individual with
disability is not able to perform what he/she is expected
by society due to the impairment experienced.
• A limitation of opportunities to take part in life of the
community.
• Social environment is more disabling than the disability
itself.
• results when an individual is placed at an actual or
perceived disadvantage in the performance of normal life
functions because of personal and social expectations and
attitudes toward the impairment.
• The term handicap has more negative connotation than
the terms impairment and disability. 11
Some type of Impairment :
• Some nine major impairment are:

A. Visual impairment:- 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 be able to perceive slowly moving lights or colours.
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 Low Vision (weak sighted)

• Those having significant visual problems but still use their

vision as their primary sense for learning.
• 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.
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B. Hearing Impairment

• Different people define the term hearing impairment

differently.

• Differ to different countries and people

• 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. 14
• Hard of Hearing(Partially hearing pupils )

• Persons with enough residual hearing usually with

hearing aid.
• "A hearing impairment, whether permanent of
fluctuating, which adversely affects a child's
educational performance but which is not included
under the definition of 'deaf'." Whelan, R. J. (1988).
• Deaf: Those who have difficulty understanding speech,
even with hearing aids but can successfully
communicate in sign language. 15
C. 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
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 to do mathematical calculations
Specific learning disability
• The term includes such conditions as
c
 perceptual disabilities,
 brain injury,
 minimal brain dysfunction,
 Dyslexia (difficulty in reading and spelling), and
 loss of the ability to understand or produce speech b/c of brain damage.

• The term does not include learning problems that are primarily the result
of
 visual, hearing, or motor disabilities;
 intellectual disability;
 emotional disturbance; or
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 environmental, cultural, or economic disadvantage.
• Learning disabilities should not be confused with
learning problems which are primarily the result
of visual, hearing, or motor handicaps; of
intellectual disability; of emotional disturbance;
or of environmental, cultural or economic
disadvantages.
• Generally speaking, people with learning
disabilities are of average or above average
intelligence. 18
• This is why learning disabilities are referred to as hidden
disabilities:
 the person looks perfectly
 normal and seems to be a very bright and intelligent person,
 yet may be unable to demonstrate the skill level expected
from someone of a similar age.

• A learning disability cannot be cured or fixed; it is a lifelong

challenge.

• However, with appropriate support and intervention, people with

learning disabilities can achieve success in school, at work, in
relationships, and in the community. 19
Types of Specific Learning Disabilities
1. Auditory Processing Disorder (APD)

• Also known as Central Auditory Processing Disorder

• 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.

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2. 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.
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3. Dysgraphia
• Dysgraphia is a specific learning disability that affects
a person‘s handwriting ability and fine motor skills.
• Problems may include:
 illegible handwriting,

 inconsistent spacing,

 poor spatial planning on paper,

 poor spelling, and

 difficulty composing writing as well as thinking and writing at

the same time.
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4. 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, writing, spelling, and sometimes speech and can exist along with
other related disorders.

• Dyslexia is sometimes referred to as a Language Based

Learning Disability. 23
5. 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.
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6. 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.
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D. Speech and Language Impairments
• Speech and language impairment means a
communication disorder such as
 stuttering,

 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.
. 26
E. Autism
• 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.
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• Autism is pervasive developmental disorder
characterized by
 lack of normal sociability,
 impaired communication and
 repetitive obsessive behaviour
• Linked to Profound Learning Disability (PLDs) are
further impairments in the production of speech.
• Among these are
i. personal pronouns reversal for instance the use of ―(I)
instead of ―(you) and vice-versa,
ii. the misuse of such prepositions as ―(in), ―(on), ―(under),
―(next to) (...), and
iii. the prevalence, in speech, of echolalia (formal repetition of
other‘s utterances )(Arron and Gittens, 1999)
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F. Emotional and Behavioural Disorders
• According to Individuals with Disabilities Education Act (IDEA), the
term Emotional and Behavioural Disorders means a condition
exhibiting one or more of the following characteristics over a long
period of time and to a marked degree that adversely affects educational
performance
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 behaviour or feelings under normal circumstances;

4. A general pervasive mood of unhappiness or depression;

5. A tendency to develop physical symptoms or fears associated with personal or

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school problems.
Classification of behavioural and emotional disorders

• 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).

• 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.

• 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.

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• 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.

• Psychotic behaviour: These individuals show more odd behaviour.

• They may hallucinate, deal in a fantasy world and may even talk
in non sense

• Motor excess: These students are hyperactive. They cannot sit nor
listen to others nor keep their attention focused.

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• Kauffman (1993) conclude that emotion or behavioural
disorders fall into two broad classifications:
1. Externalizing Behaviour: also called under controlled
disorder, include such problems disruptiveness, fighting,
irresponsibility, jealous, anger, attention seeking etc…

2. Internalizing Behaviour: 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
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Causes of behavioural and emotional disorders
Behavioural and emotion disorders result from many causes, these includes the

following.

• Biological- includes genetic disorders, brain damage, and malnutrition,

allergies, and damage to the central nervous system.

• Family factors- include family interactions, family influence, child abuse,

neglect, and poor disciplinary practices at home.

• Cultural factors- include some traditional and cultural negative practices, for

example watching violence and sexually oriented movies and TV programs

• Environmental factors- include peer pressure, living in poor areas, and

schooling practices that are unresponsive to individual needs.

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G. Intellectual Disability
• Intellectual disability is a disability characterized
by significant limitations in both
intellectual functioning and
in adaptive behaviour, which covers many everyday
social and practical skills.

• This disability originates before the age of 18.

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• An individual is considered to have an intellectual
disability 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 test score of around 70 or as high as 75
indicates a limitation in intellectual functioning
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IQ classification
IQ Range ("deviation
IQ Classification
IQ")
130 and above Very Superior

120–129 Superior

110–119 High Average

90–109 Average

80–89 Low Average

70–79 Borderline

69 and below Extremely Low

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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 everyday lives.

• Conceptual skills- language and literacy; money, time, and number

concepts; and self-direction.

• Social skills- interpersonal skills, social responsibility, self-esteem,

innocence (i.e., suspicion), social problem solving, and the ability to
follow rules/obey laws and to avoid being victimized.

• Practical skills- activities of daily living (personal care), occupational

skills, healthcare, travel/transportation, schedules/routines, safety, use
of money, use of the telephone. 37
• People with intellectual disabilities academic learning can be
affected, as well as their ability to adapt to home, school, and
community environments are presented under the following
sub-headings:
 General Cognition: People with intellectual disabilities vary

physically and emotionally, as well as by personality,

disposition, and beliefs.
 Learning and Memory: The learning and memory capabilities

of people with intellectual disabilities are significantly below

average in comparison to peers without disabilities. 38
• Attention: Children with intellectual disabilities may have
difficulty distinguishing and attending to relevant questions in
both learning and social situations.

• Adaptive Skills: The adaptive skills of people with intellectual

disabilities are often not comparable to those of their peers
without disabilities.

• Speech and Language: People with intellectual disabilities

may have delayed speech, language comprehension and
formulation difficulties.

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

• Academic Achievement: The cognitive difficulties of children

with mild to moderate intellectual disabilities lead to persistent
problems in academic achievement

• Physical characteristics: Children with intellectual disabilities

with differing biological etiologies, may exhibit coexisting
problems, such as physical, motor, visual and auditory
impairments, and health problems

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H. Physical disability/Orthopedic Impairment and Health impairment

• Physical disability is a condition that interferes with the individual‘s

ability to use his or her body.

• Many but not all, physical disabilities are orthopaedic impairments.

• The term orthopaedic impairment generally refers to conditions of

muscular or skeletal system and sometimes to physical disabling

conditions of the nervous system.

• Health impairment is a condition that requires ongoing medical

attention. It includes asthma, heart defects, cancer, diabetes,

HIV/AIDS, etc.

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Classification and Characteristics

• 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.

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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.

• These individuals may have motor skill deficits that can range from mild in

coordination to paralysis of the entire body.

• Additional problems that can be associated with cerebral palsy include

learning disabilities, mental retardation. Seizures, speech impairments,

eating problems, sensory impairments, and joint and bone deformities

such as spinal curvatures and contractures (permanently fixed, tight

muscles and joints).

• Approximately 40 percent of those with cerebral palsy have normal

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intelligence; the remainders have from mild to severe retardation.
• Epilepsy:-is disorder that occurs when the brain cells are not

working properly

• Some children and youth will epilepsy have only a momentary loss

of attention; others fall to the floor and then move uncontrollably

• Fortunately, once epilepsy is diagnosed, it can usually be controlled

with medication and does not interfere with performance in school.

• Most individuals with epilepsy have normal intelligence.

• Epilepsy is a condition that affects 1 to 2 percent of the population.

• It is characterized by recurring seizures, which are spontaneous

abnormal discharge of electrical impulses of the brain. 44

I. Vulnerability

• Vulnerable means being at risk of being harmed.

• Everyone can be harmed, so being vulnerable is part of being human.

• In principle, everyone is vulnerable to some adverse event or circumstance,

but some people are more vulnerable than others.

• 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,

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libraries or medical services;
3. Lack of social support from social networks: no assistance from
family members, friends, neighbours 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 behaviour 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.

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Causes of Vulnerability
• Vulnerability may be caused by
 rapid population growth,
 poverty and hunger,
 poor health,
 low levels of education,
 gender inequality,
 fragile and hazardous location,
 lack of access to resources and services, including knowledge
and technological means,
 disintegration of social patterns (social vulnerability).
• Other causes includes; lack of access to
information and knowledge, lack of public
awareness, limited access to political power and 47
• 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
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biodiversity.
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 49
• People who are helped by others (who are then restricted by
commitments) are still vulnerable people, which includes
the following extracted from various researches.
 women
 Children
 Minorities (ethnic ,cultural and linguistic minority, religious minority )
 Poverty (poor)
 Disabilities
 Age (old and very young children)
 Illiteracy and less education
 Sickness
 Gifted and Talentedness (vulnerable for socio-emotional developments
50 )
Chapter 2: Concept of Inclusion

• The specific contents addressed in the chapter include:

 definition of inclusion,
 concept of inclusion,
 inclusion shift from special education and integrated education,

 rationale for inclusion,

 factors that influenced development of inclusion,
 benefits of inclusion to students, teachers‘ parents and society,

 inclusive school and classroom environment,

 strategies to implement inclusion in teaching and learning processes and
barriers to inclusion. 51
Definition of Inclusion
• 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,
 respecting characteristics and learning expectations of the
students and communities and
eliminating all forms of discrimination

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• Inclusion is seen as a process of addressing and responding to the

diversity of needs of all persons through increasing

participation in learning, employment, services, cultures and

communities, and reducing exclusion at all social contexts.

• It involves changes and modifications in content, approaches,

structures and strategies, with a common vision which covers all

people

• inclusion is defined as having a wide range of strategies, activities

and processes that seek to make a reality of the universal right to

quality, relevant and appropriate education and services. 53

• The definition has the following components:
1) Concepts about learners
Education is a fundamental human right for all people

Learning begins at birth and continues throughout life

All children have a right to education within their own

community
 Everyone can learn, and any child can experience

difficulties in learning
 All learners need their learning supported child-focused
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teaching benefits all children.
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
 It promotes school improvement – makes effective school
 It involves whole school approach and collaboration
between partners.

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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.

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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.
 It helps to use appropriate resources and support within schools
and at local levels for the needs of different children, e.g.
mother tongue tuition, Braille, assistive
devices. 57
2. Principles of Inclusion
• The fundamental principle of inclusion is that all persons should learn, work and live together

• UNESCO (2005) has provided four major inclusion principles that support inclusive practice. These

include:

1. Inclusion is a process. It has to be seen as a never-ending search to find better ways of responding to

diversity.

2. Inclusion is concerned with the identification and removal of barriers that hinders the development.

3. Inclusion is about the presence, participation and achievement of all persons.

A)Presence‘ is concerned with where persons are provided and how reliably and

punctually they attend;

B)participation‘ relates to the quality of their experiences and must incorporate the views of learners/and

or workers and

C)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. 58
Rationale for Inclusion

• s
Implementation of inclusion has number of rationales. The major ones 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
 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
59 and
• Legal Foundations
 s
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 legal reasons to separate children for their education

• Economic Foundation
 Inclusive education has economic benefit, both for individual and for society.

 Inclusive education is more cost-effective than the creation of special schools across the country.

 Children with disabilities go to local schools

 Reduce wastage of repetition and dropout

 Children with disabilities live with their family use community infrastructure

 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 60

Factors that Influenced Development of Inclusion
• Inclusiveness originated from three major ideas.
These include:

1. inclusive education is a basic human right;

2. quality education results from inclusion of students

with diverse needs and ability differences, and

3. there is no clear demarcation(limited boundary)

between the characteristics of students with and
without disabilities and vulnerabilities. 61
• 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 favour 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 (e.g. disabled activists; parents advocating

for their children; child rights advocates; and those advocating for women/girls and minority ethnic

groups).

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.

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.

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5. Involvement of International agencies: the UN is a major influence

on the development of inclusive education policy and practice.

• Major donors have formed a partnership – the Fast Track Initiative

– to speed progress towards the EFA goals. E.g. UNESCO, etc.

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.
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Benefits of Inclusion

• It is now understood that inclusion benefits communities, families,

teachers, and students by ensuring that children with disabilities attend
school with their peers and providing them with adequate support to
succeed both academically and socially.

1. Benefits for Students with Special Needs Education

• In inclusive settings people will develop:

 Appropriate models of behaviour. They can observe and imitate socially acceptable
behaviours of the students without special needs
 Improved friendships with the social environment

 Increased social initiations, interactions, relationships and networks

 Gain peer role models for academic, social and behaviour skills 64
 Increased achievement of individualized educational program
(IEP) goals
 Greater access to general curriculum
 Enhanced skill acquisition and generalization in their learning
 improved academic achievement which leads to quality
education service
 Attending inclusive schools increases the probability that
students with SEN will continue to participate in a variety of
integrated settings throughout their lives (increased inclusion in
future environments that contribute building of inclusive
society).
 Improved school staff collaboration to meet these students‘
needs and ability differences
 Increased parental participation to meet these students‘ needs
and ability differences
65
 Enhanced families integration into the community
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 SNE in inclusive school settings.
 Gain knowledge of a good deal about tolerance, individual difference, and
human exceptionality.
 Learn that students with SNE 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. For some, exposure to these areas may lead to career choices.
 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
 Have increased academic outcomes
 have opportunity to learn to communicate, and deal effectively with a wide
range of individuals; this prepares them to fully participate in society when they
66
are adults that make them build an inclusive society
Benefits for Teachers
• They have more opportunities to learn new ways to teach different
kinds of students.
• They gain new knowledge, such as the different ways children learn
and can be taught.
• They develop more positive attitudes and approaches towards different
people with diverse needs.
• They have greater opportunities to explore new ideas by
communicating more often with others from within and outside their
school, such as in school clusters or teacher networks, or with parents
and community members.
• They can encourage their students to be more interested, more creative
and more attentive
• They can experience greater job satisfaction and a higher sense of
accomplishment when ALL children are succeeding in school to the
best of their abilities.
• They get opportunities to exchange information about instructional
67
activities and teaching
Benefits for Parents/Family
• Learn more about how their children
• are being educated in schools with their peers in an inclusive
environment
• Become personally involved and feel a greater sense of
accomplishment in helping their children to learn.
• Feel valued and consider themselves as equal partners in
providing quality learning opportunities for children.
• Learn how to deal better with their children at home by
using techniques that the teachers use in school.
• Find out ways to interact with others in
the community, as well as to understand and help solve each
other‘s problems.
• Know that their children—and ALL children—are receiving
a quality education. 68
Benefits for Society

• Communities become more accepting of difference, and everyone benefits

from a friendlier, open environment that values and appreciates differences in

human beings.

Ultimate Goal of Inclusion

• The goal of inclusive education is to create schools where everyone belongs.

• By creating inclusive schools, we ensure that there‘s a welcoming place in

the community for everyone after their school year‘s end.

• Inclusive growth which is equitable that offers equality of opportunity to all

as well as protection in market and employment transitions results from

inclusive society
69
Features of Inclusive Environment

• An inclusive environment is one in which members feel

respected by and connected to one another.

• An inclusive environment is an environment that welcomes all

people, regardless of their disability and other vulnerabilities.

• It has the following major characteristics:

 it ensures the respect and dignity of individuals with disabilities

 it meets current accessibility standards to the greatest extent possible

to all people with special needs

70
Inclusive Environments
• It develops whole-school/environment processes that promote
inclusiveness and quality provisions
• It recognizes and responds to the diverse needs of their individuals
• 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 is alert to and uses a range of multi-skilled personnel to assist
people in their learning and working environment.
• It strives to create strong links with others
• It develops social relationships as an equal member of the class.
71
Barriers to Inclusion
• the policy-practice gap
• the community and policy makers negative attitude towards students with
disability and vulnerabilities
• Economic factors- this is mainly related with poverty of family, community and
society at large
• Lack of 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
• Rigid curricula, teaching method and examination systems that do not consider
students with dives needs and ability differences.
• Inadequate resources and inaccessibility of social and physical environments
• Globalization and free market policy that make students engage in fierce
completion, individualism and individuals‘ excellence rather than teaching
through cooperation, collaboration and group excellence.
• Using inclusive models that may be imported from other countries 72
Chapter 3: Identification and Differentiated services

Impact of Disability and Vulnerability on daily life

3.1Factors related to the person

• People respond to disabilities in different ways.

• Some react negatively and thus their quality of life is

negatively affected.
• Others choose to focus on their abilities as opposed to
their disabilities and continue to live a productive life.
73
• 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.

• Congenital disabilities are disabilities that have always been present, thus
requiring less of an adjustment than an acquired disability.

2. The Individual’s Personality - the individual personality can be typically

positive or negative, dependent or independent, goal-oriented or laissez-faire

74
.
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. 75
• Common effects of a disability may include but not limited to
 health conditions of the person;
 mental health issues including anxiety and depression;
 loss of freedom and independence;
 frustration and anger at having to rely on other people;
 practical problems including transport, choice of activities, accessing
buildings;
 unemployment;
 problems with learning and academic study;

 loss of self-esteem and confidence, especially in social situations.

• But all these negative effects are due to restricted environments,

not due to impairments. 76
3.2. 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 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. 77
• wealthy communities are more able to provide
environmental supports such as accessible public
transportation and public buildings or support
payments for personal assistance benefits.

78
3.3 Political Factors and Disability

• The political system, through its role in designing public policy, can and does have

a profound impact.

• If the political system is well enforced it will profoundly improve the prospects of

people with disabling conditions for achieving a much fuller participation in society

3.4 Psychological Factors of Disability- constructs

• how disability and disabling conditions are perceived and experienced

• Four psychological constructs (three cognitive processes & personality

disposition(optimism))
1. Social Cognitive Processes

• Cognition consists of thoughts, feelings, beliefs, and ways of viewing the world,

others, and ourselves.

79
• Three interrelated cognitive processes have been
selected to illustrate the direct and interactive
effects of cognition on disability.
• These are
self-efficacy beliefs (concerned with whether or not a
person believes that he or she can accomplish a desired
outcome )
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) and
coping patterns (refer to behavioural and cognitive efforts to
manage specific internal or external demands that tax or
exceed a person's resources to adjust)
• which all these are socially constructed 80
2. Personality Disposition
• Optimism is a personality disposition that is a
personality disposition or trait that can mediate how
disabling conditions are experienced.
• 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
81
coping strategies than pessimists.
3.5 The Family and Disability
• The family can be either an enabling or a disabling factor
for a person with a disabling condition.
• Families can be enabling to people with functional
limitations by providing :
 tangible services as housekeeping and transportation

 personal assistance in activities of daily living

 economic support to help with the purchase of assistive

technologies
 emotional support which is positively related to well-being
82
across a number of conditions
Needs of Persons with Disabilities and Vulnerabilities

• 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;

• Analyzing the human beings, Maslow has identified five categories of

needs, with different priority levels

• 1).survival (physiological), 2).safety, 3).social needs, 4).esteem, and

5).self-actualization (fulfilment).

• Maslow‘s model is also valid for persons with disabilities and

83
vulnerabilities, whose needs are similar to those of ordinary persons.
Self –  Self actualization-
actualization self fulfilment needs
Achieving one;s  Esteem needs
potential, including &belongingness and
creative activities love- psychological
Esteem needs:
Prestige and feeling of needs
accomplishment  Safety
&physiological
needs- basic needs
Belongingness & love needs:
Intimate relationships, friends

Safety needs:
Security , safety

Physiological needs:
Food, water, warmth, rest
84
• persons with disabilities and vulnerabilities have socio-

emotional, psychological, physical and social environmental

and economic needs in general.

• The following list but not last are basic needs of persons

with disabilities and vulnerabilities to ensure equality for all

within our society :

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

b) An accessible Transport system

c) Technical aids and equipment

d) Accessible/adapted housing 85
e). Personal Assistance and support

f). Inclusive Education and Training

g) An adequate Income

h) Equal opportunities for Employment

i) Appropriate and accessible Information

j) Advocacy (towards self-advocacy)

k) Counselling

l) Appropriate and Accessible Health Care

86
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.
87
• These social protection measures may include poverty reduction
schemes; cash transfer programs, social and health insurance,
public work programs, housing programs, disability pensions
and mobility grants.
• Social protection from a rights-based approach must accommodate
the needs of persons with disabilities and vulnerabilities.
• Traditional disability-related social welfare schemes have mainly
focused on poverty rather than taking into account specific
challenges faced by persons with disabilities and vulnerabilities;
particularly active participation in education, access to health and
employment.
88
• The right of persons with disabilities to social protection is recognized by
 the 1948 Universal Declaration of Human Rights (UDHR),

 the 1966 International Covenant on Economic, Social and Cultural Rights

(ICESCR) and,
 more specifically, the 2006 UN Convention on the Rights of Persons with
Disabilities (CRPD).

• Article 28 of the CRPD in particular recognizes the right of persons with

disabilities to an adequate standard of living and to social protection, ensuring
the enjoyment of both rights without discrimination on the basis of ability.
• Furthermore, the Social Protection Floors Recommendation (No. 202)
recognizes the importance of national social protection floors to provide basic
social security guarantees to all persons, including persons with disabilities and
vulnerabilities, across the life cycle (with priority given to poverty, vulnerability,
and social exclusion). 89
Gender and disability
• The importance of work and the daily activities required of
living in the country are paramount in considering gender.
• For the male and female with disabilities and vulnerable
groups, work is universally seen as important, whether paid
work or voluntary.
• However, there are issues around how masculinity in rural
areas is constituted.
• Work, particularly paid work, is also important for many of
the female contributors. 90
Identity and disability

• People with disabilities are not primarily clients or

service users but rather are known members of their

communities with a shared and, at times, intergenerational

history.

• Identity marked by disability is complex and multilayered;

relationships, outside of paid, formalized service settings.

• New technologies, determination and interests shape

differing identities for people who are active agents in their

91
own lives.
• Disability as part of an individual‘s identity is seen by some
as a struggle.
• This is often two fold:

1. Internally to individuals and their sense of self and, too

often, in the way they are perceived and constructed by
those around them. pre-established identity

2. An acquired disability is experienced as challenging the

nature of one‘s internal pre-established identity and as a
struggle to change the perceptions and attitudes of others
and the physical environment in which a person lives
92
Belongingness and disability

• Belonging is a complex concept involving an attachment to place,

relationships with others, a sense of safety, common values and a shared

and/or developing history.

• Belonging is also an internal sense of being at home in one‘s own body and

mind.

• Persons with disabilities and vulnerable groups have struggled to come to

terms with a body and mind which seem unfamiliar to them, in which they

have to make adjustments or accommodations both for themselves and in terms

of their relationships with others.

• This internal negotiation and navigation shape their engagement with their
93
social worlds, particularly in rural communities.
Intersectionality
• Social structures and norms surrounding age are particularly significant,
shaping the kind of lives people have and their experience of gender and
identity.
• They have particular implications for people‘s attachment to place and
their aspirations and desires for the future.
• The following matters, too, in terms of the support that family and
services can offer in a rural environment
 Age
 The wider contextual values and economic and social changes
 Religious values
 Gender roles
94
 Economic changes, poverty
The Health Care Needs of Persons with Disabilities and

Vulnerabilities

• People with disabilities report seeking more health care than

people without disabilities and have greater unmet needs.

• For example, a recent survey of people with serious mental

disorders, showed that between 35% and 50% of people in

developed countries, and between 76% and 85% in

developing countries, received no treatment in the year

prior to the study. 95

• People with disabilities are particularly vulnerable
to deficiencies in health care services.
• Depending on the group and setting, persons with
disabilities may experience greater vulnerability
to :
 secondary conditions,

 co-morbid conditions,

 age-related conditions,

 engaging in health risk behaviours and

 higher rates of premature death. 96

A) Secondary conditions: conditions occur in addition to (and are related to) a primary
health condition, and are both predictable and therefore preventable. Examples
include pressure, ulcers, urinary tract infections, osteoporosis (the bones become
weak & are easily broken) and pain.

B) Co-morbid conditions: conditions occur in addition to (and are unrelated to) a

primary health condition associated with disability. For example the prevalence of
diabetes in people with schizophrenia is around 15% compared to a rate of 2-3% for
the general population.

C) Age-related conditions: The ageing process for some groups of people with
disabilities begins earlier than usual. For example some people with developmental
disabilities show signs of premature ageing in their 40s and 50s.

D) Engaging in health risk behaviours: Some studies have indicated that people with
disabilities have higher rates of risky behaviours such as smoking, poor diet and
physical inactivity.

97
Barriers to Health Care for Persons with Disabilities and Vulnerable Groups
• People with disabilities encounter a range of barriers when they attempt to access health
care including the following.

a) Prohibitive costs: Affordability of health services and transportation are two main
reasons why people with disabilities do not receive needed health care in low-income
countries - 32-33% of non-disabled people are unable to afford health care compared
to 51-53% of people with disabilities.

b) Limited availability of services: The lack of appropriate services for people with
disabilities is a significant barrier to health care. Eg. In rural areas

c) Physical barriers: Uneven access to buildings (hospitals, health centres),

inaccessible medical equipment, poor signage, narrow doorways, internal steps,
inadequate bathroom facilities, and inaccessible parking areas create barriers to health
care facilities.

d) Inadequate skills and knowledge of health workers : they reported twice inadequate
skill, four times badly treated, three times being denied care. 98
Addressing for Inclusive Barriers to Health Care
• Governments and professionals can improve health outcomes for people with

disabilities by improving access to quality, affordable health care services, which

make the best use of available resources.

• As several factors interact to inhibit access to health care, reforms in all the

interacting components of the health care system are required.

a) Policy and legislation: Assess existing policies and services, identify priorities

to reduce health inequalities and plan improvements for access and inclusion.

• Make changes to comply with the CRPD. Establish health care standards related

to care of persons with disabilities with enforcement mechanisms

99
b) Financing: Where private health insurance dominates health care financing,

ensure that people with disabilities are covered and consider measures to

make the premiums affordable.

• Use financial incentives to encourage health-care providers to make services

accessible and provide comprehensive assessments, treatment, and follow ups.

c) Service delivery: Provide a broad range of modifications and adjustments

(reasonable accommodation) to facilitate access to health care services.

• Empower people with disabilities to maximize their health by providing

information, training, and peer support.

• Promote community-based rehabilitation (CBR) to facilitate access for

disabled people to existing services.

100
d) Human resources: Integrate disability inclusion

education into undergraduate and continuing

education for all health-care professionals.
• Train community workers so that they can play a
role in preventive health care services.
• Provide evidence-based guidelines for assessment
and treatment.

101
Disability, vulnerability and the Environment
• Cultural norms affect the way that the physical and social
environments of the individual are constituted.
• Disability is not inherent in an individual but is, rather, a
relational concept—a function of the interaction of the person
with the social and physical environments.
• The amount of disability that a person experiences, depends
on both
1. the existence of a potentially disabling condition (or limitation)
and
102
2. 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
1. positive and enabling (and serves to compensate for the
condition, ameliorate (to make sth better) the
limitation, or facilitate one's functional activities) or
2. negative and disabling (and serves to worsen the
condition, enhance the limitation, or restrict one's
103
functional activities).
• The physical and social environments comprise factors external to the
individual, including family, institutions, community, geography, and the
political climate.

• psychological environment is conceptualization of environment ( one's

intrapersonal), 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
104
 psychological factors.
Some Enabling and Disabling Factors in the Physical Environment

Type of Environment
Type of
Factor Natural Environment Built Environment

Dry climate Ramps (path, building, road)

Enabling

Flat terrain (flat area of land) Adequate lighting

Clear paths Braille signage

Snow Steps
Disabling

Rocky terrain Low-wattage lighting

High humidity (amount of water Absence of flashing light 105
in the air) alerting systems
• The environmental matters may be conceived of as having two major
parts: the physical environment and the social and psychological
environments.

• The physical environment may be further subdivided conceptually into

1/ the natural environment and 2/ the built environment.

• Three types of attributes of the physical environment need to be in

place to support human performance:

1. object availability- objects must be on location to use

2. accessibility- the ability of people to get to a place or to use a

device

3. availability of sensory stimulation -include visual, tactile, or

106
auditory cues, serves as a signal to promote responses
A) The Natural Environment

• The natural environment may have a major impact on whether a

limitation is disabling.

• The natural environment, including topography and climate, affect

whether or to what degree a functional limitation will be disabling

B) The human made Environment

• Built objects are created and constructed by humans and vary

widely in terms of their complexity, size, and purpose.

• Built objects are created for utilitarian reasons and also for an outlet

for creativity. 107

Rural environment, Disability and Vulnerability
• People with disabilities, vulnerabilities and marginalized groups have no voices
about their lives and what rural living means to them.
• Physical landscapes are infused with social meaning and that the feelings we
have for particular places are built up through an accumulation of experiences
that invoke strong emotional responses.
• Rurality must be considered as more than an issue of context or setting.
• Persons with disabilities, vulnerable and marginalized groups living in rural
areas have
 double disadvantaged due to their impairments and
vulnerabilities and unfavourable physical and social
environment.

108
Creating Welcoming (Inclusive) Environment

• External environmental modifications can take many forms.

• These can include:

 assistive devices,

 alterations of a physical structure,

 object modification, and

 task modification.

• These environmental modifications may well be an effort at primary

prevention because the equipment may provide a safety net and

prevent disabling conditions that can occur through lifting and transfer

of individuals who may not be able to do it by themselves. 109

• Rehabilitation must place emphasis on addressing
the environmental needs of people with disabling
conditions.
• Environmental strategies can be effective in
helping people function independently and not
be limited in their social participation, in work,
leisure or social interactions as a spouse, parent,
friend, or co-worker.
110
• Examples of Environmental Modification

1. Mobility aids
• Hand Orthosis

• Mouth stick

• Prosthetic limb

• Wheelchair (manual and/or motorized)

• Canes (kezera)

• Crutches (one or two long sticks that you put under your
arms to help you walk)
• Braces (medagafiya) 111
2. Communication aids
• Telephone amplifier or TDD

• Voice-activated computer

• Computer-assisted note taker

• Print enlarger

• Reading machines

• Books on tape

• Sign language or oral interpreters

• Braille writer

• Communication boards FM, audio-induction loop, or infrared

112
systems
3. Accessible structural elements
• Ramps Elevators

• Wide doors

• Safety bars

• Non-skid floors

• Sound-reflective building materials

• Enhanced lighting

• Electrical sockets that meet appropriate reach ranges

• Hardwired flashing alerting systems Increased textural

113
contrast
4. Accessible features
• Built up handles

• Voice-activated computer

• Automobile hand controls

5. Job accommodations
• Simplification of task

• Flexible work hours

• Rest breaks

• Splitting job into parts

• Relegate nonessential functions to others 114

6. Differential use of personnel
• Personal care assistants
• Note takers
• Secretaries Editors
• Sign language interpreters

115
Impact of the Social and Psychological Environments on
the Enabling-Disabling Process
• The social environment is conceptualized to include cultural,
political, and economic factors.
• The psychological environment is the intrapersonal environment.
• This section examines how both affect the disabling process.

Culture and the Disabling Process

• Culture affects the enabling-disabling process at each stage;
• it also affects the transition from one stage to another.

116
Definition of Culture

• 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 humour).

• Nonmaterial culture is so comprehensive that it includes everything from

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 (have both

male & female organs or chrxs.) person is an abomination (hatred, dislike), a

saint, or a mistake.

• Both the material and nonmaterial aspects of cultures and subcultures are
117
relevant to the enabling-disabling process.
Enabling and Disabling Factors
Type Element of Social and Psychological Environment
of
factor
Culture Psychological Political Economic

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

Banning
discrimination against Targeted earned
Expecting everyone Cognitive
people who can income tax
to know sign language restructuring
perform the essential credits
functions of the job

Economic
Segregating children
Stigmatizing people disincentives to get
with mobility
with disabling Catastrophizing off Social Security
impairments in
conditions Disability
schools
abling

Income benefits
No subsidies 118
or tax
Valuing physical Voting against credits for
Disability Inclusive Intervention and Rehabilitation Services
• A “One-size-fits-all” approach to provide services for persons with
disabilities and vulnerability groups is no longer enough.

• Including people with disabilities in everyday activities and

encouraging them to have roles similar to peoples who do not have
a disability is

 disability inclusion
• This involves more than simply encouraging people;

• it requires making sure that adequate policies and practices

are in effect in a community or organization. 119
• Inclusion should lead to increased participation

in socially expected life roles and activities—such as being a student,

worker, friend, community member, patient, spouse, partner, or parent.

• Disability inclusion means provision of differentiated services for persons

with disabilities and vulnerabilities

• Differentiated service means a multiple service delivery model that can

satisfy the most needs of persons with disabilities and vulnerabilities.

• Persons with disabilities and vulnerabilities are often excluded (either directly

or indirectly) from development processes and humanitarian action because of

physical, attitudinal and institutional barriers.

• The effects of this exclusion are increased inequality, discrimination and

120
marginalization
Strategies to Disability inclusive intervention and
rehabilitation

Prevention
• Prevention of conditions associated with disability and
vulnerability is a development issue.
• Attention to environmental factors – including nutrition,
preventable diseases, safe water and sanitation, safety
on roads and in workplaces – can greatly reduce the
incidence of health conditions leading to disability.
121
• 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).

122
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).

• Primary prevention issues are consider as crucial to improved

overall health of countries‘ populations.

• Preventing disability and vulnerability should be regarded as a

multidimensional strategy that includes prevention of disabling

barriers as well as prevention and treatment of underlying

health conditions. 123

Implementing the Twin-track Approach

• Implementing the twin-track approach involves:

Track 1: Mainstreaming disability as a cross-cutting issue within all key

programs and services (education, health, relief and social services,

microfinance, infrastructure and camp improvement, protection, and emergency

response) to ensure these programs and services are inclusive, equitable, non-

discriminatory, and do not create or reinforce barriers.

Track 2: Supporting the specific needs of vulnerable groups with disabilities to

ensure they have equal opportunities to participate in society.

124
Implement Disability Inclusive Project/ Program

• The following tips will help to overcome the challenges as a key considerations for

including persons with disabilities in all program and project cycle management

stages of Assessment, Planning, Implementation and Monitoring, and

Reporting/Evaluation.

A) Education and vocational training :-Inclusive Education realize the universal

right to education for all, meaning all mainstream education services need to be

supporting children and persons with disabilities.

B) Health – vulnerable groups and persons with disabilities have the same health-

care needs as all other peoples and health sector services can also play an

important prevention and early identification role to ensure children and persons

with impairments have timely access to health services and referral rehabilitation
125
support
C) Relief and social services :-the two-way link between poverty and

disability means that vulnerable group and peoples with disabilities and

their families need to be able to access relief (aid) support.

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

and environmental health :-universal design concepts must be

considered in all infrastructure and construction programs and projects.

E) Livelihoods, employment and microfinance :-vulnerable groups and

people with disabilities face numerous barriers to achieving an

independent livelihood, it is crucial that specific sectors responsible for

livelihood programs and projects to make accessible to all vulnerable and

people with disabilities. 126

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

G) Humanitarian and emergency response :-the

disproportionate effect of emergency and humanitarian
situations on vulnerable groups and people with disabilities
should be reflected in the design and implementation of the
humanitarian projects.
127
Implement effective Intervention and Rehabilitation
• Rehabilitation interventions promote a comprehensive process to
facilitate
attainment of the optimal physical, psychological, cognitive,
behavioural, social, vocational, and educational status
• Consumers/patients, families, and professionals work together as
a team
to identify realistic goals and develop strategies to achieve
the highest possible functional outcome, in some cases in the
face of a permanent disability, impairment, or pathologic
process.
128
• Although rehabilitation interventions are developed within medical and

health care models, treatments are not typically curative.

• Professionals have the knowledge and background to anticipate

outcomes from the interventions, with a certain degree of both optimism

and cynicism, drawn from past experiences.

• Rehabilitation requires

 goal-based activities and,

 more recently, measurement of outcomes.

• The professionals, usually with the patient/ consumer and/or family,

develop goals of the interventions to help mark progress or identify the

129
need to reassess the treatment plan.
• There are general underlying concepts and theories of rehabilitation interventions.

• Examples of these theories and concepts include

 movement and motor control,

 human occupation models,

 education and learning,

 health promotion and prevention of additional and secondary health conditions,

 neural control and central nervous system plasticity,

 pain modulation,

 development and maturation,

 coping and adjustment,

 biomechanics,

 linguistics and pragmatics,

 resiliency and self-reliance,

 auditory processing,
130
 and behaviour modification.
• Medical rehabilitation is often considered separately, and is focused

on:
 recognition, diagnosis, and treatment of health conditions (e.g., medication

for treatment of fatigue in multiple sclerosis, botulinum injections for

spasticity management in brain injury);

 reducing further impairment (e.g., treatment of ongoing shoulder adhesive

capsulitis in stroke, management of osteoarthritis of the remaining knee in

above-knee amputation); and

 preventing or treating associated, secondary, or complicating conditions

(e.g., neurogenic bladder management with intermittent catheterization in

spinal cord injury, diagnosis of cervical spinal stenosis in an adult with

131
cerebral palsy).
• Assistive technology is often used in conjunction with rehabilitation

interventions

• Rehabilitation interventions are associated with social participation (e.g., access

to education using rehabilitation interventions) and career planning and

employment (e.g., long term goal of rehabilitation interventions).

• Rehabilitation was conceived within the more traditional model of medical

care, but it is increasingly obvious that disability issues are more than medically

driven.

• The social justice and civil rights model of disability is important to

understand, and elements must be incorporated into rehabilitation interventions,

especially as they relate to accessibility of environments and services.

132
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.

Multiple Disciplines

• Rehabilitation interventions usually involve multiple disciplines.

• 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. 133

• There are a variety of professionals who participate in and contribute to the

rehabilitation process within a team approach.

• Physicians :-to manage the medical and health conditions

• Occupational Therapists :-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.

• Typical techniques include functional training, exercise, splinting, cognitive
strategies, vision activities, computer programs and activities,
recommendation of specially designed or commercially available adaptive
equipment, and home/education/work site assessments and
recommendations.

134
• Physical Therapists :-assess movement dysfunction and use

treatment interventions such as exercise, functional training,

manual therapy techniques, gait and balance training, assistive and

adaptive devices and 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. 135
• Rehabilitation Nurses:-usually takes the role of educator and taskmaster

throughout rehabilitation, but these professionals have most prominence

within inpatient rehabilitation programs

• Social Workers:- 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

136
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.

• Case managers possess skills and credentials within other health professions,

such as nursing, counselling, or therapies, although they usually have a

nursing background.

• Rehabilitation Psychologists:- Rehabilitation psychology 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

137
(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.

• These professionals possess specialized skills in testing procedures and methods that

assess various aspects of cognition (e.g., memory, attention, language), emotions,

behaviours, personality, effort, motivation, and symptom validity.

• Therapeutic Recreation Specialists

• Recreational therapists, also referred to as therapeutic recreation specialists, provide

treatment services and recreation activities for individuals with disabilities or

illnesses.

• Therapists promote community-based leisure activities as a complement

to other therapeutic interventions, and as a means to practice those clinic- or hospital-

138
based activities within a real-world context.
• Rehabilitation Counsellors

• Rehabilitation counsellors (previously known as vocational counsellors) 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 a prosthesis (i.e., artificial limb, prosthetic device).
139
• Additional Rehabilitation Professionals

• Other rehabilitation professionals who might be considered members of the

team include nutritionist, spiritual care, rehabilitation engineer, music

therapist, dance therapist, child-life specialist, hospital-based school

teacher, massage therapist, kinesiologist, and trainer, among others.

• Person with the Disability and His or Her Family

• The person with the disability and his or her family members are partners in

this team process.

• In fact, they are key members of the team.

• Personal and family/support system goals, family/friend support, and

community resources are driving forces regarding goals and discharge

140
Community-Based Rehabilitation
• CBR was originally designed for developing countries where disability estimates were

very high and the countries were under severe economic constraints.

• It promotes collaboration among community leaders, peoples with disabilities and

their families and other concerned citizens to provide equal opportunities for all

peoples with disabilities in the community and to strengthen the role of their organization

• According to the view of World Health Organization (WHO) and United Nations

Education, Scientific and Cultural Organization (UNESCO), CBR is a strategy that can

address the need of peoples with disabilities

 within their community

141
• Community based rehabilitation is a combination of two

important words; community and rehabilitation.

1. Community:- consists of people living together in some form of

social organization sharing political, economic, social and

cultural characteristics in varying degrees.

2. 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 measures which aim to enable persons

with disabilities to attain- 142

• two important definitions :-

1. Community based rehabilitation is a strategy that can address the needs of

peoples with disabilities with in their communities (WHO, UNESCO, 2004).

2. Community based rehabilitation is a common sense strategy for enhancing the

quality of life of peoples with disabilities by improving services delivery in

order to reach all in need by providing more equitable opportunities and by

promoting and protecting their rights.

3. The joint position paper by WHO, ILO, UNICEF and UNESCO of the 2004

define CBR in a rather flexible and broad manner in the following way:
 Community based rehabilitation is a strategy within general community

development for rehabilitation, equalization of opportunities and social inclusion of

all children and adults with disabilities.

143
• This definition particularly advocates a broad approach for developing programs that

involves the following elements:

A. The participation of people with disabilities and their representatives at all stages of the

development of the program

B. The formulation and implementation of national policies to support the equal participation

of people with disabilities

C. The establishment of a system for program management

D. The multi-sectoral collaboration of governmental and nongovernmental sectors to support

communities as they assume responsibility for the inclusion of their members who

experience disabilities.

E. CBR focuses on strengthening the capacity of peoples with disabilities, and their families.

F. CBR focuses on challenging negative views and barriers in society to enable equal rights

and opportunities. 144

• Currently, three main meanings are attached to the notion of CBR:

1. People taking care of themselves:-is the "real" CBR: all the

activities that people with disability, their family members and

other community members do in their own community for persons

with disability

2. a concept and an ideology :-it promotes a decentralized

approach to rehabilitation service-delivery

3. community based rehabilitation :-is mostly in a form of Non-

Governmental Organizations (NGOs) -such CBR programs often

consider 'local culture' as an obstacle, not condition to progress145

Major Objectives of Community Based Rehabilitation

• Empowerment to maximize their physical and mental abilities,

have access to regular services and opportunities and become

active, contributing members of their communities and then

societies.

• promotes the human rights of people with disabilities through

attitude changes within the community.

• include people who have disabilities from all types of

impairments,

• includes all age groups: children, youth, adults and older people.
146
Implement Technologies for Disability Inclusion

• Inclusiveness and Information Technology (ICT)

• Effective access to information is crucial in facilitating the participation of citizens in civil

society.

• For persons with disabilities and vulnerabilities, technological developments such as the

proliferation of the Internet and the provision of services for accessing digital television

such as audio description (video description), closed signing, and the availability of

subtitles (captions) in live broadcasts enabled by speech-to text technologies can make an

important contribution to facilitating independent living.

• Unfortunately, persons with disabilities and vulnerabilities still face significant barriers

in accessing ICTs. (eg. inter alia, poorly designed Web sites , limited availability of

subtitles on webcasts, the use of multiple remote controls for digital television, and

difficult to navigate on-screen displays)

147
Inclusiveness and Assistive Technology

• Worldwide the number of persons with disabilities,

vulnerabilities and marginalized groups is increasing alarmingly
because of
 population aging, accident, global warming and climate change,

medical advancement, humanitarian crises, natural disaster, conflict and

increases in chronic health conditions, among other causes.

• Over a billion people, about 15% of the world's population, have

some form of disability.

• Between 110 million and 190 million adults have significant

148
difficulties in functioning.
• Technologies promote independence for people with disabilities

and vulnerability.

• The use of devices, computers, robots, and other established

assistive technology (AT) can potentially

 increase the autonomy of people with disabilities and vulnerability,

by compensating for physical limitations and circumventing

difficulties with normal activities of daily living (ADL)

• In modern societies, persons with disabilities, vulnerabilities and

marginalized groups can attain some components of wellbeing

such as access to services using assistive technology (AT). 149

Assistive Technologies (AT)

• Surgery, genetic therapy, rehabilitation, human assistance, and the use of assistive

technology (AT) help disabled people cope with their disabilities.

• Surgery (medical intervention) helps decrease deficiency and, in some cases, restores

capability.

• Genetic therapy attempts to remediate genes responsible for a given disease or

disorder.

• Rehabilitation develops and adapts residual capabilities, while human assistance aids

Persons with disabilities and vulnerabilities in their daily living activities.

• AT can increase the autonomy, independence, and quality of life for Persons with

disabilities and vulnerabilities and can also enable the integration of social,

professional, and environmental aspects of life for Persons with disabilities and
150
vulnerabilities populations.
AT and Daily Living of Persons with disabilities and Vulnerabilities

• Assistive technology affords Persons with disabilities and vulnerabilities

greater equality of opportunity, by

 enhancing and expanding their communication, learning, participation, and

achievement with higher levels of independence, wellbeing, and quality of

life.

• Such assistive technologies are essential for helping Persons with disabilities

and vulnerabilities with severe physical, sensorial, or mental limitations to

become more independent, and to improve their quality of life.

• Typically, AT works by compensating for absent or non functional skills,

by maintaining or enhancing existing abilities.

151
AT Definitions

• Assistive technology encompasses all systems that are

designed for Persons with disabilities and Vulnerabilities,

and that attempt to compensate the handicapped.

• This includes robotic tele manipulators, wheelchairs, or

navigation systems for the blind.

• AT also includes systems that restore personal

functionality, such as external prostheses and ortheses.

152
• Reading assignment

• from your module (page 89-93)

• AT and User Needs: A Classification Scheme

Examples of AT user needs and classification

• Persons with disabilities and Vulnerabilities and AT in the

marketplace follows one of two strategies:
• (1) trivialization- for all persons

• (2) specialization – in special case

153
Implement Inclusive Job Opportunities and
Employment
• The right to work is fundamental to being a full
and equal member of society, and
• It applies to all persons, regardless of whether or
not they have a disability.
• It also enables people to build self-esteem, form
social relationships, and to gain skills and
knowledge. 154
Barriers of employment

A) Attitudes and Discrimination

B) Accessibility (the physical environment; transportation; information and

communications; and other facilities open to the public )

C) Education and Training

D) Social Networks ( more limited social networks)

E) Women Disabilities

F) Legal Barriers (some countries impose legal restrictions on their participation in

certain types of employment or processes)

G) Inflexible Work Arrangements

H) Dismissal on the Basis of Disability (employers to dismiss staff on the basis of

disability with impunity )

I) The Benefit Trap (choosing not to do in order to continue receiving disability benefits
155 )
Strategies to Improve Employment for Persons with Disabilities and Vulnerabilities

A) Anti-Discrimination Legislation

B) Vocational Education And Training

C) Wage Subsidies (a way to lessen the risk perceived by employers of hiring persons with
disabilities )

D) Supported Employment

E) Workplace Accommodation Schemes (making workplaces more accessible to persons

with disabilities. There are two ways Government programs can decrease or even
eliminate those costs. 1. offering tax breaks or tax credits for expenditures
undertaken to make such adjustments 2. provide full or partial funds for reasonable
accommodations for employees with disabilities )

F) Workers’ Compensation ( address the issue of occupational injuries and illnesses )

G) Quota Systems (firms hire a certain percentage of persons with disabilities )

H) Sheltered Workshops (only hire persons with disabilities, and structure jobs around
156
the perceived abilities of each employee)
I). Private Sector Initiatives

J). Employer Networks

K).Support Disability-Inclusive Business

L). Social Enterprises

M). Support Persons with Disabilities in the Workplace

N). Building a More Inclusive Society

O). Boost Education and Training Opportunities

P). Break Down Attitudinal Barriers and Challenge

Discrimination
157
Q). Improve Data Collection on Disability and Employment
Chapter 4: Promoting Inclusive Culture

 An inclusive culture involves the full and successful

integration of diverse people into a workplace or industry.
 It indicates a climate in which respect, equity, and positive
recognition of differences are all cultivated.
 An inclusive culture starts from the premise that

 everyone in the school, industry, community and society should feel that they
belong,
 realize their potential, and
 contribute to the life of people with disability and vulnerabilities.
158
Definition of Inclusive Culture
 Inclusion is a sense of belonging & connection among
community at work.
 Culture is the ideas, customs, and social behaviour of a particular
people or society.

 And inclusive organizations help people feel welcomed, known,

valued and encouraged to bring their whole, unique selves to work

 An organization’s culture is the culmination/result of the

priorities, values and behaviours, which support their

159
employees in how they work singularly, in teams and with
 An inclusive culture involves the full and

successful integration of diverse people into a

workplace or industry.
 Inclusive cultures extend beyond token presence

of workers who have disabilities.

 Rather it encompasses both formal and informal

policies and practices.

160
 It involves several core values:

a. Representation: The presence of people with

disabilities across a range of employee roles and
leadership positions.

b. Receptivity: Respect for differences in working

styles and flexibility

c. Fairness: Equitable access to all resources,

opportunities, networks and decision making
processes. 161
Dimensions of Inclusive culture
 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

162
1. Universal Design
 Is 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.

163
2. Recruitment, Training, & Advancement
Opportunities

A. Recruitment: Effective recruitment of people

with disabilities involves two components:

1. Accessible outreach and hiring practices

2.Targeted recruitment of workers with

disabilities

164
B. Training: Training plays a dual role in the
creation of inclusive workplace culture.
 1st role involves the degree to which people with

disabilities have equitable access to training

sites, events, and materials.
 2nd role relates to the training of managers and

human resources staff, to work effectively with

all people. 165
C. Advancement: to have equitable opportunities

for promotion and professional development,

workers with disabilities particularly require

access to mentoring.

166
3. Workplace Accommodations and Accessibility: Policy &

Practice

 The effectiveness of existing accommodation policies can be

described based on two measures of equity.

1. The perception of procedural justice: employees with

disabilities perceive the accommodations policy as fair,

accessible and functional

2. Generating an experience of interactional justice: feeling that

the managers or colleagues with whom one is interacting are

behaving fairly, reasonably and respectfully 167

Benefits of an Inclusive organization
Higher Job Satisfaction

 Lower Turnover.

 Higher Productivity

 Higher Employee Morale

 Improved Creativity and Innovation

 Improved Problem-Solving

 Increased Organizational Flexibility

168
4.3. Building inclusive community
 What is an inclusive community?

 An inclusive community:
 respect all its citizens, gives them full access to resources,

and promotes equal treatment and opportunity.

 Works to eliminate all forms of discrimination.

 Engages all its citizens in decision-making processes.

 Values diversity

 Responds quickly to discriminating incidents. 169

 Things an organization can do to create a more inclusive

workplace and a more appealing place to work:

 Appropriately Connect with Employees

 Interact with Different People

 Create Employee Resource Groups

 Place Importance on Inclusion

 Invest in Diversity Training

Facilitating opportunities to experience a variety of social

roles i.e., friendships, volunteering and gaining new skills.

170
Characteristics of an Inclusive Community
 Integrative and cooperative – bring people together

 Interactive – promotes social interaction, celebrating community life

 Invested – both public and private sectors commit resources for well-being of

the whole community.

 Diverse – welcomes diverse people.

 Equitable – ensure every one has the means to live in decent conditions.

 Accessible and Sensitive - have a readily available and accessible supports.

 Participatory – encourages the involvement of all members.

 Safe - ensure individual and community safety and security

171
Means of establish inclusive culture
 To create an inclusive culture, there are four key inclusive leadership

behaviours:

1. Empowerment: Enable team members to grow and excel by encouraging them.

2. Accountability: Show confidence in team members by holding them

responsible for aspects of their performance.

3. Courage: Stand up for what you believe is right, even when it is taking a

risk.

4. Humility: Admit mistakes, learn from criticism and different points of

view, and overcome your limitations.

172
Ten Characteristics of an Inclusive Organization

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

2. It evaluates individual and group performance on the basis of observable and

measurable behaviours and competencies.

3. It operates under transparent policies and procedures

4. It is consistent in its interactions with everyone

5. It creates and maintains a learning culture.

6. It has a comprehensive and easily accessible system of conflict resolution at

all levels.

7. It recognizes that it is part of the community that it serves

8. It lives its mission and core values.

9. It values earned privilege over unearned privilege.

173
10. It accepts and embraces change.
Inclusive values
 The seven Pillars of Inclusion:

1. Access: explores the importance of a welcoming environment.

2. Attitude: looks at how willing people are to embrace

inclusion and diversity and to take meaningful action.

3. Choice,

4. partnership,

5. communication,

6. policy and

7. opportunity 174
Principles Inclusive practices in education
 Inclusive practices in education are based on seven principles:

 Diversity enriches and strengthens all communities

 All learners’ different learning styles and achievements are equally valued,

respected and celebrated by society

 All learners are enabled to fulfil their potential by taking into account

individual requirements and needs

 Support is guaranteed and fully resourced across the whole learning experience

 All learners need friendship and support from people of their own age

 All children and young people are educated together as equals in their local

communities
175
Chapter 5: Inclusion for Peace, Democracy and Development

 Inclusive education is at the heart of any strategy: peace building,

democracy and development.

 It is through inclusive education

 that values skills and knowledge

 which form the basis of respect for human rights and democratic principles

can be developed.

 that the rejection of violence, and a spirit of tolerance, understanding

and mutual appreciation among individuals, groups and nations can

176
be enhanced.
1. Inclusion for Peace

 Peace is defined as creating mutual understanding &

positive relationship between individuals and groups.

 These groups may include culturally, linguistically,

economically and biologically heterogeneous groups.

 They develop interpersonal peace through deep respect,

justice, tolerance and cooperation.

177
 Peace

 make the mind quiet and calm, prevents anxieties, worries,

stress and fears.

 awakens inner strength and confidence.

 develops freedom, happiness, love, joy, justice and gratitude.

 achieved through formal and informal inclusive education.

 Inclusive education is a foundation for inclusiveness in

all aspects of life.

 It creates equality and equity among diverse population.178

 Hence inclusive education is crucial for:
 Fostering education

 Promoting sustainable development

 Promoting respect for the Universal Declaration of Human Rights

 Promoting gender equality

 Fostering democratic participation and citizenship.

 Advancing understanding & respect for cultural diversity, and

human solidarity.
 Supporting participatory communication and the free flow and
sharing of information and knowledge
 Promoting international peace and security
179
 Contrary to inclusive education, exclusion in
education create undesirable result for a nation:
 cut people off from full involvement in d/t sectors
 underpin grievances that can mobilize groups for conflict
 undermines social cohesion
 Increase disparities in wealth and income
 Increase social inequalities
 Dominant ethnic groups control state resources
 Increase discrimination against minority
 Conflict 180
Sources of Conflict
 Spiritual sources: - Result of ancestor’s separation
from God and negative influence from evil
spirit.
 Individual sources: - Disunity within the individual and
confusion of values.
 Family sources: - Family dysfunctions affect offspring.
 National/international sources: - National policies affect
generations & lead to conflict within/between nations.
181
Historical Sources of Conflict
National crimes burden future generations

Ethnic/religious resentments accumulate

Individual Choice: To resolve or repeat past conflicts-

rethinking.

182
Sustaining Peace

 It is important to expand formal and informal inclusive

education to create inclusive society through developing:

 Skills of sifting the truth from propaganda or bias

 Respect for the wise use of resources

 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.

183
 Building the peace requires taking the following steps:

 Fostering inclusion

 Reaffirm a commitment to human rights.

 Foster social resilience by strengthening inclusion

 Think globally and act locally

 Protect and support civil society in fostering sustainable peace

184
2. Inclusion for Democracy

 Democracy is a great philosophy of inclusion that

born and grown in inclusive schools.

 It means the rule of the people, by the people, for

the people; and where “people” is to mean all

human being, regardless of the differences.

185
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 fulfil their potential by
taking into account individual requirements and needs.
186
3. Inclusion for Development
 Development is a change in economical, social,
psychological and political aspects of a
people/country.
 Inclusive development is a process that occurs
when social and material benefits are equitably
distributed across divides in society.

187
Diversity in the workplace

 is vital for employees because

 it manifests itself in building a great reputation (standing) for the

company,

 leading to increased profitability and

 opportunities for workers quality services.

 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.

188
Ethnic diversity

 The terms "race" and "ethnicity" used

interchangeably, but, generally speaking, the

meanings are distinct.

 Race is a biological, physical characteristics of a

person,

 Ethnicity is a social construct that describes a

person's cultural identity. 189

Benefits of Cultural Diversity for dev’t
 The following are some of the benefit of cultural diversities
 Increased productivity
 Improved creativity
 Increased profits
 Improved employee engagement
 Reduced employee turnover
 Improved company reputation
 Wider range of skills
 Improves cultural insights
 Reduced Fear,
190
 Improved Performance
Chapter 6: Resources Management for Inclusion

 Inclusion demands resources to meet the need of all members of

communities and to facilitate equal participants in all sphere of

life.

 Our environment, now more so than before, need to be ready to

include people from different backgrounds, with differing needs

and abilities.

 For such a situation we need to adapt and modify our environment

191
to all people be accessible.
Conti…

Resources for school children

 All concerned bodies should be inclusive in

planning, budgeting and taking action for

the education of persons with disabilities.

 In the school settings, resource rooms are

very important.
192
School based resource room

 is a classroom where a special education

program can be delivered to a student with a

disability and learning difficulty.

 It is for those students who belong to a regular

class but need some special instructions in an

individualized or small group setting for a portion

of the day. 193

Resources for Inclusive Education

1. Human resources
Sign language interpreter
 Braille specialist
 Mobility and orientation expert
 Special needs educators
 Speech and language therapist
 Physiotherapist
 Behavioural therapists…etc. 194
Conti…
2. Material resources
 Various magnifying lenses

 Slate and styles

 Perkins Braille writer

 White Cane

 Hearing aids

 Sign language books and videos

 Braille atlases
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
 Signature guide

 Talking calculator

 Talking mobile

 Closed-circuit television

 Computer software for various students with special needs

 for example, Jawse for blind and sign language software for deaf

 Orthosis

 Prosthosis

 Environmental accessibilities ( Ramps, Elevators, Wheel chairs)

 And others additional resources.

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Chapter 7: Collaborative (Cooperative)
Partnerships with stakeholders
 An individual or an institute cannot do everything they want for the
success of inclusiveness.
 They require collaboration and partnership.
 Collaboration is becoming an effective team player for the intended
success.
 Collaboration includes:
 collaborative consultation,
 cooperative planning, implementation & assessment,
 co-teaching, and
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 any kind of team-based services.
 It has potential to create synergy – where the

whole is greater than the sum of the parts.

 Collaboration should be with all human being for

the success of inclusiveness through avoiding

stereotype thinking and discriminate.

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Definition of collaboration, partnership and stack holder

 Collaboration is the act of working together to produce

something according to the capacities and abilities of

individuals.

 Collaboration means working with others to achieve

intended goals.

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Key elements of successful collaboration
 Four most important elements of teamwork to
build a team that will lead company to success:
Respect
Communication
Delegation
 Support

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A few qualities that a successful team possesses

1. They communicate well with each other.

2. They focus on goals and results.

3. Everyone contributes their fair share.

4. They offer each other support.

5. Team members are diverse.

6. Good leadership.

7. They're organized.
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8. They have fun.
General principles of collaboration
 Establish clear common goals for the collaboration:
 accountability
 problem-solving approach
 trust and mutual respect
 consensus decision-making
 immediate and objective feedback
 Give credit to others for their ideas and accomplishments
 resolving and manage conflicts skilfully
 Anticipate/expect possible conflicts and take steps to avoid
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Benefits of collaboration
 Higher employee productivity
 Creating a sense of teamwork and building bonds
encourages team members to work collectively.
 Greater efficiency and less duplicated effort.
 Lower costs through sharing resources
 Improved service coordination.

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Challenges to Team Collaboration
Indecisive (uncertain, unsure) decision-makers.
Miscommunication
 Process sinking vs. process syncing.
 Too many cooks - too many people involved
 Negative Nancy - person who is excessively
pessimistic

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Cooperativeness
 Cooperation is one of the components of
collaboration.
 Cooperation is working together agreeably for a
common goal.
 Cooperativeness helps individuals to willing
learn from each other

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 It requires interdependence, that help to create
inclusiveness:

1. Goal interdependence: the group has a single goal.

2. Reward interdependence: the whole group receives

acknowledgement for achieving the goal

3. Resource interdependence: each group member has

different resources (knowledge or materials) that must be
combined to complete a task

4. Role interdependence: each group member is assigned a

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different role (e.g, leader, reporter, time-keeper)
 The following steps will help you and your group to

work effectively together:

1. Have clear objectives
2. At each stage you should try to agree on goals
3. Set ground rules
4. Communicate efficiently
5. Build consensus
6. Define roles
7. Clarify your plans, process and achievements all the time
8. Keep good records
9. Stick to the plan

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Stakeholder
 A stakeholder is any person, group, organization, or society that

has a stake/share in the business, project, program, service...

 Stakeholders can be internal or external

 E.g., 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.

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

actions, objectives and policies. 208

 Characteristics of successful stockholders partnerships
 Existence of an agreement

 Fusion (union, combination) of ownership and control

 Non-transferability of interest

 Trust

 Common values

 Defined expectations

 Mutual respect

 Synergy

 Great two-way communications

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 Good qualities of a great business partner
 Passion
 Reliability
 Compatibility (the ability of people to live together)
 The Ability to Build Strong Relationships
 Fiscal/financial Responsibility
 Creativity
Open-Mindedness
 Comfort with Risk 210
 Strategies for community involvement in inclusive development

 Commit to participation of all persons with diversities

 Establish non-discriminative effective communication with all

people with divers back ground

 Expect to do most of the work yourself following the inclusive

principle

 Tap into local networks, culture and indigenous experiences of

inclusiveness

 Use all possible communication channel including sign

language for deaf people 211

The End

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