INFOLINK UNIVERSITY COLLEGE

Course Title: Inclusiveness

(Course Code: SNIE1012)
Prepared by: ABERA OKANTO (MA & MSc)
INSTRUCTOR

South Ethiopia, SEPT, 2024

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I. Course information
Course Title: Inclusiveness
Credithours:2(4ECTS)
Target group: Compulsory for all under graduate students
Coursecode:SNIE1012
Contacthours:48Hours
Course offering: A course should be offered only by certified Special
Needs/Inclusive Education Professionals
Mode of delivery: Semester based/Parallel
Students Lectures Tutorial Library/ Assignment Home Total work Load
work Group report study
Load works
48hrs - 20hrs 17hrs 50hrs 135hrs
II. Course Description
Development efforts of any organization need to include and benefit people with various
types of disabilities, people at risks of exclusion/discrimination and marginalization, through
providing quality education and training, creating equity, accessibility, employability,
promoting prosperity, reducing poverty and enhancing peace, stability and creating inclusive
society. Unfortunately, this has not been the practice for the majority of people with
disabilities and vulnerable groups, due to un favorable attitude, negligence, inaccessibility
and exclusion from all development endeavors. It is obvious that people with disabilities are
the large stand most disadvantaged minority in the world. They are about 15 percent of the
global population (about one billion people), and 17.6 million in Ethiopia, with most
extended families including someone with a disability (WorldHealthOrganizationandWorld
Bank and 2011). An exclusion practice of this large number of persons with disabilities in
Ethiopia is an indicator of violating fundamental human rights that undermines their
potential/ability to contribute to poverty reduction and economic growth within their
household, their community and the country. It is clear that it is not impairment, but, the
exclusion practices that has contributed for insecurity (conflict), poverty aggravation for
persons with disabilities and vulnerabilities, that has highly demanding inclusive practices.
Exclusion practices of persons with disabilities have a long history, affecting the life of
people with disabilities and the society at large. In the past and even today people have been
discriminated due to their disabilities.
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 Inclusiveness promotes effective developments through full participation of all
members of a population, people with disabilities and vulnerabilities, where all are equal
contributors of development and equitable beneficiaries. Through inclusive practices, it
is possible to identify and remove social and physical barriers so that people with disabilities
and vulnerabilities can participate and benefit from all developments. Genuine inclusion of
people with disabilities and vulnerabilities allow of them to actively participation
development processes and eliminate dependence syndrome, leads to broader benefits for
families and communities, reduces the impacts of poverty, and positively contributes to a
country‘s economic growth, development and ultimately create inclusive society. All stages
of development processes of any organization should be inclusive through creating equal
access to education, health care services, work and employment, social protection and all
development center of human being.
Hence, in this course, the higher education students will learn how to assess,
understand and address the needs of persons with disabilities and vulnerabilities; and provide
relevant support or seek extra support from experts. He/she also learns how to adapt and
implementing services for an inclusive environment that aimed to develop holistic
development such as affective, cognitive and psychosocial skills of the population with
disabilities and vulnerabilities. Identification and removal/management of environmental
barriers would find a crucial place in the course. The students learn how to give more
attention and support for persons with; hearing impairments, visual impairment, deaf-Blind,
autism, physical and health impairments, intellectually challenged, emotional and behavior
disorders, learning difficulty, communication disorders, vulnerable persons including gifted
and talented, and those at risk due to different reason (persons who are environmentally and
culturally deprived, abused, torched, abandoned, and orphaned..etc.). All University students
should be given the chance to study the specific developmental characteristics of each group
of persons with disabilities and vulnerabilities. Furth more, they also indentify the major
environmental and social barriers that hinder the development of individuals; and come up
with appropriate intervention strategies in inclusive settings of their respective professional
environment and any development settings where all citizens are equally benefited.

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III. Course objective and Expected learning outcomes
The objective of this course is to develop knowledge, skill and attitude of the learners so that
they can provide appropriate services, the tools and strategies that help to create a convenient
inclusive environment. This course encourages learners exploring the benefits of
collaborating with colleagues to design and implement inclusion an all sphere of life. It also
guides the discovery of ways to modify environment as well as services and practices to meet
the needs of all persons with disabilities and vulnerabilities in inclusive environment. As a
result of reviewing various reading materials, completing the assignments, engaging in
related discussions, and strongly workings on activities, towards the completion of the
course, the students will be able to:

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

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 Chapter1: Understanding Disabilities and Vulnerabilities

Time allotted: 10 contact hours

Chapter objectives
At the end of completing this chapter, the students will be able to:
 Define disability and vulnerability
 List different types of disabilities and vulnerabilities
 Explain brief causes of disability and vulnerability
 Describe the brief historical movements from segregation to inclusion
 Describe the effect of attitude on the move towards inclusion
 Discuss models of disability
Chapter Contents
Definitions of disability and vulnerability
Types of disabilities and vulnerabilities
Causes of disability and vulnerability
Historical movements from segregation to inclusion
The effects of attitude on the move towards inclusion
Models of disability
Overview of the Chapter
This chapter discusses issues that help to understand about disabilities and vulnerabilities. It
starts by defining terms and concepts as these are basics to understand the other chapters
also. It then proceeds to present types/classifications or characteristics and causes of the
disabilities and vulnerabilities to help the learners understand the disabilities as well as
vulnerabilities and what causes them. The chapter then moves to trace historical movement
from segregation to inclusion including the attitude issues. The major models of
understanding disability were also discussed in this chapter.
Learningoutcomes
Attheend ofcompletingthis chapter,thestudentswill beable to:
 Definedisabilityand vulnerability
 Listdifferenttypesofdisabilitiesandvulnerabilities
 Explain briefcauses ofdisabilityandvulnerability
 Describethebriefhistorical movementsfromsegregationto inclusion
 Describetheeffect of attitudeon the movetowards inclusion

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  Discussmodelsof disability
DefinitionsofBasicTerms(Impairment,Disabilityand Handicap)

Impairment
Impairmentmeansalack/abnormalityofananatomic,physiologicalorpsychological structure or
function or deviation on a person.
Itreferstoanylossorabnormalityofphysiological,psychologicaloranatomical structure or
function. It is the absence of particular body part or organ. It could also a
condition in which the body exists but doesn‘t function. Some children, for instance,have
impairmentssuchaseyesthatdonotseewell,armsandlegsthataredeformed,orabrainnotdevelopin
ginatypicalwayetc.
Disability
Theterm disabilityisambiguous as thereis no single agreement on theconcept (Mitra, 2006)
ItisnotsynonymouswithAKAL-GUDATENGA
(የአካል ጉዳተኛ) meaning impairment
Theconceptofdisabilityiscomplex,dynamic,multidimensional,andcontested(WHOand World
Bank, 2011).
Thefull inclusion ofpeoplewith impairments in societycan beinhibited by:
1. Attitudinal(societalbarriers,suchasstigma)
2. Physicalbarriers (environmentalbarriers,suchas absenceofstairs), and
3. Policybarriers(systemic barriers),
Wherealltogethercancreateadisablingeffectandinhibitdisabilityinclusivedevelopment. They
are disabling factors
Iftheseproblemsaddressed, impairmentmaynotleadto disability
Wherealltogethercancreateadisablingeffectandinhibitdisabilityinclusivedevelopment.
Societal, environmental, and systemic barriers are the most popular disabling factors:
 Adisabled persons
 Personswithdisability
Whatis disability?
1. Medical Approach
Disability is pathology (physiological, biological and intellectual). Disability means
functionallimitationsduetophysical,intellectualorpsychicimpairment,healthorpsychic
disorders on a person (WHO,1996). The medical definition has given rise to the idea that

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peopleareindividualobjectstobe―treated‖, ―changed"or―improved"andmademore
―normal‖. The medical definition views the disabled person as needing to―fit in ‖rather
than thinking about how society itself should change. This medical definition does not
adequately explain the interaction between societal conditions or expectations and unique
circumstances of an individual
The social definition of disability:
• Disabilityisahighlyvariedandcomplexconditionwitharangeofimplicationsfor social
identity and behavior.
• Disabilitylargelydependsonthecontextandisaconsequenceofdiscrimination,
prejudice and exclusion.
• Emphasizestheshortcomingsintheenvironmentandinmanyorganizedactivitiesin
society, for example on information, communication and education, which prevent
persons with disabilities from participating on equal terms.

Medical model: Social model:

Child is faulty Child is valued

Diagnosis and labeling Strengths and needs identified

Impairment is focus of attention Barriers identified and solutions developed

Medical model: Social model:

Segregation and alternative services Resources made available

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

exclusion

Society remains unchanged Society evolves

Causes of disability
What do you think is the causes of disability?
Some people, especially in the past times, wrongly believe that disability is a punishment
from God.
Therearesomewhostillbelievethatdisabilityisaformofpersonalpunishmentfor individual with
disability, a kind of karma for their past mistakes, which is totally unacceptable now days.

Disability can be caused by the following factors.

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,

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diseases, illnesses, and over-exposure to x-rays can cause a genetic disorder.

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 such as a whooping cough,
measles, and chicken pox may lead to meningitis and encephalitis. 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 drowning, automobile accidents, falls and so on can result in
people losing their sight, hearing, limbs and other vital parts of their body and cause
disability.
Un known 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 .

In accessible environments
Sometimes society makes it difficult for people with some impairment to function freely.
When society develops infrastructure such as houses, roads, parks and other public places
without consideration to people with impairment, the basically make it impossible for them
to take care of themselves. For example, if a school is built with a ramp in addition to stairs,
it makes it easy for people with wheelchairs to move about freely. This way, their
impairment is not made worse. Lack of education, support services, health and opportunities
for people with impairment can cause additional disability to people with disabilities and
even people with no disability.
Some type of disabilities: Some nine major disabilities are listed and briefly discussed in the
coming pages below.
1. 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 eye glasses or contact lenses. Blindness may not mean a total
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absence

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of sight, however. Some people who are considered blind may be able to perceive slowly moving
lights or colors.
 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.
Activities
1. How can we educate people with visual impairment?
2. What will be the consequences if we do not educate them?
3. What will be the consequences if we exclude them from all walks of life?
4. What support they demand for education, work and living daily life?
5. What is your role as an individual and group to create inclusiveness?

2. Hearing Impairment
Different people define the term hearing impairment differently. The definitions given to
hearing impairment convey different meaning to different people. Different definitions and
terminologies may be used in different countries for different purpose. Pasonella and Carat
from legal point of view, define hearing impairment as a generic term indicating a continuum
of hearing loss from mild to profound, which includes the sub-classifications of the hard of
hearing and deaf.
 Hard of Hearing: "A hearing impairment, whether permanent of fluctuating, which
adversely affects a child's educational performance but which is not included under the
definition of 'deaf'." Whelan, R. J. (1988).This term can also be used to describe persons
with enough (usually with hearing aids) as a primary modality of acquisition of language
and in communication with others.
 Deaf: Those who have difficulty understanding speech, even with hearing aids but can
successfully communicate in sign language. Cultural definitions of deafness, on the
other hand, emphasize an individual‘s various abilities, use of sign language, and
connections with the culturally deaf community.
Activities
1. How can we educate people with hearing impairment?
1. What will be the consequences if we do not educate them?
2. What will be the consequences if ewe excludes them from all walks of life?
3. What support they demand for education, work and living daily life?
4. What is your role as an individual and group to create inclusiveness?

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3. Specific learning disability

Specific Learning Disability means a disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that may
manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do
mathematical calculations.

The term includes such conditions as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia. The term does not include learning
problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual
disability;ofemotionaldisturbance;orofenvironmental,cultural,oreconomicdisadvantage.
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. There often appears to be a gap between the individual‘s potential and actual
achievement. This is why learning disabilities are referred to as ―hidden disabilities‖: the
personlooksperfectly―normal‖andseemstobeaverybrightandintelligentperson,yet may be
unable to demonstrate the skill level expected from someone of a similar age. A learning
disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate
support and intervention, people with learning disabilities can achieve success in school, at
work, in relationships, and in the community.

Types of Specific Learning Disabilities

Auditory Processing Disorder (APD)

Also known as Central Auditory Processing Disorder, this is a condition that adversely
affects how sound that travels unimpeded through the ear is processed or interpreted by the
brain. Individuals with APD do not recognize subtle differences between sounds in words,
even when the sounds are loud and clear enough to be heard. They can also find it difficult to
tell where sounds are coming from, to make sense of the order of sounds, or to block out
competing background noises.

A. Dyscalculia

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Dyscalculia is a specific learning disability that affects a person‘s ability to understand
numbersandlearnmath.IndividualswiththistypeofLDmayalsohavepoorcomprehension of math
symbols, may struggle with memorizing and organizing numbers, have difficulty telling time,
or have trouble with counting.
B. Dysgraphia
Dyscalculia is a specific learning disability that affects a person‘s handwriting ability and
fine motor skills. Problems may include illegible handwriting, inconsistent spacing, poor
spatial planning on paper, poor spelling, and difficulty composing writing as well as
thinking and writing at the same time.
C. Dyslexia
Dyslexia is a specific learning disability that affects reading and related language-based
processingskills.Theseveritycandifferineachindividualbutcanaffectreading 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.
D. Language Processing Disorder
Language Processing Disorder is a specific type of Auditory Processing Disorder(APD)in
whichthereisdifficultyattachingmeaningtosoundgroupsthatformwords,sentencesand stories.
While an APD affects the interpretation of all sounds coming into the brain, a Language
Processing Disorder (LPD) relates only to the processing of language. LPD can affect
expressive language and/or receptive language.
E. 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 non verbal cues like
facial expressions or body language, and may have poor coordination.
F. Visual Perceptual/Visual Motor Deficit
Visual Perceptual/Visual Motor Deficit is a disorder that affects the understanding of
informationthatapersonsees,ortheabilitytodraworcopy.Acharacteristicseeninpeople with
learning disabilities such as Dysgraphia or Non-verbal LD, it can result in missing
subtledifferencesinshapesorprintedletters,losingplacefrequently,struggleswithcutting,
holding pencil too tightly, or poor eye/hand coordination.

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4. Speech and Language Impairments

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

impaired articulation, language impairment, or a voice impairment that adversely affects a
child‘s educational performance. It is disorder that adversely affects the child's ability totalk,
understand, read, and write. This disability category can be divided into two groups: speech
impairments and language impairments.

Speech Impairments

There are three basic types of speech impairments: articulation disorders, fluency disorders,
andvoicedisorders.Articulationdisordersareerrorsintheproductionofspeechsoundsthat may be
related to anatomical or physiological limitations in the skeletal, muscular, or neuromuscular
support for speech production. These disorders include:

 Omissions:(bo for boat)

 Substitutions:(wab bit for rabbit)
 Distortions:(shlipforsip)

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

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

beginningofwords,prolongations,hesitations,interjections,andcompleteverbal
blocks
 Cluttering: excessively fast and jerky speech

Voiced is orders are problems with the quality or use of one's voice resulting from
disorders
inthelarynx.Voicedisordersarecharacterizedbyabnormalproductionand/orabsencesof vocal
quality, pitch, loudness, resonance, and/or duration.

Language Impairments

Therearefivebasicareasoflanguageimpairments: phonologicaldisorders, morphological

disorders, semantic disorders, syntactical deficits, and pragmatic difficulties. Phonological

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disorders are defined as the abnormal organization of the phonological system, or a

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Significant deficitinspeechproductionorperception.Achildwithaphonologicaldisorder may be
described as hard to understand or as not saying the sounds correctly. Apraxia of speech is a
specific phonological disorder where the student may want to speak but has difficulty
planning what to say and the motor movements to use.

Morphological disorders are defined as difficulties with morphological inflections

(inflections on nouns, verbs, and adjectives that signal different kinds of meanings).

Semantic disorders are characterized by poor vocabulary development, inappropriate use of

word meanings, and/or inability to comprehend word meanings. These students will
demonstrate restrictions in word meanings, difficulty with multiple word meanings,
excessive use of nonspecific terms (e.g., thing and stuff), and indefinite references (e.g., that
and there).

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

Pragmatic difficulties are characterized as problems in understanding and using language in

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

Inclusive life for persons with speech and language difficulties

1. Howcanschoolscreateinclusiveeducationforstudentswithspeechandlanguage
difficulties? Discuss
2. Howpersonswithspeechandlanguagedifficultiesshouldbeemployedandlive
independent life?
3. Howcanpersonswithspeechandlanguagedifficultiesleadindependentlifeinthe
community?
4. Whatkindoftechnologytheyrequireforspeechandlanguagecommunicationand daily
life activities?

5. Autism

Autism means a developmental disability significantly affecting verbal and nonverbal

communication and social interaction, generally evident before age three that adversely
affectsachild‘seducationalperformance.Othercharacteristicsoftenassociatedwithautism

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are engaging in repetitive activities and stereotyped movements, resistance to environmental
change or change in daily routines, and unusual responses to sensory experiences. The term
autism does not apply if the child‘s educational performance is adversely affected primarily
because the child has an emotional disturbance, as defined in #5 below. A child who shows
the characteristics of autism after age 3 could be diagnosed as having autism if the criteria
above are satisfied.

Autism is a neurodevelopment disorder defined by impairments in social and

communication development, accompanied by stereotyped patterns of behavior and interest
(Landa, 2007). Autism is pervasive developmental disorder characterized by lack of normal
sociability, impaired communication and repetitive obsessive behavior such as politeness,
turn-taking(Young&Nettlebeck,2005).LinkedtoProfoundLearningDisability(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).
Children with autism vary literally in their use of words, (Rutter, 1966). Communication
deficiencies may leave a lasting mark of social retardation on the child. The link, between
social skills and language is made evident by the often spontaneous appearance of
affectionate and dependent behavior in these children after they have been trained to speak
(Churchill, 1966 & Hewett, 1965).

6. EmotionalandBehavioral Disorders
According to Individuals with Disabilities Education Act (IDEA), the term Emotional and
Behavioral Disorders means a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree that adversely affects
educational performance
1) Aninabilityto learnthatcannot beexplained byintellectual,sensory, or health factors;

2) An inability to build or maintain satisfactory interpersonal relationships with peers

andteachers;
3) Inappropriatetypesofbehaviororfeelingsundernormalcircumstances;

4) Ageneralpervasive moodofunhappiness ordepression; or

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5)Atendencytodevelopphysicalsymptomsorfearsassociatedwithpersonalorschool problems.

Classification of behavioalr and emotional disorders

An individual having behavioral or emotional disorders can exhibit widely varied types
of behavior. Therefore, different classification systems of behavioral and emotional disorders
can be used for special education. Different professionals have developed a classification
system, which shows some promise for educational practice. These include:
 Conduct disorder: individuals may seek attention, are disruptive and act out. The
disorderisclassifiedbytype: overt(withviolenceortantrums)versuscovert(withlying,
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.
Early symptoms include stealing, running away from home, habitual lying, cruelty to
animals, and fire setting.
 Attention problems-These individuals may have attention deficit, are easily destructible
and have poor concentration. They are frequently impulsive and may not think the
consequence of their actions.
 Anxiety/Withdrawn- These individuals are self-conscious, reserved, and unsure of
themselves.Theytypicallyhavelowself-esteemandwithdrawfromimmediateactivities. They
are also anxious and frequently depressed.
 Psychoticbehavior: These individuals show more bizarrebehavior.They may hallucinate,
deal in a fantasy world and may even talk in gibberish.
 Motorexcess: These students are hyper active. They can not sit nor listen toothersnor
keep their attention focused.
Kauffman (1993) conclude that emotion or behavioral disorders fall into two
broadclassifications:
1) Externalizing Behavior: also called under controlled disorder, include such problems
disobedience,disruptiveness,fighting,temperstantrums,irresponsibility,jealous,anger,
attention seeking etc…
2) Internalizing Behavior: also known as over controlled disorders, include such problems
anxiety, immaturity, shyness, social withdrawal, feeling ofinadequacy(inferiority), guilt,
depression and worries a great deal

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Causesof behavioralandemotionaldisorders
Behavioraland emotiondisorders resultfrommanycauses, theseincludesthe following.
1. Biological-includesgeneticdisorders,braindamage,andmalnutrition,allergies,temperament
anddamage to the central nervous system.
2. Family factors-includefamily interactions,family influence,childabuse,neglect,and poor
disciplinary practices at home.
3. Culturalfactors-includesometraditionalandculturalnegativepractices,forexample watching
violence and sexually oriented movies and TV programs.
4. Environmentalfactors-includepeerpressure,livinginimpoverishedareas,andschooling
practices that are unresponsive to individual needs.
Inclusivelifeforpersons withbehavioraldifficulties
1. Doyouthinkitisrighttodismissstudentswithbehavioraldisorder fromschools?
2. Howcanschoolscreateinclusiveeducationforstudentswithbehavioraldisorders?
Discuss
3. Howpersonswithbehavioraldisordershouldemployedandliveindependent life?
4. Howcanpersonswith behavioraldisorderleadindependent lifeinthecommunity?

7. IntellectualDisability

Intellectual disability is a disability characterized by significant limitations in both

intellectual functioning and in adaptive behavior, which covers many everyday social and
practicalskills.Thisdisabilityoriginates beforetheageof18.Anindividualisconsideredto have an
intellectual disability based on the following three criteria:

1. Subaverageintellectualfunctioning:Itreferstogeneralmentalcapacity,suchaslearning,
reasoning, problem solving, and so on. Onewayto measureintellectual functioningis an IQ
test. Generally, an IQ test score of around 70 or as high as 75 indicates a limitation in
intellectual functioning.

2. Significantlimitationsexistintwoormoreadaptiveskillareas: Itisthecollectionof
conceptual,social,andpracticalskillsthatarelearnedandperformedbypeopleintheir
everyday lives.

 Conceptualskills—languageandliteracy;money,time,andnumberconcepts;and self-
direction.

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  Socialskills—interpersonalskills,socialresponsibility,self-esteem,gullibility,
innocence (i.e., suspicion), social problem solving, and the ability to follow
rules/obey laws and to avoid being victimized.
 Practical skills—activities of daily living (personal care), occupational skills,
healthcare,travel/transportation,schedules/routines,safety,useofmoney,useofthe
telephone.

Peoplewithintellectualdisabilitiesacademiclearningcanbeaffected,aswellastheirability to
adapt to home, school, and community environments are presented under the following sub-
headings:

GeneralCognition:Peoplewithintellectualdisabilitiesvaryphysicallyandemotionally,as well
as by personality, disposition, and beliefs. Their apparent slowness in learning may be
related to the delayed rate of intellectual development (Wehman, 1997).

LearningandMemory:Thelearningandmemorycapabilitiesofpeoplewithintellectual
disabilities are significantly below average in comparison to peers without disabilities.
Children with intellectual disabilities may not spontaneously use appropriate learning or
memory retention strategies and may have difficulty in realizing the conditions or actions
thataidlearningandmemory.However,thesestrategiescanbetaught(Fletcher,Huffman,& Bray,
2003; Hunt & Marshall, 2002; Werts, Wolery, Holocombe, & Gast, 1995; Wolery &
Schuster, 1997).

Attention:Toacquireinformation,childrenmustattendtothelearningtaskfortherequired length
of time and control distractions. Children with intellectual disabilities may have difficulty
distinguishing and attending to relevant questions in both learning and social situations
(Saunders, 2001). The problem is not that the student will not pay attention, but rather that
the student does not understand or does not filter the information to get to the salient features
(Hunt & Marshall, 2002; Meyen & Skrtic, 1988).
Adaptive Skills: The adaptive skills of people with intellectual disabilities are often not
comparable to those of their peers without disabilities. A child with intellectual disabilities
may have difficulty in both learning and applying skills for a number of reasons, including a
higher level of distractibility, inattentiveness, failure to read social cues, and impulsive
behavior(Hardmanetal.,2008).Thelackorunderdevelopmentoftheseskillsnotablyaffects

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memory,rehearsalskills,organizationalability,andbeingincontroloftheprocessof learning (Erez
& Peled, 2001; Hunt & Marshall, 2002).
Speech and Language: People with intellectual disabilities may have delayed speech,
language comprehension and formulation difficulties. Language problems are generally
associated with delays in language development rather than with a bizarre use of language
(Beirne-Smith et al., 2006; Moore-Brown & Montgomery, 2006). People with intellectual
disabilities may show delayed functioning on pragmatic aspects of language, such as turn
taking,selectingacceptabletopicsforconversation,knowingwhentospeakknowingwhen to be
silent, and similar contextual skills (Haring, McCormick, & Haring, 1994; Yoder, Retish,
& Wade, 1996).
Motivation:Peoplewithintellectualdisabilitiesareoftendescribedaslackingmotivation,or outer-
directed behavior. Past experiences of failure and the anxiety generated by those failures may
make them appear to be fewer goals directed and lacking in motivation. The result of failure
is often learned helplessness. The history of failure is likely to lead to dependenceon external
sources of reinforcement orreward ratherthan on internal sources of reward. They are less
likely to self-starters motivated by self-approval (Beirne-Smith et al., 2002; Taylor et al.,
2005).
Academic Achievement: The cognitive difficulties of children with mild to moderate
intellectual disabilities lead to persistent problems in academic achievement (Hughes et al.,
2002; Macmillan, Siperstein, & Gresham, 1996; Quenemoen, Thompson, & Thurlow, 2003;
Turnbull et al., 2004), unless intensive and extensive supports are provided.
Physicalcharacteristics:Childrenwithintellectualdisabilitieswithdifferingbiological
etiologies, may exhibit coexisting problems, such as physical, motor, orthopedic, visual and
auditoryimpairments,andhealthproblems(Hallahan&Kauffman,2006).Arelationship
existsbetweentheseverityoftheintellectualdisabilitiesandtheextentofphysical
differencesfortheindividual(Drew&Hardman,2007;Horvat,2000).Themajorityof
childrenwithsevereandprofoundintellectualdisabilitieshavemultipledisabilitiesthat affect
nearly every aspect of intellectual and physical development (Westling & Fox, 2004). Levels
of support for individuals with intellectual disabilities

Levelsofsupportrangefromintermittent(justoccasionalor―asneeded‖forspecificactivities) to
pervasive (continuous in all realms of living).

20
 Levelsandareasofsupportforintellectualdisabilities
Levelof Durationof Frequencyof Settingof support Amountofprofessional
support support support assistance
Intermittent Onlyasneeded Occasionalor Usually only one or Occasionalconsultationor
infrequent two(e.g.1–2classes monitoringbyprofessional
oractivities)
Limited Asneeded,but Regular, but Severalsettings,but not Occasionalorregularcontact
sometimes frequencyvaries usually all with professionals
continuing
Extensive Usually Regular, but Severalsettings,but not
Regular contact with
continuing frequencyvaries usually all professionalsatleastoncea
week
Pervasive Maybelifelong Frequent Nearlyallsettings Continuouscontactand
or continuous monitoringbyprofessionals
Source:AmericanAssociationonMentalRetardation,2002:Schalock&Luckassen,2004.

Activities
Inclusivelifeforpersons withintellectual disabilities
1. Howcanschoolscreateinclusiveeducationforstudentswithintellectual
disabilities? Discuss
2. Howpersonswithintellectualdisabilitiesshouldemployedandliveindependent life?
3. Whatkindofemploymentopportunitiesyoucancreateforpersonswith
intellectual disabilities
4. Howcanpersonswithintellectualdisabilitiesleadindependentlifeinthe
community?

8. Physicaldisability/OrthopedicImpairmentandHealth 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 orthopedic impairments. (The term
orthopedic impairment generally refers to conditions of muscular or skeletal system and
sometimes to physical disabling conditions of the nervous system).
Health impairment is a condition that requires ongoing medical attention. It includes asthma,
heart defects, cancer, diabetes, hemophilia. HIV/AIDS, etc.
ClassificationandCharacteristics
Howcanyou classifyphysicalimpairment?
Physical disabilities:- based on the impact of physical disabilityon mobilityand motor skills,
it is divided into three. These are:-
A. Mild physical disability:- these individuals are able to walk without aids and maymake
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. Severephysicaldisability:-theseareindividualswhoarewheel-chairdependentand may
need special help to achieve regular development.

21
Thephysical disabilitycould bebroadlyclassified in totwo
I. Theneurologicalsystem(thebrain,spinalcord&nerve) relatedproblems.
II. Musculo skeletal system ( the muscles, bones and joints) are deficient due to
various causes.
I. Neurological system:-with aneurological condition likecerebral palsyor atraumatic
brain injury, the brain either sends the wrong instructions or interprets feedback incorrectly.
In both cases, the result is poorly coordinated movement. With the spinal cord injury or
deformity, the path ways between the brain and the muscles are interrupted, so messages are
transmitted but never received. The result is muscle paralysis and loss of sensation beyond
the point where the spinal cord or the nerve is damaged. These individuals may have motor
skill deficits that can range from mild in coordination to paralysis of the entire body. The
most severely affected children are totally dependent on other people or sophisticated
equipment to carry out academic and self-care task
Additional problems that can be associated with cerebral palsy include learning disabilities,
mental retardation. Seizures, speech impairments, eatingproblems, sensoryimpairments, and
joint and bone deformities such as spinal curvatures and contractures (permanently fixed,
tight muscles and joints). Approximately40 percent ofthose with cerebral palsyhave normal
intelligence; the remainders have from mild to severe retardation. This is an extremely
heterogeneous group having unique abilities and needs.
Epilepsy:-is disorder that occurs when the brain cells are not working properly and is often
called a seizure disorder.
-Somechildrenand youth willepilepsyhaveonlyamomentarylossofattention(petit mal
seizures); others fall to the floor and then move uncontrollably
-Fortunately,onceepilepsyisdiagnosed,itcanusuallybecontrolledwithmedication and
does not interfere with performance in school. Most individuals with epilepsy
have normal intelligence.
- Epilepsyisaconditionthataffects1to2percentofthepopulation.Itischaracterized by
recurring seizures, which are spontaneous abnormal discharge of electrical
impulses of the brain.
Spinal bifida and spinal cord injury:- damage to the spinal cord leads to paralysis and loss
of sensation in the affected areas of the body. The spinal blfida is a birth defect of the
backbone (spinal column). The cause siunknown but it usuallyoccurs in the first twenty-six
days of pregnancy.

22
II. Musculoskeletal system: - it includesthe muscles andtheir supporting frameworkand
the skeleton.
2. Progressivemuscleweakness(musculardystrophy);
3. Inflammationofthejoints(arthritis),or
4. Loss of various parts ofthebody(amputation)
The list of the impairment and associated with musculoskeletal malformation are the
following:
A. Muscular dystrophy:- is an inherited condition accruing mainly in males, in which
the muscles weaken and deteriorate. The weakness usually appears around 3 to 4
years of age and worsens progressively. By age 11 most victims can to longer walk.
Death usually comes between the ages of 25 and 35 from respiratory failure orcardiac
arrest.
B. Arthritis:-is an inflammation of the joints. Symptoms include swollen and stiffjoints,
fever, and pain in the joints during acute periods. Prolonged inflammation can lead
joint deformities that can eventually affect mobility.
C. Amputation:- a small number of children have missing limbs because of congenital
abnormalities or injuiry or disease (malignant bone tumors in the limbs). These
children can use customized prosthetic devices (artificial hands, arms, or legs) to
replace limp functions and increase independence in daily activities.
Othermuscle-skeletaldisordersare:-
D. Marfansyndromeisageneticdisorderinwhichthemusclesarepoorlydevelopedand the
spine is curved. Individuals with marfan syndrome may have either long, thin limbs,
prominent shoulder blades, spinal curvature, flat feet, or long fingers & thumbs. The
heart and blood vessels are usually affected. The greatest danger is damage to aorta,
which can lead to heart failure. Individuals with marfan syndrome need to avoid
heavy exercise and lifting heavy objects.
E. Achondroplasis:- is a genetic disorder that affects 1 in 10,000 births. Children with
this disorder usually develop a normal torso but have a straight upper back and a
curved lower back (sway back).
These children are at risk of sudden death during sleep from compression of thespinal
cord interfering with their breathing. The disability may be lessened through the use
of the back braces or by surgery.

23
Polio:- is viral disease that invade the brain and cause severe paralysis of the total body
system. In its mild form results in partial paralysis. Post polio muscles that were previously
damaged weaken, and in some persons, other muscles that were not previously affected
weaken as well.
Club foot:- is a major orthopedic problem affecting about 9,000 infants each year. This term
is used to describe various ankle or foot deformities, i.e
 Twistinginward (equinovarus),themostsevereform
 Sharplyangledat theheel(calcanel vaigus),mostcommon
 Thefrontpartofthefootturned inward.
Theseconditionscanbetreatedwithphysicaltherapy,andacastonthefootcansolvethe problem
in most instances. In more severe cases, surgery is necessary. With early treatment, most
children can wear regular shoes and take part in all school activities.
Cleftlip and cleftpalate:-areopenings in the lip orroof ofthemouth, respectively, that fail to
close before birth, the cause is unknown. Most cleft problems can be repaired through
surgery.
HealthImpairments
Whatarethecommon healthproblemsof students?
Any disease that interferes with learning can make students eligible for special services.
These disease caused problems are as follow.
1. Heart disease:- this is common among young people. It is caused by improper
circulation of blood by the heart some of the disorders are congenital )present at
birth);others are the product of inflammatory heart disease. Some students haveheart
value disorders; others have disorders of the blood vessels. His time heart
implantation helps children to get cured.
2. Cystic fibrosis:- is a hereditary disease that affects the lungs and pancreas. It leads
to recurrent respiratoryand digestiveproblems includingabnormal amounts ofthick
mucus, sweet and saliva. The disease is so progressive and few who have it survive
beyondage20.Childrenwithsuchdiseaseoftenspendsignificanttimeoutofschool.
3. Acquired immune deficiency syndrome (AIDS):- is a very severe disease caused
by human immunodeficiency virus (HIV) infection and transmitted primarily
through exchange of bodily fluids in transfusions or unprotected sex, and by
contaminated needles in addictive drug use.

24
 4. Hemophilia:- is a hereditary disease in which the blood clots veryslowly or not all.
Thedisorderis transmitted bysex-linked recessivegene and nearlyalways occursin
males.
5. Asthma: is a chronic respiratory condition characterized by repeared eplosdeof
breathing difficulties especially while exhaling.
6. Diabetes: Developmental or hereditary disorder characterized by inadequate
secretion or use of insulin
7. Nephrosis & Nephritis Kidney disorders or diseases caused by infections,poisoning,
burns, accidents or other diseases
8. Sickle-cell anemia Hereditary and chronic blood disease (occurring primarly in
African Americans) characterized byred blood cells thataredistored and that
do not circulate properly
9. Leukemia:Diseasecharacterizedbyexcessiveproduction ofwhiteblood Cells
10. Lead poisoning Disorder caused by ingesting lead-based paint chips or other
substances containing lead
11. RheumaticfeverDisease characterized bypainfulswellingandinflammationofthe
jointsthatcanspreadtothehear andcentralnervoussystem.
12. TuberculosisInfectiousdiseasethatcommonlyaffectsthelungsandmayaffect other
tissues of the body.
13. CancerAbnormalgrowth of cellsthatcanaffectanyorgansystem

Activities
Inclusivelifeforpersons with mobilitydifficultiesandhealth impairments
1. Howcanschoolscreateinclusiveeducationforstudentswithphysicaldisabilities?
Discuss
2. Howpersonswithphysicaldisabilitiesshouldemployedandliveindependent life?
3. Howcanpersonswithphysicaldisabilities leadindependentlifeinthecommunity?
4. Whatkind of technologytheyrequire formobilityanddailylife activities?
9. Vulnerability
Vulnerable means being at risk of being harmed. Everyone can be harmed, so being
vulnerable is part of beinghuman. In principle, everyone is vulnerable to some adverse event
or circumstance, but some people are more vulnerable than others. For instance, people with
disabilities are more likely as a group to experience greater vulnerability. They are also often
more severely affected by the vulnerability they experience. Based on the existing literature,
vulnerability can be generally defined as a complex phenomenon that refers to the following
dimensions:

25
 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 transporatation, schools, libraries
or medical services;
3. Lack of social support from social networks: no assistance from family members,
friends, neighbors or colleagues (referring to practical help as well as emotional
support) like highly gifted individuals;
4. Stigmatization: being a victim of stereotypes, being devalued, confronted with
disgraceful behavior because of belonging to a particular social or ethnic group;
5. Health difficulties: disadvantages resulting from poor mental health, physical health
or disabilities;
6. Beingavictim ofcrime:in familycontext especiallyof violence.

CausesofVulnerability
Vulnerability may be causes by rapid population growth, poverty and hunger, poor health,
low levels of education, gender inequality, fragile and hazardous location, and lack of access
to resources and services, including knowledge and technological means, disintegration of
socialpatterns (socialvulnerability).Othercauses includes;lackof accesstoinformationand
knowledge, lack of public awareness, limited access to political power and representation
(political vulnerability), (Aysan,1993). When people are socially disadvantaged or lack
political voice, their vulnerability is exacerbated further. The economic vulnerability is
related to a number of interacting elements, including its importance in the overall national
economy, trade and foreign-exchange earnings, aid and investments, international prices of
commodities and inputs, and production and consumption patterns. Environmental
vulnerability concerns land degradation, earthquake, flood, hurricane, drought, storms
(Monsoon rain, El Niño), water scarcity, deforestation, and the other threats to biodiversity.

CharacteristicsofVulnerablePeople
Thefollowingarethoughttobecharacteristicsofvulnerablepeople(withexamplesof groups of
potentially vulnerable people):
1. Lessphysicallyor mentallycapable (infants, olderadults, people with disabilities)
2. Fewermaterialand/orfinancialresources (low-incomehouseholds,homeless)
3. Lessknowledgeorexperience(children,illiterate,foreigners,tourists)
4. Restrictedbysocietytogrow anddevelop accordingto their needs and potentials

26
People who are helped by others (who are then restricted by commitments) are still
vulnerable people, which includes the following extracted from various researches.
A. Women: particularly women in developing nations and those who are living in rural
areas are vulnerable for many backward traditional practices.These women are
oppressed by the culture and do not get access to education and employment(Comfort
et al., 1999; Morrow, 1999; McEntire et al. (2002; Thomalla et al. (2006; Laukkonen
et al. (2009; Rubin, 2010; GNCSODR, 2013; GP DRR, 2013).
B. Children: Significant number of children are vulnerable and at risk for development
(Morrow, 1999; McEntire et al., 2002; Thomalla et al., 2006; Laukkonen et al., 2009
Dinhetal.,2012;Rubin, 2010;GPDRR,2013;GNCSODR,2013;Dinhetal.(2012).
Children are vulnerable for psychological and physical abuse This include illegally
workingchildren,childrenwhoarepregnantorbecomemothers,children bornoutof
marriage, children from a single-parent, delinquent children, homeless children, HIV-
infected children, uneducated children, institutionalized children, married children,
mentally ill children, migrant children, orphans, sexually exploited children, street
children, war-affected children…etc.
C. Minorities: some people are vulnerable due to their minority background.
Particularly,ethnic(culturalandlinguisticminority),religiousminority.Thesepeople are
political and socially discriminated (Comfort et al., 1999; Cardona, 2003; Brooks,
2003; National Research Council, 2006; Cutter et al., 2010; ).
D. Poverty:Peoplearevulnerableformanyundesirablephenomenaduetopoverty.This may
be resulted in, poor households and large households, inequality, absences of access
to health services, important resources for life, lack of access to education,
information, financial and natural resources and lack of social networks (Morrow,
1999; McEntire et al., 2002; Brooks, 2003; Dwyer et al., 2004; Vincent, 2004;
Leichenko et al., 2004; National ResearchCouncil, 2006; Naudé et al., 2007; Kahn
and Salman, 2012; MacDonald, 2013).
E. Disabilities: People with disabilities very much vulnerable for many kind of risks.
This includes abuses, poverty, illiteracy, health problems, psychological and social
problems(Comfort et al., 1999; McEntire et al., 2002; Naudé et al., 2007; Cutter et al.,
2010; Dinh et al., 2012; . Balica et al., 2012; GNCSODR, 2013).

27
 F. Age: Old people or very young children are vulnerable for all kinds evils (Comfort et
al.,1999;Morrow,1999; McEntireet al.2002;Cardona(2003;Vincent,2004; Naudé et
al., 2007; Dinh et al., 2012; Adikari et al., 2013; GNCSODR,2013).
G. Illiteracy and less education: People with high rates of illiteracy and lack quality
educational opportunities are vulnerable for absence all kinds of developments
(Cardona, 2003; Adger et al., 2004; Leichenko et al., 2004; Naudé et al., 2007; Kahn
and Salman, 2012; Adikari et al., 2013).
H. Sickness: Uncured health problems for example people living with HIV/AIDS are
much vulnerable for psychosocial problems, poverty and health (Vincent, 2004;
Adger et al., 2004; Naudé et al., 2007).
I. Gifted and Talentedness: Gifted and talented children are vulnerable for socio-
emotionaldevelopments.Duetolackofpsychologicalsupporttheymayfeelisolation as
they are pulled from their regular classrooms and given instruction in separate
settings and due to myths and expectations of themselves and the public (Shechtman
& Silektor, 2012, p. 63; Schuler, 2000).

Activity
1. PersonswithdisabilitiesarehighlyexcludedinEthiopiafromeducation,economic,
psychologicalandpoliticaldevelopment?
2. TheNaturalrightsofpersonswithdis abilitiesareviolated.Canyougivesome
explanationon thesepoints?
3. How can we make inclusion arealityforpersonswith disabilities inEthiopia?
4. Whatcanyoudoasanindivi dualin yourrespective profusion?
Chapter Summary
Personswithdisabilities,healthimpairmentsandvulnerablepeoplearepeoplewhoshouldbe
productive and able to live independent life. Their impairment is not something that has
disabled them; rather, the social system is the major disabling factor. Disabilities do not only
affect an impaired persons; it affect the whole nation, when this people are neglected from
education and employment and when they are not actively participate in the social, political
and economic activities. These situations make them to lead dependent lives which in turn
affect the life of the nation. Hence, inclusiveness is an outlet for creating a society of
productivity who leads independent life.

28
References
DavidF.&,Jenifer L.(2016).ATeacher'sGuidetoSpecialEducation.AssociationforSupervision& Curriculum
Development
HallahanD.andKauffmanJ.(2018).ExceptionalLearners:AnIntroductiontoSpecialEducation(14th
ed).Pearson

Heward,L.W.(2006).ExceptionalChildren:Anintroductiontospecialeducation(8th ed).USA:Pearson Education,

Inc.

Heward,L.H.(2006).ExceptionalChildren:AnIntroductiontoSpecialEducation. NewJersey;Pearsonprentice Hall.

Salisbury,R.(2008).Teachingpupilswithvisualimpairment:aguidetomakingtheschoolcurriculum accessible. Bell

& Bain ltd, Glasgow.
SmartJ.(2019).Disability,SocietyandtheIndividual(3rd).ProEd
TirussewT.(2002).HumanDisabilities:Developmental,EducationalandpsychologicalImplications.
DepartmentofEducationalPsychology,AddisAbabaUniversity.
TobyJ.(2017).BuildingontheStrengthsofStudentswithSpecialNeeds:HowtoMoveBeyondDisability Labels in the
Classroom : ASCD

Yeseldyka, J.E. and Algozzine, B. (2006). TeachingStudentsWithLearningDisabilities:APracticalGuide for

Every Teacher Paperback

YsseldykeYeseldyka, J.E. and Algozzine, B. (2007). TeachingStudentsWithSensoryDisabilitiesA

Practical Guide for Every TeacherNew Delhi:

Yeseldyka, J.E. and Algozzine, B. (2007). TeachingStudentsWithCommunicationDisordersAPractical

Guide for Every TeacherNew Delhi:

Yeseldyka, J.E. and Algozzine, B. (2011). TeachingStudentsWithMentalRetardationAPracticalGuidefor

Every Teacher New Delhi:

Yeseldyka, J.E. and Algozzine, B. (2011). TheFundamentalsofSpecialEducationAPracticalGuidefor

Every Teacher New Delhi:

Yeseldyka,J.E.andAlgozzine,B.(2014).EffectiveAssessmentforStudentsWithSpecialNeedsNewDelhi:

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Chapter2:Concept of Inclusion
Chapter Overview
This chapter tries to introduce students with the concept inclusion. The specific contents
addressed in the chapter Include: definition of inclusion, concept of inclusion, inclusion shift
from special education and integrated education, rationale for inclusion, factors that
influenced development of inclusion, benefits of inclusion to students, teachers‘ parents and
society, inclusive school and classroom environment, strategies to implement inclusion in
teaching and learning processes and barriers to inclusion.
LearningObjectives

Afterthe studentshavestudied thischapter, theywillbeable to:

 Defineinclusion,
 Discusstheconcept ofinclusion in education,
 Identifyreasonregardingshiftfromspecialeducationandintegratededucation
inclusion,
 Differentiatethemajor rationalesfor inclusion,
 Listfactorsthatinfluenceddevelopmentofinclusion,
 Identifybenefitsofinclusiontostudents,teachers‘parentsandsociety,
 Namemajorcharacteristicsofinclusiveschoolandinclusiveclassroom
environments,
 Pointoutstrategiesto implementinclusionin teachingandlearningprocesses
 Differentiatethemajorbarrierstoinclusion.

Definitionof Inclusion

BrainstormingQuestions
 Whatcomesto yourmindwhen youhearabout the word inclusion?
 Doyouknow towhominclusion isrequired?Why?
 Whodoyouthinkbenefitfrominclusion?
 Whyinclusion has gotthe worldwideattention?
 Wheredoyou thinkinclusionoriginated from?
 Howdo you thinkinclusion can beimplemented?
 Whatarethebarriers to inclusion?

Inclusion ineducation/service refers to ―an ongoing process aimed at offering quality

education/services for all while respecting diversity and the different needs and abilities,
characteristicsandlearningexpectationsofthestudentsandcommunitiesandeliminatingall

30
forms of discrimination‖ (UNESCO, 2008, P.3, as cited in EADSNE, 2010, p.11). Inclusive
services at any level are quality provisions without discrimination or partiality and meeting
the diverse needs of people.
Inclusion is seen as a process of addressing and responding to the diversity of needsof
all persons through increasing participation in learning, employment, services, culturesand
communities, and reducing exclusion at all social contexts. It involves changes and
modifications in content, approaches, structures and strategies, with a common vision which
covers all people, a conviction that it is the responsibility of the social system to educate all
children (UNESCO 2005), employ and provide social services. Besides, inclusion is defined
ashavingawiderangeofstrategies,activitiesand processesthatseek tomakearealityofthe
universal right to quality, relevant and appropriate education and services. It acknowledges
that learningbegins at birth and continues throughout life, and includes learningin the home,
the community, and in formal, informal and non-formal situations. It seeks to enable
communities, systems and structures in all cultures and contexts to combat discrimination,
celebrate diversity, promote participation and overcome barriers to learning and participation
forall people. It is partofawiderstrategypromotinginclusivedevelopment, with thegoal of
creating a world where there is peace, tolerance, and sustainable use of resources, social
justice, and where the basic needs and rights of all are met. This definition has the following
components:
1) Conceptsabout learners
 Educationisafundamentalhumanrightforallpeople
 Learningbeginsatbirthandcontinuesthroughoutlife
 Allchildrenhave arightto educationwithintheirown community
 Everyonecanlearn,and anychildcan experiencedifficultiesinlearning
 Alllearners need theirlearningsupported child-focusedteachingbenefits all children.
2) Conceptsaboutthe education systemandschools
 Itisbroaderthan formalschooling
 itisflexible,responsiveeducationalsystems
 Itcreatesenablingand welcomingeducationalenvironments
 Itpromotesschoolimprovement–makeseffective schools
 Itinvolveswholeschoolapproach andcollaborationbetweenpartners.
3) Conceptsaboutdiversityand discrimination
 Itpromotescombatingdiscriminationand exclusionarypressuresat anysocial sectors

31
  Itenables respondingto/embracingdiversityasaresourcenot as aproblem
 Itprepareslearners foraninclusivesocietythatrespectsandvalues difference.
4) Conceptsaboutprocessestopromoteinclusion
 Ithelpstoidentifyingandovercomingbarrierstoparticipationandexclusionary pressures
 Itincreasesreal participationofallcollaboration,partnershipbetweenall
stakeholders
 Itpromotesparticipatorymethodology,actionresearch,collaborativeenquiryand other
related activities
5) Conceptsabout 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
 Ithelpstouseappropriateresources andsupport withinschoolsandatlocallevels for the
needs of different children, e.g. mother tongue tuition, Braille, assistive devices.
McLeskeyandWaldron(2000)haveidentifiedinclusionandnon-inclusivepractices. According to
them inclusion includes the following components:
 Studentswithdisabilities andvulnerabilityattendtheirneighborhoodschools
 Eachstudentisinanage-appropriategeneraleducationclassroom
 Every student is accepted and regarded as a full and valued member of the class and the
school community.
 Specialeducationsupportsareprovidedtoeachstudentwithadisabilitywithinthe context of the
general education classroom.
 Allstudentsreceive aneducation thataddressestheirindividual needs
 Nostudent isexcluded basedon typeor degreeofdisability.
 Allmembersoftheschool(e.g.,administration,staff,students,andparents)promote
cooperative/collaborative teaching arrangements
 Thereisschool-basedplanning,problem-solving,andownershipofallstudentsand programs
 Employedaccordingtotheircapacitieswithout discriminations

32
On theotherhand, theyarguethat inclusion doesnotmean:
 Placingstudentswithdisabilitiesintogeneraleducationclassroomswithoutcarefulplanning
and adequate support.
 Reducingservices or fundingforspecial education services.
 Placingallstudentswhohavedisabilitiesorwhoareatriskinoneorafewdesignated classrooms.
 Teachersspendingadisproportionate amountoftimeteachingor adaptingthecurriculum for
students with disabilities.
 Isolatingstudentswithdisabilitiessocially,physically,oracademicallywithinthegeneral
education school or classroom.
 Endangering the achievement of general education students through slower instruction or
a less challenging curriculum.
 Relegatingspecialeducationteacherstotheroleofassistantsinthegeneraleducation classroom.
 Requiringgeneralandspecialeducationteacherstoteamtogetherwithoutcareful planning and
well-defined responsibilities.

2. Principlesof Inclusion

The fundamental principle of inclusion is that all persons should learn, work and livetogether
wherever possible, regardless of any difficulties or differences they may have. Inclusive
education extends beyond special needs arising from disabilities, and includes consideration
of other sources of disadvantage and marginalization, such as gender, poverty, language,
ethnicity, and geographic isolation. The complex inter-relationships that exist among these
factors and their interactions with disability must also be a focus of attention.
Besides, inclusion begins with the premise that all persons have unique characteristics,
interests, abilities and particular learning needs and, further, that all persons have equalaccess
education, employment and services. Inclusion implies transition from separate, segregated
learning and working environments for persons with disabilities to community based
systems. Moreover, effective transitions from segregated services to inclusive system
requires careful planning and structural changes to ensure that persons with disabilities are
providedwithappropriateaccommodationandsupportsthatensureaninclusivelearningand

33
working environment. Furthermore,UNESCO (2005) hasprovidedfour major inclusion
principlesthat support inclusive practice. These include:
1. Inclusionisaprocess.Ithastobeseenasanever-endingsearchtofindbetterwaysof
responding to diversity. It is about learning how to live with difference and learning
how to learn from difference. Differences come to be seen more positively as a
stimulus for fostering learning amongst children and adults.
2. Inclusion is concerned with the identification and removal of barriers that hinders the
development of persons with disabilities. It involves collecting, collating and
evaluating information from a wide variety of sources in order to plan for
improvements in policy and practice. It is about using evidence of various kinds to
stimulate creativity and problem - solving.
3. Inclusionisaboutthepresence,participationandachievementofallpersons.
‗Presence‘ is concerned with where persons are provided and how reliably and
punctually they attend; ‗participation‘ relates to the quality of their experiences and
must incorporate the views of learners/and or workers and ‗achievement‘ is about the
outcomes of learning across the curriculum, not just test and exam results.
4. Inclusion invokes a particular emphasis on those who may be at risk of
marginalization, exclusion or underachievement. This indicates the moral
responsibilityto ensure that those ‗at risk‘ are carefully monitored, and that steps are
taken to ensure their presence, participation and achievement.
2. RationaleforInclusion

Reflectionactivities:
Dearstudents,whydo youthinkinclusionineducationisimplementedinmanycountries of the
world? Implementation of inclusion has number of rationales. The major ones include:
educational, social, legal, economic and inclusive society building foundations
RationalesforInclusionandTheirRespective Descriptions
EducationalFoundations
 Childrendobetteracademically,psychologicallyandsociallyininclusive
settings.
 Amoreefficient useof education resources.
 Decreasesdropoutsandrepetitions
 Teacherscompetency(knowledge,skills,collaboration, satisfaction
SocialFoundation
 Segregationteachesindividualstobefearful,ignorantandbreedsprejudice.
 Allindividualsneedaneducationthatwillhelpthemdeveloprelationships and
prepare them for life in the wider community.

34
  Onlyinclusionhasthepotentialtoreducefearandtobuildfriendship, respect and
understanding.
LegalFoundations
 Allindividuals havetherightto learnandlivetogether.
 Humanbeingshouldn‘tbedevaluedordiscriminatedagainstbybeing
excluded or sent away because of their disability.
 Therearenolegitimatereasonstoseparatechildrenfortheir education
EconomicFoundation
 Inclusiveeducationhaseconomicbenefit,bothforindividualandfor society.
 Inclusiveeducationismorecost-effectivethanthecreationofspecialschools
across the country.
 Childrenwithdisabilitiesgotolocalschools
 Reducewastageof repetitionanddropout
 Childrenwith disabilitieslivewith theirfamilyusecommunityinfrastructure
 Betteremploymentandjobcreationopportunitiesforpeoplewithdisabilities
FoundationsforBuildingInclusiveSociety
 Formationof mutualunderstandingandappreciation ofdiversity
 Buildingupempathy,toleranceandcooperation
 Promotionofsustainabledevelopment
2.3.FactorsthatInfluencedDevelopmentofInclusion
Brainstormingquestions:
Dear student:
1. Asstatedearlier,inclusiveeducationhasgotpriorityasthemaineducationpolicyin many
countries of the world. Why do you think it has got the world‟s attention?
2. Is it possible to solve different crises that the world is acing these days by implementing
inclusion philosophy?If youransweris “Yes,” how it ispossible?If youransweris “No,” why
it is not possible?
3. Whatdoyouthinkare thedriversof inclusionto bematerializedin reality?

Inclusiveness originated from threemajor ideas. Theseinclude: inclusive education is a

basic human right; quality education results from inclusion of students with diverse needs
and ability differences, and there is no clear demarcation between the characteristics of
students with and without disabilities and vulnerabilities. Therefore, separate provisions for
suchstudentscannotbejustified.Moreover,inclusionhasgottheworld‘sattentionbecauseit is
supposed to solve the world‘s major problems occurring in social, economic, religious,
educational and other areas of the world.For instance, it is supposed to : counteract-social,
political, economical and educational challenges that happen due to globalizationimpact;
enhance psychosocial, academic and other benefits to students with and without specialneeds
education;help all citizens exerciseeducationaland human rights;enhancequality educationfor
all in regular class rooms through inclusion; create sustainable environmental
developmentthatissuitableforallhumanbeings;createdemocraticandproductivesociety

35
that promote sustainable development; build an attitude of respecting and valuing of
differences in human beings;and ultimately build aninclusive society.

Inclusiveeducationisfacilitatedbymanyinfluencingactors.Someofthemajordrivers
include:
1. Communities: pre-colonial and indigenous approaches to education and
community-based programs movement that favor inclusion of their community
members.
2. Activists and advocates: the combined voices of primary stakeholders –
representatives of groups of learners often excluded and marginalized from education
(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,theissuesofquality,accessandinclusionarestronglylinked,andcontributeto 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
educationmovement – as demonstrated in the Salamanca Statement – has been a
positive influence on inclusive education, enabling schools and systems to really
respond to a wide range of diversity.
5. Involvement of International agencies: the UN is a major influence on the
development of inclusive education policy and practice. Major donors have formed a
partnership–theFastTrackInitiative–tospeedprogresstowardstheEFAgoals.
E.g.UNESCO,etc.
6. Involvement of NGOs movements, networks and campaigns: a wide range ofcivil
society initiatives, such as the Global Campaign for Education, seek to bring
policyand practice together and involve all stakeholders based on different situations
7. Other factors: the currentworld situation and practical experiences in education. The
current world situationpresents challenges such as the spread of HIV/AIDS, political
instability, trends in resource distribution, diversityof population, and social
inclusion.Thisnecessitatesimplementationofinclusiontosolvetheproblems.Onthe other
hand, practical experiences in education offers lessons learned from failure and
success in mainstream, special and inclusive education. Moreover, practical
demonstrationsofsuccessfulinclusiveeducationindifferentculturesandcontextsare a
strong influence on its development
BenefitsofInclusion
It is now understood that inclusion benefits communities, families, teachers, and students by
ensuringthatchildrenwithdisabilitiesattendschoolwiththeirpeersandprovidingthemwith
adequate support to succeed both academically and socially.
1. BenefitsforStudentswithSpecialNeedsEducation
Ininclusivesettingspeople willdevelop:
 Appropriatemodelsofbehavior.Theycanobserveandimitatesociallyacceptable
behaviors of the students without special needs
 Improvedfriendships withthesocialenvironment

36
  Increasedsocialinitiations,interactions,relationshipsandnetworks
 Gainpeerrolemodelsforacademic,socialand behaviorskills
 Increasedachievementofindividualizededucationalprogram(IEP)goals
 Greateraccesstogeneral curriculum
 Enhancedskillacquisitionandgeneralizationintheirlearning
 improvedacademicachievementwhich leadstoqualityeducationservices
 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
 Enhancedfamiliesintegrationintothecommunity
2. BenefitsforpersonswithoutSpecialNeeds Education
Studentswithoutspecialeducationalneeds(SEN) will:
 Have a variety of opportunities for interacting with their age peers who experience SEN
in inclusive school settings.
 serveaspeer tutorsduringinstructional activities
 Playtheroleofaspecial‗buddy‘duringlunch,inthebusorplayground.
 Gainknowledgeofagooddealabouttolerance,individualdifference,andhuman exceptionality.
 LearnthatstudentswithSENhavemanypositive characteristicsandabilities.
 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
 Getgreater opportunitiesto masteractivities bypracticingand teachingothers
 Haveincreasedacademic outcomes

37
  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 are adults that
make them build an inclusive society
3. BenefitsforTeachersand Parents/Family
BrainstormingQuestions
5.Dearstudent,doyouthinkinclusiveeducationisimportantforteachersofinclusive education
and parents?If yes, give examples? If no, why not?

Inclusive education has benefit to teachers. The benefit includes: developing theirknowledge
and skills that meet diverse students‘ needs and ability differences to enhancing their skills to
work withtheir stakeholders; and gaining satisfaction in their profession and other aspects.
Similarly, parents/family benefit from inclusive education. For example, parents benefitfrom
implementation of inclusive education in developing their positive attitude towardstheir
children‘s education, positive feeling toward their participation, and appreciation to
differences among humankinds and so on. For detailed information, see the table below.
when they participate in inclusive education of their children
Table2.3.Benefitsofinclusion forTeachersand Parents/Family

Benefits forTeachers Benefits forParents/Family

 They have more opportunities to learn new waysto They:
teach different kinds of students.
 Learn more about how their children
 They gain new knowledge, such as the different arebeingeducatedinschoolswiththeir
ways children learn and can be taught. peers in an inclusive environment
 They develop more positive attitudes and  Become personally involved and feel a
approaches towards different people with diverse greater sense of accomplishment in
needs. helping their children to learn.
 They have greater opportunities to explore new  Feel valued and consider themselves as
ideas by communicating more often with others equal partners in providing quality
from within and outside their school, such as in learning opportunities for children.
school clusters or teacher networks, or withparents
 Learn how to deal better with their
and community members.
children at home by using techniques
 They can encourage their students to be more that the teachers use in school.
interested, more creative and more attentive
 Find out ways to interact with others in
 They can experience greater job satisfaction and a the community, as well as tounderstand
higher sense of accomplishment when ALL and help solve each other‘s problems.
children are succeeding in school to the best of
 Know that their children—and ALL
their abilities.
children—are receiving a quality
education.
 They get opportunities to exchange information
aboutinstructionalactivitiesandteaching

38
 strategies,thusexpandingtheskillsofbothgeneral and
special educators  Experience positive attitude about
themselves and their children byseeing
 They benefit from develop Developing teamwork their children accepted by others,
and collaborative problem-solving skills to successful in the inclusive setting, and
creatively address challenges regarding student belongingtothecommunitywherethey
learning live

 Developpositiveattitudethathelpthempromoting the
recognition and appreciation that all students have
strengths and are contributing members ofthe
school community as well as the society

Reflection
6. Dearstudent,canyoubrieflydiscusshowtheteachersbenefitfrominclusion?

2.5. Benefits forSociety

Inclusion goes beyond education and should involve consideration of employment,
recreation, health and livingconditions. It should thereforeinvolvetransformations across all
government and other agencies at all levels of society.

When students with special needs and without special needs are educated through quality
inclusive education, it not only benefits students, teachers and parents it also benefits the
society. Some of the major benefits may include:

Introduction of students with disabilities and vulnerabilities into mainstream schools bring in
the students into local communities and neighborhoods and helps break down barriers and
prejudice that prevail in the society towards persons with disability.

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

Meaningful participation in the economic, social, political and cultural life of communities
own cost effective non-segregated schooling system that services both students with and
without special needs education.
UltimateGoalof Inclusion
Brainstormingquestions
1.Dearstudent,whatdoyouthinkaboutthe ultimate goalregardingthe implementationof
qualityinclusive education?
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
aftertheirschoolyear‘send.Studentseducatedtogetherhaveagreaterunderstandingof

39
difference and diversity. Students educated together have fewer fears about difference and
disability. An inclusive school culture creates better long-term outcomes for all students.
Typical students who are educated alongside peers with developmental disabilitiesunderstand
more about the ways that they‘re all alike. These are the students who will be our children‘s
peer group and friends. These students hold the promise of creating inclusive communities in
the future for all our children. These students will be the teachers, principals, doctors,
lawyers, and parents who build communities where everyone belongs.
Inclusivesocietyisanecessaryprecondition forinclusivegrowth is asocietywhich does not
exclude or discriminate against its citizens on the basis of disability, caste, race, gender,
family or community, a society which ‗levels the playing field for investment‘ and leaves no
one behind.Thus, Inclusive growthwhich is equitable that offers equality of opportunityto all
as well as protection in market and employment transitions results from inclusive society.
Reflection
 Dearstudent,canyouexplainthebenefitsoinclusiveeducationorstudents,teachers,
parents and society at large?
 Whatkinkosocietycanbecreatedwheninclusiveeducationisproperly implemented?

5.Featuresof InclusiveEnvironment

Brain stormingquestions:
Dearlearners,whatdoesinclusiveenvironmentmean?
Doyouthinkitis possibletocreate aninclusiveenvironment?
What could be the major components of inclusive environment interms of inclusive
education?
An inclusive environment is one in which members feel respected by and connected
to one another. An inclusive environment is an environment that welcomes all people,
regardless of their disability and other vulnerabilities. It recognizes and uses their skills and
strengthens their abilities. An inclusive service environment is respectful, supportive, and
equalizing.Aninclusiveenvironmentreachesouttoandincludesindividualswithdisabilities and
vulnerabilities at all levels — from first time participants to board members.
Ithas thefollowingmajor characteristics:
 itensures the respectanddignityofindividuals with disabilities
 itmeets current accessibilitystandards to the greatest extent possible to allpeople with
special needs
 providesaccommodationswillinglyandproactively

40
Personswith disabilitiesarewelcomedandarevalued fortheircontributionsas individuals.
2.6. Inclusive Environments
Aninclusiveenvironmentisaplacethatisadjustedtoindividuals‘needsandnotviceversa– that
individuals are adjusted to the environmental needs. It acknowledges that individual
differences among individuals are a source of richness and diversity, and not a problem, and
that various needs and the individual pace of learning and development can be met
successfully with a wide range of flexible approaches. Besides, the environment should
involve continuous process of changes directed towards strengthening and encouraging
different ways of participation of all members of the community.
An inclusive environment is also directed towards developing culture, policy and practice
which meet pupils‘ diversities, towards identifying and removing obstacles in learning and
participating, towards developing a suitable provisions and supporting individuals.
Therefore,successfulenvironmenthasthefollowing characteristics:
 Itdevelopswhole-school/environment processes thatpromote inclusivenessand
qualityprovisions and practice that are responsive to the individual needsand
diversities

 It recognizes and responds to the diverse needs of their individuals and ensuring
quality provisions for all through appropriate accommodations, organizational
arrangements, resource use and partnerships with their community.

 It is committed to serveall individuals together regardless of differences.It is also

deeply committed to the belief that all persons can learn, work and be productive.

 Itinvolvesrestructuring environment,culture,policy, andpractice.

 Itpromotingpro-social activities

 Itmakesprovides servicesandfacilitiesequallyaccessibletoall people

 Itinvolvesmobilizingresourceswithinthecommunity

 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, clinicians, caregivers, and staff in local
schools, work place, disability services providers and relevant support agencies
within the wider community.

41
  It develops social relationships as an equal member of the class. It is also the
classroom responsive to the diversity of individuals‘ academic, social andpersonal
learning needs.

Barriersto Inclusion
 Though many countries seem committed to inclusion their rhetoric, and even in their
legislation and policies, practices often fall short. Reasons for the policy-practice gap
in inclusionare diverse. The major barriers include:
 Problems related with societal values and beliefs- particularly the community and
policy makers negative attitude towards students with disability and vulnerabilities.
Inclusion cannot flourish in a society that has prejudice and negative attitude towards
persons with disability.
 Economic factors- this is mainly related with poverty of family, community and
society at large
 Lack oftaking measures to ensure conformity of implementation of inclusion practice
with policies
 Lack of stakeholders taking responsibilityin their cooperation as well as collaboration
for inclusion
 Conservativetraditions amongthe communitymembersabout inclusion
 Lackofknowledgeand skillsamongteachersregardinginclusiveeducation
 Rigid curricula, teaching method and examination systems that do not consider
students with dives needs and ability differences.

 Fragiledemocraticinstitutions thatcould notpromoteinclusion

 Inadequateresourcesandinaccessibilityofsocialandphysicalenvironments

 Largeclasssizesthatmaketeachersandstakeholdersmeetstudents‘diverse needs
 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.
 Usinginclusivemodels that maybeimportedfrom othercountries.

Reflectionquestions
Think of Ethiopian socio-cultural, economic and political conditions and reflect on the
following issues.
Do you think the country‟s socio-cultural, economic and political conditions suitable to
implement inclusive education?What should be done to make conditions suitable to
implement inclusion?
Duethinktheschoolsyouleantinrelationrespectingstudents‟rightstolearn,addressing

42
the students‟ diverse needs and ability differences and promoting quality education for all
students.Point out the strengths and weakness based on the inclusive education concepts and
practices.

Chapter summary
Inclusion is defined from the concept of education process of education that is aimed at
meetingstudents‘ diverse needs in regular classrooms.It focuses not only students with
special educational needs but also students without special needs.It is based on the concepto
respecting diversity and the different needs and abilities, characteristics and learning
expectations of the students and communities and eliminating all forms of discrimination in
educational, social, economic and other aspects o f life.The concept of inclusive education
originated from three major ideas. These include: inclusive education is a basic human right;
quality education results from inclusion of students with diverse needs and abilitydifferences,
and there is no clear demarcation between the characteristics of students withand without
disabilities and vulnerabilities. Its philosophy centers on enabling communities, systems and
structures in all cultures and contexts to fight discrimination, celebrate diversity, promote
participation and overcome barriers to learning and participation for all people (persons with
and without special educational needs). It is part of a wider strategypromoting inclusive
development, with the goal of creating a world where there is peace, tolerance, and
sustainable use of resources, social justice, and where the basic needs and rights of allpersons
are met.
Inclusion concept evolvedfrom special and integrated education based on the notion that both
special needs and integrated/mainstreaming education do not address unique needs,
characteristics of students with in regular schools classrooms.
The concept of inclusion has a number of rationales: educational, social, economic, legal and
foundations or inclusive society.Specifically, it has also benefits to students with and without
special educational needs, parents, teachers and society at large. Inclusion is implementedas
on its ultimate goal which is aimed building an inclusive society.
The concept of inclusion development is influenced by different factors:communities,
activists and advocates, the quality education and school improvement movement, special
educational needs movement, involvement of international agencies, involvement of NGOs
movements, networks and campaigns, and other factors such as current world situation and
demand or quality education.

43
Inclusive education implementation needs adjusting schools and classrooms environments to
address unique needs of students with diverse needs and ability differences. These
environments should be adjusted address factors that address the students‘ rights, respecting
and valuing differences, foster team work, and improve academic achievement, promote
healthy psychosocial development.
Implementation inclusion in education aces number of barriers. The barriers are related with
lackofteachersknowledge andskills,theirnegativeattitude;rigid curriculumandteaching and
learning methods; lack of active participation of relevant stakeholders; lack of resources and
facilities;globalization and free market economic policy; andlack of considering local
indigenous values, ideologies and culture and other related factors.
References
Hayes, A.M.,and Bulat,J.,(2017). Disabilitiesinclusiveeducation systemsand policiesguideforlow- and
middle-incomecountries.RTIPressPublicationNo.OP-0043-1707.ResearchTrianglePark,NC:RTIPress

Loreman,T.,Deppeler,J.andHarvey,D.(2005).Inclusiveeducation:apracticalguidetosupporting diversity in the

classroom. Routledge, Falmer,UK, Taylor and Francis Group.

MoE(2012b).Guidelineforcurriculumdifferentiationandindividualeducationalprogram.AddisAbaba: Federal
Ministry of Education, Addis Ababa.
…..(2012a).Specialneeds/inclusiveeducationstrategy.TheFederalDemocratic,Republicof
Ethiopia, Federal Ministry of Education, Addis Ababa.
TirussewTeferra(2005).DisabilityinEthiopia:Issues,insightsandimplications.AddisAbabaUniversity Printing
Press.

UNICEF(2014).ConceptualizingInclusiveEducationandContextualizingitwithintheUNICEFMission -
Companion Technical Booklet .Webinar,New York.

UNESCO(2001).Openfileoninclusiveeducation,supportmaterialsformanagersandadministrators.
Retrievedfromhttp://unesdoc.unesco.org/images/0012/001252/125237eo.pdf

……(2006).EmbracingDiversity:ToolkitforCreatingInclusive,Learning-FriendlyEnvironments.Bangkok.

………. (2007). Regional Seminar on poverty alleviation, HIV and AIDS education and inclusive education:
Priority issues for inclusive quality education in Eastern and Western Sub-Saharan Africa.
Nairobi, Kenya. Retrieved from
http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Report
s/nairobi_07/ethiopia_inclusion_07
.pdf

………(2009).Defininganinclusiveeducationagenda:reflectionsaroundthe48thsessionoftheinternational
conference on education. UNESCO: International Bureau of Education. Retrieved from
http:// unesdoc.unesco.org/images/0018/001868/ 186807e.pdf
………(2013).Promotinginclusiveeducation-curriculum(AdvocacyGuide3).Bankok:Tiland.

44
Chapter3:IdentificationandDifferentiatedservices
Chapter Overview
The onset of disabilityis accompanied bya complex series of shocks to the individual and to
everyone around him. The impact of disability and vulnerability take many form. The
immediate effects are often physical pain, limitation of mobility, disorientation, confusion,
uncertainty and a disruption of roles and patterns of social interaction. Peoples with
disabilities and vulnerabilities have survival (physiological), safety, social, esteem, and self-
actualization (fulfillment) needs like persons without disabilities.
This chapter begins with the overview of the impacts of disability on daily life of peoples
with disabilities and vulnerabilities and their needs for inclusive service provisions. It
describes diverse needs of persons with disabilities and vulnerabilities followed by
differentiated intervention and rehabilitation approaches. The chapter further discusses
inclusiveness from different perspectives such as; health services provision, accessibility of
technologies, employment and economicindependence, disabilityand rural lifeand access to
education for peoples with disabilities and vulnerabilities in brief.
LearningOutcomes
Attheendofthis chapter,youareexpected to:
 Discusstheimpactofdisabilityandvulnerabilityondailylifeofpersonswithdisabilities and
vulnerabilities.
 Depictneedsofpersons withdisabilitiesandvulnerabilities
 describetheeffectsofenvironmentonthelifeofpersonswithdisabilitiesand vulnerabilities.
 Describeinterventionandrehabilitation approachesfordisabilitiesandvulnerabilities.
 depictbarriersforinclusiveservicesprovisionsindifferentsectors
 describetheroletechnologies in thelifeofpersons with disabilities
 relatethe conceptofinclusiveness totheirspecificprofession
 Evaluateinclusivenessof servicesprovisionintheirspecificfieldsofstudies
ImpactofDisabilityandVulnerabilityondailylife
Brainstorming Question
Dear students,
 Canyoulisttheimpactsofdisabilityondailylifeofpeopleswith disabilities?
 Do you think that individuals with the same disabilities have the same needs? If your
answer is Yes, how?/No, why?

45
Factorsrelatedto theperson
Peoplerespondtodisabilitiesindifferentways.Somereactnegativelyandthustheirquality of life
is negatively affected. Others choose to focus on their abilities as opposed to their
disabilities and continue to live a productive life. There are several factors that affect the
impact a disability has on an individual. The following are often considered the most
significant factors in determining a disability's impact on an individual.

1. The Nature of the Disability: Disability can be acquired (a result of an accident, or

acquired disease)or congenital(present at birth). If the disability is acquired, it is more
likely to cause a negative reaction than a congenital disability. 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. Someone with a positive
outlook is more likely to embrace a disability then someone with a negative outlook.Someone
who is independent will continue to be independent and someone who is goal- oriented will
continue to set and pursue goals.
3. The Meaning of the Disability to the Individual - Does the individual definehimself/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. If the individual is happy with their current life
circumstance, they are more likely to embrace their disability, whereas if they are not happy
with their circumstances, they often blame their disability.
5. The Individual's Support System - The individual‘s support from family, a significantother,
friends, or social groups. If so, he/she will have an easier time coping with a disability and
thus will not be affected negatively by their disability.

Common effects of a disability may include but not limited to health conditions of theperson;
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
learningandacademicstudy;lossofself-esteemandconfidence,especiallyinsocial

46
situations.Butallthesenegativeeffectsareduetorestrictedenvironments,notduetoimpairments.

The disabilityexperience resulting from the interaction of health conditions, personal

factors, and environmental factors varies greatly. Persons with disabilities are diverse and
heterogeneous, while stereotypical views of disabilityemphasize wheelchair users and a few
other―classic‖groupssuchasblindpeopleanddeafpeople.Disabilityencompassesthechild
bornwithacongenitalconditionsuchascerebralpalsyorthe youngsoldierwholoseshisleg to a
land-mine, or the middle-aged woman with severe arthritis, or the older person with
dementia, among many others. Health conditions can be visible or invisible; temporary or
long term; static, episodic, or degenerating; painful or inconsequential. Note that many
people with disabilities do not consider themselves to be unhealthy. Generalizations about
―disability‖or―peoplewithdisabilities‖canmislead.Personswithdisabilitieshavediverse
personal factors with differences in gender, age, language, socioeconomic status, sexuality,
ethnicity, or cultural heritage. Each has his or her personal preferences and responses to
disability. Also while disability correlates with disadvantage, not all people with disabilities
are equally disadvantaged. Women with disabilities experience the combined disadvantages
associated with gender as well as disability, and may be less likely to marry than non-
disabledwomen.Peoplewhoexperiencementalhealthconditionsorintellectualimpairments
appear to be more disadvantaged in many settings than those who experience physical or
sensory impairments. People with more severe impairments often experience greater
disadvantage. Conversely, wealth and status can help overcome activity limitations and
participation restrictions.
Reflection
Dearstudents,inwhatwaysdo youthinkthatdisabilityrestrictsdailylivesofpersonswith disabilities?
Whatarethedisablingfactors?Impairmentor environment?

People with disabilities and vulnerabilities live with challenges that impact their
abilitiestoconductActivitiesofDailyLiving(ADL).Disabilityandvulnerabilitiescanlimit or
restrict one or more ADLs, including moving from one place to another (e.g., navigation,
locomotion, transfer), maintaining a position (e.g., standing, sitting, sleeping), interacting
with the environment (e.g., controlling systems, gripping objects), communicating (e.g.,

47
speaking, writing, hand gestures), feeding (chewing, swallowing, etc.), and perceiving the
external world (by movement of the eyes, the head, etc.), due to inaccessible environment.
Many older persons face one or more impairments. Their situation is often similar to that of
peoplewithdisabilities.Theirneedsaresimilartothosepeoplewithmultiple disabilitieswith a
decrease in the muscular, vision, hearing and cognitive capacities.
EconomicFactorsandDisability

There is clear evidence that people with few economic assets are more likely to acquire
pathologiesthatmaybedisabling.Thisistrueeveninadvancedeconomiesandineconomies with
greater levels of income equality. The impact of absolute or relative economic deprivation on
the onset of pathology crosscuts conditions with radically different etiologies,
encompassinginfectious diseases and most common chronic conditions. Similarly, economic
status affects whether pathology will proceed to impairment. Examples include such
phenomena as a complete lack of access to or a delay in presentation for medical care for
treatable conditions (e.g., untreated breast cancer is more likely to require radical
mastectomy) or inadequate access to state-of-the-art care (e.g., persons with rheumatoid
arthritis may experience a worsened range of motion and joint function because disease-
modifying drugs are not used by most primary care physicians). In turn, a lack of resources
can adversely affect the ability of an individual to function with a disabling condition. For
example, someone with an amputated leg who has little money or poor health insurance may
not be able to obtain a proper prosthesis, in which case the absence of the limb may thenforce
the individual to withdraw from jobs that require these capacities.

Similarly, economic resources can limit the options and abilities of someone who requires
personalassistanceservicesorcertainphysicalaccommodations.Theindividualalsomaynot be
able to access the appropriate rehabilitation services to reduce the degree of potential
disability either because they cannot afford the services themselves or cannot afford the cost
of specialized transportation services.

The economic status of the community may have a more profound impact than the
status of the individual on the probability that disability will result from impairment or other
disabling conditions. Research on employment among persons with disabilities indicates, for
example, that such persons in communities undergoing rapid economic expansion will be
muchmorelikelytosecurejobsthanthoseincommunitieswithdepressedorcontracting

48
labor markets. Similarly, wealthy communities are more able to provide environmental
supports such as accessible public transportation and public buildings or support payments
for personal assistance benefits.

Community can be defined in terms of the microsystem (the local area of the person
with the disabling conditions), the mesosystem (the area beyond the immediate
neighborhood, perhaps encompassing the town), and the macrosystem (a region or nation).
Clearly, the economic status of the region or nation as a whole may play a more important
role than the immediate microenvironment for certain kinds of disabling conditions. For
example, access to employment among people with disabling conditions is determined by a
combination of the national and regional labor markets, but the impact of differences across
small neighborhoods is unlikely to be very great. In contrast, the economic status of a
neighborhood will play a larger role in determining whether there are physical
accommodations in the built environment that would facilitate mobility for people with
impairments or functional limitations, or both.

Finally, economic factors also can affect disability by creating incentives to define
oneselfas disabled.Forexample, disabilitycompensation programs oftenpaynearlyas much as
many of the jobs available to people with disabling conditions, especially given that such
programs also provide health insurance and many lower-paying jobs do not. Moreover,
disabilitycompensation programs often make an attempt to return to work risky, since health
insurance is withdrawn soon after earnings begin and procuring a job with good health
insurance benefits is often difficult in the presence of disabling conditions. Thus, disability
compensation programs are said to significantly reduce the number of people with
impairments who work by creating incentives to leave the labor force and also creating
disincentives to return to work.

PoliticalFactors and Disability

The political system, through its role in designing public policy, can and does have a
profound impact on the extent to which impairments and other potentially disabling
conditions will result in disability. If the political system is well enforced it will profoundly
improve the prospects of people with disabling conditions for achieving a much fuller
participationinsociety,ineffectreducingthefontofdisabilityinworkandeveryother

49
domain of human activity. The extent to which the built environment impedes people with
disabling conditions is a function of public funds spent to make buildings and transportation
systems accessible and public laws requiring the private sector to make these
accommodations in nonpublic buildings. The extent to which people with impairments and
functional limitations will participate in the labor force is a function of the funds spent in
training programs, in the way that health care is financed, and in the ways that job
accommodations are mandated and paid for. Similarly, for those with severe disabling
conditions, access to personal assistance services may be required for participation in almost
all activities, and such access is dependent on the availability of funding for such services
through either direct payment or tax credits. Thus, the potential mechanisms of public policy
are diverse, ranging from the direct effects of funds from the public purse, to creating tax
incentives so that private partiesmayfinance efforts themselves,to thepassageof civil rights
legislation and providing adequate enforcement. The sum of the mechanisms used can and
does have a profound impact on the functioning of people with disabling conditions.

FactorsPsychologicalofDisability

This section focuses on the impact of psychological factors on how disability and disabling
conditions are perceived and experienced. The argument in support of the influence of the
psychological environment is congruent with the key assumption in this chapter that the
physical and social environments arefundamentallyimportant to the expression of disability.

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

personal resources, personality traits, and cognition. These constructs affect both the
expression of disability and an individual's ability to adapt to and react to it. An exhaustive
review of the literature on the impact of psychological factors on disability is beyond the
scopeofthischapter.However,forillustrativepurposesfourpsychologicalconstructswillbe briefly
discussed: three cognitive processes (self-efficacy beliefs, psychological control, and coping
patterns) and one personality disposition (optimism). Each section provides examples
illustrating the influence of these constructs on the experience of disability.

a) SocialCognitive Processes

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Cognition consists of thoughts, feelings, beliefs, and ways of viewing the world, others, and
ourselves. Three interrelated cognitive processes have been selected to illustrate the directand
interactive effects of cognition on disability. These are self-efficacy beliefs, psychological
control, and coping patterns which all these are socially constructed.

b) Self-EfficacyBeliefs

Self-efficacy beliefs are concerned with whether or not a person believes that he or she can
accomplish a desired outcome (Bandura, 1977, 1986). Beliefs about one's abilities affectwhat
a person chooses to do, how much effort is put into a task, and how long an individual will
endure when there are difficulties. Self-efficacy beliefs also affect the person's affective and
emotional responses. Under conditions of high self-efficacy, a person's outlook and mental
health status will remain positive even under stressful and aversive situations. Under
conditions of low self-efficacy, mental health may suffer even when environmental
conditions are favorable. The findings from several studies provide evidence of improved
behavioral and functional outcomes under efficacious conditions for individuals with and
without disabling conditions (Maddux, 1996). How do self-efficacy beliefs affect disability?
Following a stroke, for example, an individual with high self-efficacy beliefs will be more
likely to feel and subsequently exert effort toward reducing the disability that could
accompany any stroke-related impairment or functional limitation. The highly self-
efficacious individual would work harder at tasks (i.e., in physical or speech therapy), be less
likelyto giveup when thereis arelapse(i.e., continuetherapysessions even when thereis no
immediate improvement), and in general, feel more confident and optimistic about recovery
and rehabilitation. These self-efficacy beliefs will thus mediate the relationship between
impairment and disability such that the individual would experience better functional
outcomes and less disability. The development of self-efficacy of the individual is much
affected by the environmental factors.

c) PsychologicalControl

Psychological control, or control beliefs, is akin to self-efficacy beliefs in that they are
thoughts, feelings, and beliefs regarding one's ability to exert control or change a situation.
Self-generated feelings of control improve outcomes for diverse groups of individuals with
physicaldisabilitiesandchronicillnesses.Theonsetofadisablingconditionisoften

51
followed by a loss or a potential loss of control. What is most critical for adaptivefunctioning
is how a person responds to this and what efforts the person puts forth to regain control.
Perceptions of control will influence whether disabling environmental conditions are
seenasstressfulandconsequentlywhetheritbecomesdisabling.Theindividualscontrolover
themselves depends on the provision of the environments: accessibility or inaccessibility.

d) Coping Patterns

Coping patterns refer to behavioral and cognitive efforts to manage specific internal or
external demands that tax or exceed a person's resources to adjust. Generally, coping hasbeen
studied within the context of stress. Having a disabling condition may create stress and
demand additional efforts because of interpersonal or environmental conditions that are not
supportive. Several coping strategies may be used when a person confronts a stressful
situation. These strategies may include the following: seeking information, cognitive
restructuring, emotional expression, catastrophizing, wish-fulfilling fantasizing, threat
minimization, relaxation, distraction, and self-blame. The effects of certain coping efforts on
adaptive and functional outcomes benefits individuals with disabling conditions. In general,
among people with disabling conditions, there is evidence that passive, avoidant, emotion-
focused cognitive strategies (e.g., catastrophizing and wishful thinking) are associated with
poorer outcomes, whereas active, problem-focused attempts to redefine thoughts to become
more positive are associated with favorable outcomes. An adaptive coping pattern would
involve the use of primary and secondary control strategies. What seems useful is the
flexibility to change strategies and to have several strategies available.

Active coping is a significant predictor of mental health and employment-related

outcomes. Under conditions in which individuals with disabling conditions use active and
problem-solving coping strategies to manage their life circumstances, there will be better
functional outcomes across several dimensions (e.g., activities of daily living, and
employment) than when passive coping strategies are used. An important component in the
coping process is appraisal. Appraisals involve beliefs about one's ability to deal with a
situation. Take, for example, two people with identical levels of impairment. The appraisal
that the impairment is disabling will result in more disability than the appraisal that the
impairment is not disabling, regardless of the objective type and level of impairment.

52
 Appraisal is related to self-efficacy in the sense that one's thoughts and cognition
control how one reacts to a potentially negative situation. When a person feels that he or she
can execute a desired outcome (e.g., learn how to use crutches for mobility), the person is
morelikelytodojust that.Similarly,underconditionsinwhichanindividualappraiseshisor her
disabling conditions and other life circumstances as manageable, the person will use coping
strategies that will lead to a manageable life (i.e., better functional outcomes).

e) PersonalityDisposition

Optimism is a personality disposition that is included in this chapter as an example of a

personality disposition or trait that can mediate how disabling conditions are experienced.
Several other interrelated personality factors could be discussed (e.g., self-esteem, hostility,
and Type A personality). Optimism (in contrast to pessimism) is used for illustrativepurposes
because it relates to manyother personalitytraits. Optimism is the general tendency to view
the world, others, and oneself favorably. People with an optimistic orientation rather than a
pessimistic orientation are far better across several dimensions. Optimists tend to have better
self-esteem and less hostility toward others and tend to use more adaptive coping strategies
than pessimists.

Optimism is a significant predictor of coping efforts and of recovery from surgery.

Individuals with optimistic orientations have a faster rate of recovery during hospitalization
and a faster rate of return to normal life activities after discharge. There was also a strong
relationship between optimism and postsurgical quality of life, with optimists doing better
than pessimists. Optimism mayreduce symptoms and improve adjustment to illness, because
itisassociatedwiththeuseofeffectivecopingstrategies.Thissameanalogycan beextended to
impairment. Optimistic individuals are more likely to cope with impairment by using the
active adaptive coping strategies discussed earlier. These in turn will lead to reduced
disability.

The four constructs of the psychological environment (i.e., self-efficacy beliefs,

psychological control, coping patterns, and optimism) were highlighted to illustrate the
influence of these factors on disability and the enabling-disabling process. These
psychological constructs are interrelated and are influenced to a large extent by the external
socialandphysicalenvironments.Thereasonfortheinclusionofthepsychological

53
environment in this topic is to assert that just as the physical and social environments can be
changed to support people with disabling conditions, so can the psychological environment.
Psychological interventions directed at altering cognition lead to improved outcomes (i.e.,
achievement, interpersonal relationships, work productivity, and health) across diverse
populations and dimensions.

The Familyand Disability

The family can be either an enabling or a disabling factor for a person with a disabling
condition.Althoughmostpeoplehaveawidenetworkoffriends,thenetworksofpeoplewith
disabilities are more likely to be dominated by family members. Even among people with
disabilities who maintain a large network of friends, family relationships often are most
central and families often provide the main sources of support. This support may be
instrumental (errand-running), informational (providing advice or referrals), or emotional
(giving love and support).

Families can be enabling to people with functional limitations by providing such

tangible services as housekeeping and transportation and by providing personal assistance in
activities of daily living. Families can also provide economic support to help with the
purchase of assistive technologies and to pay for personal assistance. Perhaps most
importantly, they can provide emotional support. Emotional support is positively related to
well-being across a number of conditions. In all of these areas, friends and neighbors can
supplement the support provided by the family.

It is important to note, however, that families may also be disabling. Some families
promote dependency. Others fatalistically accept functional limitations and conditions
thatareamenableto change with asupportiveenvironment. In both ofthesesituations, theperson
with the potentially disabling condition is not allowed to develop to his or her fullest
potential. Families may also not provide needed environmental services and resources. For
example, families of deaf children frequently do not learn to sign, in the process impeding
their children's ability to communicate as effectively as possible. Similarly, some well-
meaning families prematurely take over the household chores of people with angina, thereby
limiting the opportunity for healthy exercise that can lead to recovery.

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Needsof PersonswithDisabilitiesandVulnerabilities.
Needsofpersonswithdisabilitiesandvulnerabilitiesdependsondifferentfactors.
Dearstudents,

 Whatneedsdoyouthinkpersonswithdisabilitiesmayhave?

People with disabilities do not all share a single experience, even of the same impairment;
likewise,professionals in the same discipline (sector)do not follow asingle approach or hold
the same values. Exciting new directions will arise from individual professionals (sectors)
working with persons with disabilities and vulnerabilities on particular briefs. This will
producedifferentresponseseachtime,complementaryandevencontradictorydirections,but this
richness is needed.
Analyzing the human beings, Maslow has identified five categories of needs, with
different priority levels (Fig. 3.1), in the following order: survival (physiological), safety,
social needs, esteem, and self-actualization (fulfillment). Maslow‘s model is also valid for
persons with disabilities and vulnerabilities, whose needs are similar to those of ordinary
persons.Nevertheless,manyoftheseneedsarenotfulfilled,sodisabilitiesandvulnerabilities seek to
fulfill these needs and reach a state of wellbeing. Initially, disabilities and vulnerabilities
attempt to fulfill the first level of needs (survival). The survival needs are formed by the
physiological needs and include the biological requirements for feeding, performing hygiene,
sleeping, ADL, and so on. When disabilities and vulnerabilities fulfill their survival needs,
they will look for situations that keep them safe, before moving up the chain and fulfill their
needs to be part of society and to achieve. As an example of needs in terms of safety,
consider a person with visual impairment who wishes to cross the street safely.
Incontrast,fortheelderly,at riskandstreetchildren safetymightrepresentthe ability to obtain
emergencyhelp after falling and not being able to stand again. Social need is a key
elementthatdisabilitiesandvulnerabilities wouldliketodevelopcontinuously.Forexample, a
person with a hearing impairment suffers from a diminution of social contact, while someone
with a motor disability feels excluded from social activities.
Thethirdlevelofthepyramidrelatestoesteem,bothself-esteem andbeingfavorably
recognized by others. Esteem is often related to the capability of achieving things,
contributing to a work activity and being autonomous. In particular, disabilities and

55
vulnerabilitiesinadependentsituationfeeltheneedforincreasedautonomy,aswellasthe
opportunityto prove their worth to themselves and others through work or other activities.

Fig.3.1Abraham‘sMaslowHierarchy

Persons with disabilities and vulnerabilities have socio-emotional, psychological,

physicalandsocialenvironmentalandeconomicneedsingeneral.Thefollowinglistbutnot last are
basic needs of persons with disabilities and vulnerabilities to ensure equality for all within
our society.

Dearstudent,
Listthe needsofaperson withdisabilitylivinginyourneighborasmuchasyou can.

a) FullaccesstotheEnvironment(towns,countryside&buildings)
b) AnaccessibleTransportsystem
c) Technicalaidsandequipment
d) Accessible/adaptedhousing
e) PersonalAssistanceand support
f) InclusiveEducationand Training

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 g) Anadequate Income
h) Equalopportunitiesfor Employment
i) Appropriateandaccessible Information
j) Advocacy(towards self-advocacy)
k) Counseling
l) AppropriateandAccessibleHealthCare

SocialNeedsofPersons withDisabilitiesandVulnerabilities
Socialprotectionplaysakeyroleinrealizingtherightsofpersonswithdisabilitiesand vulnerabilities
of all ages: providing them with an adequate standard of living, a basic levelof income
security; thus reducing levels of poverty and vulnerability. Moreover, mainstream
and/orspecificsocialprotectionschemesconcerningpersonswithdisabilitiescanhavea
majorrolein promotingtheirindependenceand inclusion bymeetingtheirspecificneeds and
supporting their social participation in a non-discriminatory manner. These social protection
measures may include poverty reduction schemes; cash transfer programs, social and health
insurance, public work programs, housing programs, disabilitypensions and mobility grants.
Social protection from a rights-based approach must accommodate the needs of persons with
disabilitiesandvulnerabilities.Traditionaldisability-relatedsocialwelfareschemeshave
mainlyfocusedonpovertyratherthantakingintoaccountspecificchallengesfacedby
personswithdisabilitiesandvulnerabilities;particularlyactiveparticipationineducation, access to
health and employment. Previous methods of addressing benefits for persons with
disabilitieshave shownlimited progressinovercoming the deeply-rootedsocialstructures
andpracticesthathinderopportunitiesforpersonswithdisabilities.Consequently,social protection
needs to move beyond traditional welfare approaches to intervention systems that
promoteactivecitizenship,socialinclusionandcommunityparticipationwhileavoiding
paternalism and dependence.
The right of persons with disabilities to social protection is recognized by the
1948Universal Declaration of Human Rights (UDHR), the1966 International Covenant
onEconomic, Social and Cultural Rights (ICESCR)and, more specifically, the 2006
UNConvention 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
basisof ability.Therefore,Statesparties shouldtake appropriate measurestoensurethatthey

57
receiveequalaccesstomainstreamsocialprotectionprogramsandservices —includingbasic
services, social security systems, poverty reduction programs and housing programs—but
also specific programs and services for disability-related needs and expenses.
Furthermore,theSocial 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).

Genderand disability

Dearstudents,whatimpactdoesrural livinghaveonwomenwith disabilities?

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. When the
work interests of men with disabilities are similar to those of others around them, their
identity as a ‗man‘ becomes more valuable to the community. However, there are issues
around how masculinity in rural areas is constituted. Finding ways to express this through
involvement in common activities can be difficult. Many of male and females with
disabilities have creativity and skill in finding ways to do things and consequentlybeing able
to build friendships with other men in their communities.
Work, particularly paid work, is also important for many of the female contributors.
Sustaining this in the face of community views about disability is at times difficult,
particularly when it is balanced with expectations of traditional women‘s roles of home
makingand childcare. Beingexcluded from these latter tasks because of others‘ protective or
controlling views is particularly difficult for some women in asserting their identities as
women and exploring these types of gendered practices.

Identityanddisability

The relational nature of identity seems to be of central importance to people with disabilities
and a rural environment in some instances provides a different way for people to beperceived
by others and by themselves. People with disabilities are not primarily clients or service
usersbutratherare known membersof theircommunitieswithasharedand,attimes,

58
intergenerational history. The formality of the service system is counterpointed by the
relationships people formed with those who share a rural life.
Identity marked by disability is complex and multilayered; relationships, outside of paid,
formalized service settings. Services are facilitators of a rural life, rather than the focus of
rural life itself. New technologies, determination and interests shape differing identities for
people who are active agents in their own lives.
This is not to argue that rural living is an idyll for people with disabilities. For some,
their interests and aspirations are elsewhere and they may be constrained by the necessity of
living rurally either because of the needed support from families or a personal need for the
refuge of rural living in times of difficulty. Such difficulties are often generated by broader
structural relations of being socially identified as ‗disabled‘, such as with the onset of new
austerity measures.
Disability as part of an individual‘s identity is seen by some as a struggle. This is
often twofold: internally to individuals and their sense of self and, too often, in the way they
areperceived and constructed bythose around them. An acquired disabilityis 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.
Relations with family, friends and communities often provided a contradictory landscape,
where a person has to negotiate his or her new disabled identity yet, at the same time, is able
to draw upon previous shared experiences to become re-embedded in friendships and
communities. Finding ways to gain ‗value‘ in the local community with a disability is an
ongoing and, too often, difficult journey. It is these very journeys that create one‘s identity
and the relational nature of this identity to the rural landscape.
Belongingnessanddisability
Belongingisacomplex conceptinvolvinganattachmenttoplace,relationshipswithothers,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 social worlds, particularly in ruralcommunities.

59
 Persons with disabilities in rural areas should have a strong attachment to place,
somewhere familiar and known where they can feel safe, find their ways alone, exercise
autonomyand express their embodied selves. The possibilityof making change happen in an
environment, where one‘s voice is heard, is also seen as a part of belonging in a community.
Whilethisissometimesastruggle,thereisasensethatpeoplecanusetheirpersonalcontacts and
friends to get change to happen when it is needed.
Family relationships as a means of connecting to community and being known by
others, and knowing others outside the family are important. Different kinds of relationship
contributed to this sense of belonging, ranging from the more superficial nodding
acquaintances to specific informal support from known others, to the intimacy of close
friends and kin.
Historically for people with disabilities, rurality was once the site of exclusion, rather
than belonging, where identity and gender were disregarded in favor of ensuring protectionof
people with disabilities and of the society in which they lived. The idea of belonging in a
rural landscape was promoted by people with a vested interest in segregation.
People with disabilities and marginalized groups feel isolated. Some persons with disabilities
have actively sought to migrate to urban environments, to escape from the confines and
constraints of small rural environments and to build broader social networks away from the
farm.

3.2.1.4 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.
Age matters, too, in terms of the support that family and services can offer in a rural
environment and the types of ‗age-appropriate‘ opportunities that can be facilitated in the
person‘s home, family and community. Being a particular ‗age‘ in a rural landscape has
implications for the types of social relationship that are openly facilitated and enabled.
The wider contextual values and economic and social changes have also impact onthe
life of persons with disabilities. Religious values that shape the way disability is constituted
in some countries are a powerful influence on the waypeople with disabilities are able to live
their lives. These values intersect with societal expectations of gender
roles.Manypeopleswith disabilities aresubjected tobeingviewedas objects ofpityandprevailing

60
myths about their capacities, socially and individually. These social myths are key sites of
struggle and, as suggested earlier, are deeply intertwined with a person‘s own subjective
understandings of gendered identities and sense of belonging as a person with a disability.
Economic changes which have led to mass migration from the rural to the urban and
increased theemphasis on citizens‘economiccontribution to societyhave also had an impact
on rural living for some people. Further, structural changes, such as austerity and welfare
retraction, in some countries have created unique pressures on some people with disabilities
livingin rural areas. Theseplaces mayprovide a spaceto ‗hide‘, aplace where oneis known and
familiar, and where one is sheltered from the negative attitudes that accompany government
cutbacks. Such prevailing economic constraints also lead to new forms of isolation. The
constant pressure to ‗present‘ in an acceptable way to the people one knows and, at the same
time, to continue to qualifyfor the benefits one needs has added a new form of stress to rural
living not previously experienced by many people with disabilities. The experience of having
a disability and not being on welfare is significantly different to that of people with
disabilities whose economic security depends on what has become highly stigmatized
support. The management of the self and of rural social relationships intersects deeply with
these broader structural changes, and navigating such structural continuities and disruptions
is a critical influence on the lives of people with disabilities.
Poverty has impact on living a decent life with a disability in a rural landscape, a life
that they have defined and desired. In a number of cases this is centered on the need for paid
work and the difficulties in finding it where employment is often scarce or highly
exclusionary due to farming practices. Some contributors emphasize the importance of
familial social networks and the additional support these provide, alongside belonging to a
community where one is known, in enabling people with disabilities to counter the negative
aspects of poverty. Given the changing welfare environment, including the growinginsecurity
of disability support landscapes, many of the contributors express fears of the future.
Particular concerns are the very real possibility of a time when services or family support
may not be available, alongside the impact of diminished access to social security with the
onset of austerity.
TheHealthCareNeedsof PersonswithDisabilitiesandVulnerabilities

People with disabilities report seeking more health care than people without disabilities and
havegreaterunmetneeds.Forexample,arecentsurveyofpeoplewithseriousmental

61
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.

Health promotion and prevention activities seldom target people with disabilities. For
example women with disabilities receive less screening for breast and cervical cancer than
women without disabilities. People with intellectual impairments and diabetes are less likely
to have their weight checked. Adolescents and adults with disabilities are more likely to be
excluded from sex education programs.

Dearstudents,howarethelivesofpeoplewithdisabilitiesaffectedbylackofhealth care
service?

People with disabilities are particularly vulnerable to deficiencies in health care services.
Depending on the group and setting, persons with disabilities may experience greater
vulnerabilitytosecondaryconditions,co-morbid conditions,age-relatedconditions,engaging in
health risk behaviors and higher rates of premature death.

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 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 behaviors: Some studies have indicated that people with
disabilities have higher rates of risky behaviors such as smoking, poor diet and
physical inactivity.

BarrierstoHealthCareforPersonswithDisabilitiesandVulnerableGroups

People with disabilities encounter a range of barriers when theyattempt to access health care
including the following.

62
 a) Prohibitive costs: Affordability of health services and transportation are two main
reasons whypeople 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
disabilitiesisasignificantbarriertohealthcare.Forexample,studiesindicatethatthe lack of
services especially in the rural area is the second most significant barrier to using
health facilities.
c) Physical barriers: Uneven access to buildings (hospitals, health centers),inaccessible
medical equipment, poor signage, narrow doorways, internal steps,
inadequatebathroomfacilities,andinaccessibleparkingareascreatebarrierstohealth care
facilities. For example, women with mobility difficulties are often unable to access
breast and cervical cancer screening because examination tables are notheight-
adjustable and mammography equipment only accommodates women who are able to
stand.
d) Inadequate skills and knowledge of health workers: People with disabilities were
more than twice as likely to report finding health care provider skills inadequate to
meet their needs, four times more likelyto report being treated badlyand nearlythree
times more likely to report being denied care.

AddressingforInclusiveBarriers toHealthCare

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.
b) Financing: Where private health insurance dominates health care financing, ensure
thatpeoplewithdisabilitiesarecoveredand considermeasurestomakethe premiums
affordable.Ensurethatpeoplewithdisabilitiesbenefitequallyfrompublichealthcare

63
 programs. Use financial incentives to encourage health-care providers to make
services accessible and provide comprehensive assessments, treatment, and follow-
ups. Consider options for reducing or removing out-of-pocket payments for people
with disabilities who do not have other means of financing health care services.
c) Service delivery: Provide a broad range of modifications and adjustments(reasonable
accommodation) to facilitate access to health care services. For example changing the
physical layout of clinics to provide access for people with mobility difficulties or
communicating health information in accessible formats such asBraille. Empower
people with disabilities to maximize their health by providing information, training,
and peer support. Promote community-based rehabilitation
(CBR)tofacilitateaccessfordisabledpeopletoexistingservices.Identifygroupsthat
require alternative service delivery models, for example, targeted services or care
coordination to improve access to health care.
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.

Disability,vulnerabilityandthe Environment

Dearstudents,

 Howspecificnatureofenvironmentincreasesordecreasesthedegreeof disability?
 Howsociety‘sattitudesaffecttheservicesprovisionfor personswithdisabilities?
 Howcan youdecreasetheimpactofdisabilityin yourspecific professiontomake the
life of persons with disabilities simple?

The prevailing understanding about the cause of disability has undergone profound change
worldwide. Previous models of absolute determinism that viewed pathology and disability
interchangeably and that excluded consideration of the environment have been replaced by
models in which disabilityis seen to result from theinteraction between thecharacteristics of
individuals with disabilities and the characteristics of their environment. Cultural norms
affect the way that the physical and social environments of the individual are constituted and
thenfocusonafew—butnotall—oftheelementsoftheenvironmenttoprovideexamplesof

64
how the environment affects the degree of disability. The amount of disability is not
determined by levels of pathologies, impairments, or functional limitations, but instead is a
functionofthekindofservicesprovidedtopeoplewithdisablingconditionsandtheextentto which
the physical, built environment is accommodating or not accommodating to the particular
disabling condition. Because societies differ in their willingness to provide the available
technology and, indeed, their willingness to provide the resources to improve that
technology, disability ultimately must been seen as a function of society, not of a physical or
medical process.

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 disabilitythat a person experiences, depends on both the existence of a potentially
disabling condition (or limitation) and the environment in which the person lives. For any
given limitation (i.e., potential disability), the amount of actual disability experienced by a
person will depend on the nature of the environment, that is, whether the environment is
positive and enabling (and serves to compensate for the condition, ameliorate the limitation,
or facilitate one's functional activities) or negative and disabling (and serves to worsen the
condition,enhancethelimitation,orrestrict one'sfunctionalactivities).Humancompetencies
interact with the environment in a dynamic reciprocal relationship that shapes performance.
When functional limitations exist, social participation is possible only when environmental
support is present. Ifthereis no environmental support,thedistance between what thepeople
can do and what the environment affords creates a barrier that limits social participation.

The physical and social environments comprise factors external to the individual,
includingfamily,institutions,community, geography,and thepoliticalclimate. Addedtothis
conceptualization of environment is one's intrapersonal or psychological environment, which
includes internal states, beliefs, cognition, expectancies and other mental states. Thus,
environmental factors must be seen to include the natural environment, the human made
environment, culture, the economic system, the political system, and psychological factors.

Dearstudents,listsomeof disablingandenablingenvironmentasmuchasyoucan?

SomeEnablingand DisablingFactorsin thePhysical Environment

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 Type of TypeofEnvironment
Factor NaturalEnvironment Built Environment
Enabling Dry climate Ramps
Flatterrain Adequatelighting
Clear paths Braillesignage
Snow Steps
Disabling

Rockyterrain Low-wattagelighting
Highhumidity Absenceofflashinglightalertingsystems

Reflection

Dearstudents,Whatdoyouunderstandwhenwesayphysical,socialandpsychological
environment? And how it affects life of persons with disabilities?

The environmental mat 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 the natural environment and the built environment.
Both affect the extent to which a disabling condition will be experienced by the person as a
disability.

Three types of attributes of the physical environment need to be in place to support

human performance. The first attribute is object availability. Objects must be in a location
that is useful, at a level where they can be retrieved, and must be organized to support the
performance of the activity. Neither a sink that is too high for a wheelchair user nor a
telecommunications device for the deaf (TDD) that is kept at a hotel reception desk is
available. The second attribute is accessibility. Accessibility is related to the ability ofpeople
to get to a place or to use a device. Accessibility permits a wheelchair user to ride a bus or a
Braille user to read a document. The third attribute is the availability of sensory
stimulation regarding the environment. Sensory stimulation, which can include visual,
tactile, or auditory cues, serves as a signal to promote responses. Examples of such cuescould
include beeping microwaves, which elicit responses from people without hearing
impairments, or bumpy surfaces on subway platforms, which tell users with visual
impairments to change their location.

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 A) The Natural Environment

The natural environment may have a major impact on whether a limitation is disabling. For
example, a person who has severe allergies to ragweed or mold, which can trigger disabling
asthma, can be free of that condition in climates where those substances do not grow. The
physical conditions still exist, but in one environment they may become disabling and in
another environment they might not. Another example might be that a person who
haslimitedwalkingabilitywillbelessdisabledinaflatgeographicallocationthanhe disabledin both
places during the winter than during the summer. Thus, the natural environment, including
topography and climate, affect whether or to what degree a functional limitation will be
disabling.

B) The humanmade Environment

The physical environment is a complex interaction of built-in objects. 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.
For instance, built objects such as dishwashers and computers have the potential to enhance
human performance or to create barriers.

Ruralenvironment,DisabilityandVulnerability
Dearstudents;
Whatdoes rurallivingmean forpeople with disabilities?
Howfardoeslivingrurallyfacilitateorcreatebarrierstopeoplewithdisabilitiesbelongingin their
community?
Dear students, this topic focus on rural environment and life of persons with disabilities,
vulnerabilities and marginalized groups, how rural landscapes, infrastructure and
communities shaped social understandings of disability, and how these understandings might
uniquely shape opportunities a better life of this group of people. People with disabilities,
vulnerabilitiesand marginalized groupshaveno voices about theirlives 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.Instead,ruralityprofessionalsinruralshouldprioritizethevoicesandexperiencesof

67
those who live rurally, and that the specific characteristics or aspects of the particular rural
communities to which they belong.
Since larger population of Ethiopia (more than 85%) are agricultural community, life
and aspirations of disabilities and vulnerable groups highlight both the pull and the push of
rural living without appropriate services and supports.
Persons with disabilities, vulnerable and marginalized groups living in rural areas have
double disadvantaged due to their impairments and vulnerabilities and unfavorable physical
and social environment. Professional who are working in rural areas should work in
collaboration accordingly. Morespecifically, these group of people have been excluded from
agricultural works (productivity) due its nature high demand to labour and lack of
technologies and well organized support from professional.

CreatingWelcoming(Inclusive)Environment

External environmental modifications can take many forms. These can include assistive
devices, alterations of a physical structure, object modification, and task modification. The
role of environmental modification as a prevention strategy has not been systematically
evaluated, and its role in preventing secondary conditions and disability that accompany a
poor fit between human abilities and the environment should be studied. Environmental
strategies may ease the burden of care experienced by a family member who has the
responsibility of providing the day-to-day support for an individual who does not have the
capacity for social participation and independent living in the community. 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.

Rehabilitation must place emphasis on addressing the environmental needs of people

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

ExamplesofEnvironmental Modification

1. Mobilityaids

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  Hand Orthosis
 Mouth stick
 Prostheticlimb
 Wheelchair(manualand/ormotorized)
 Canes
 Crutches
 Braces

2. Communicationaids
 Telephoneamplifieror TDD
 Voice-activatedcomputer
 Closedorreal-timecaptioning
 Computer-assistednotetaker
 Printenlarger
 Readingmachines
 Booksontape
 Signlanguageororalinterpreters
 Braillewriter
 Cochlearimplant
 CommunicationboardsFM,audio-inductionloop,orinfraredsystems
3. Accessiblestructural elements

 RampsElevators
 Widedoors
 Safetybars
 Nonskid floors
 Sound-reflectivebuildingmaterials
 Enhancedlighting
 Electricalsocketsthatmeetappropriatereach ranges
 HardwiredflashingalertingsystemsIncreasedtexturalcontrast

4. Accessiblefeatures

 Builtuphandles
 Voice-activatedcomputer
 Automobilehandcontrols

5. Job accommodations

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  Simplificationoftask
 Flexibleworkhours
 Restbreaks
 Splittingjob into parts
 Relegatenonessentialfunctionstoothers

6. Differentialuseofpersonnel

 Personalcare assistants
 Notetakers
 SecretariesEditors
 Signlanguageinterpreters

ImpactoftheSocialandPsychologicalEnvironmentsontheEnabling-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.

CultureandtheDisabling Process

Culture affects the enabling-disablingprocess at each stage; it also affects the transition from
one stage to another. This section defines culture and then considers the ways in which it
affects each stage of the process.

Definitionof 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 humor). Nonmaterial culture is so
comprehensive that it includes everything from conceptions of how manydays a week has or
how one should react to pain to when one should seek medical care or whether a
hermaphroditic person is an abomination, a saint, or a mistake. Cultures also specify
punishmentsforrule-breaking,exceptionstorules,andoccasionswhenexceptionsare

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 permitted. The role of nonmaterial culture for humans has been compared to the role of
instincts foranimals orto theroleofaroad mapforatraveler. It providestheknowledgethat
permits people to be able to function in both old and new situations.

Both the material and nonmaterial aspects of cultures and subcultures are relevant to the
enabling-disabling process. However, for our purpose we will focus primarily on the role of
nonmaterial culture in that process. Cultures have an impact on the types of pathologies that
will occur as well as on their recognition as pathologies.

Dear students Discuss the relationship between culture, social structure, and the types of
disabilities that arise from the types of pathologies in your community and howit affects
persons with disabilities in their daily life.

However, if a pathology is not recognized by the culture (in medical terms, diagnosed),
theperson does not begin to progress toward disability (or cure).

EnablingandDisablingFactors

ElementofSocialandPsychological Environment
Typeof
Factor

Culture Psychological Political Economic

Expectingpeople Havinganactive Mandating relay Taxcreditstohirepeoplewith
with disabling coping strategy systemsinallstates disabling conditions
conditions to be
Enabling

productive
Expectingeveryone Cognitive Banningdiscrimination Targetedearnedincometax
to know sign restructuring againstpeoplewhocan credits
language perform the essential
functionsofthe job
Stigmatizingpeople Catastrophizing Segregating children Economicdisincentivestoget off
with disabling with mobility Social Security Disability
Disabling

conditions impairmentsinschools Income benefits

Valuingphysical Denial Votingagainst Nosubsidiesortaxcreditsfor

beauty paratransitsystem purchasingassistivetechnology

PathwayfromPathologytoImpairment toFunctional Limitation

Culture can affect the likelihood of the transition from pathology to impairment. A
subculture, such as that of well-educated society, in which health advice is valued, in which
breastcancerscreeningtimetablesarefollowed,andinwhichearlydetectionislikely,isone

71
in which breast tumors are less likely to move from pathology to impairments. In asubculture
in which this is not true, one would likely see more impairments arising from the pathologies.

Cultures can also speed up or slow down the movement from pathology to
impairment, either for the whole culture or for subgroups for whom the pathway is more or
less likelyto be used. For example, some religions, women are less likely to seek health care
because it means a man must be available to escort them in public, which is unlikely if the
males are breadwinners and must give up income to escort them, and women are also less
likelytoseekhealthcareiftheproviderismale.Thus,theirculturelessensthelikelihoodthat their
pathology will be cured and therefore increases the likelihood that the pathology will become
impairment.

Culture clearly has an impact on whether a particular impairment will become a

functional limitation. Impairments do not become limiting automatically. Rather, cultures
affect the perception that the impairment is in fact the cause of the limitation, and they affect
the perception that the impairment is in fact limiting.

If a society believes that witchcraft is the reason that a woman cannot have children,
medical facts about her body become irrelevant. She may in fact have fibroids, but if that
culture sees limitation as coming from the actions of a person, there is no recognition of a
linkage between the impairment and the functional limitation. Rather, anyenabling-disabling
process must go through culturally prescribed processes relating to witches; medically or
technologically based enabling-disabling processes will not be acceptable.

If the culture does not recognize that impairment is limiting, then it is not. For
example, hearing losses were not equivalent to functional limitations in Martha's Vineyard,
because "everyone there knew sign language". Or, if everyone has a backache, it is not
defined by the culture as limiting. There are many cross-cultural examples. In a culture in
which nose piercing is considered necessary for beauty, possible breathing problemsresulting
from that pathology and impairment would be unlikely to be recognized as being limiting.
Or, in a perhaps more extreme case, female circumcision is an impairment thatcould lead to
functional limitation (inability to experience orgasm), but if the whole point is
topreventfemalesexualarousalandorgasm,thenthefunctionallimitationwillnotbe

72
recognized within that culture but will only be recognized by those who come from other
cultures. In all these examples, if the culture does not recognize the impairment, the
rehabilitation process is irrelevant—there is no need to rehabilitate a physical impairment if
there is no recognized functional limitation associated with it.

PathwayfromFunctionalLimitationto Disability

Here, the most important consideration is the ways in which the transition from functional
limitation to disability is affected by culture. A condition that is limiting must be defined as
problematic—by the person and by the culture—for it to become a disability. Whether a
functional limitation is seen as being disabling will depend on the culture. The culturedefines
the roles to be played and the actions and capacities necessary to satisfy that role. If certain
actions are not necessary for a role, then the person who is limited in ability to
performthoseactionsdoesnothaveadisability.Forexample,aprofessor whohasarthritisin her
hands but who primarily lectures in the classroom, dictates material for a secretary to type,
and manages research assistants maynot bedisabledin herwork role bythearthritis. In this
case, the functional limitation would not become a disability. For a secretary who would be
unable to type, on the other hand, the functional limitation would become a disability in the
work sphere.

A disability can exist without functional limitation, as in the case of a person with a
facial disfigurement living in cultures such as that in the United States, whose standards of
beauty cannot encompass such physical anomalies. Culture is thus relevant to the existenceof
disabilities: it defines what is considered disabling. Additionally, culture determines in which
roles a person might be disabled by a particular functional limitation. For example, a farmer
in a small village may have no disability in work roles caused by a hearing loss;
however,thatpersonmayexperiencedisabilitiesinfamilyorotherpersonalrelationships.On
theotherhand, aprofoundlydeaf,signingpersonmarried to anotherprofoundlydeaf,signing
person may have no disability in family-related areas, although there may be a disability in
work-related areas. Thus, culture affects not just whetherthere is a disability caused by the
functional limitation but also wherein the person's life the disability will occur. Culture is
therefore part of the mat; as such, it can protect a person from the disabling process and can
slow it down orspeed it up. Culture, however, has a second function in thedisablingprocess.

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 Althoughthereisadirectpathfromculturetodisability,there isanalsoindirectpath. The
indirect function acts by influencing other aspects of personal and social organization in a
society. That is, the culture of a society or a subculture influences the types of personalityor
intrapsychic processes that are acceptable and influences the institutions that make up the
social organization of a society. These institutions include the economic system, the family
system, the educational system, the health care system, and the political system. In all these
areas, culture sets the boundaries for what is debatable or negotiable and what is not. Each of
these societal institutions also affects the degree to which functional limitations will be
experienced by individuals as disabling.

All of the ways in which intrapsychic processes or societal institutions affect the
enabling-disablingprocesscannotbeconsideredhere.However,theremainderofthissection
presents some examples of how the enabling-disabling process can be affected by three
factors: economic, political, and psychological.

DisabilityInclusiveInterventionandRehabilitation Services

A„One-size-fits-all‟approachtoprovideservicesforpersonswithdisabilitiesand
vulnerability groups is no longer enough.

Dearstudents,
 Whatdowemeanintervention and rehabilitation?
 Howonecanmakeservicesinclusive inyour sector?
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 morethan
simply encouraging people; it requires making sure that adequate policies and practices are in
effect in a communityor organization. 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
withdisabilitiesandvulnerabilities. Sociallyexpectedactivitiesmayalsoincludeengagingin social
activities, using public resources such as transportation and libraries, moving about
withincommunities,receivingadequatehealthcare,havingrelationships,andenjoyingother

74
day-to-day activities. To reach ambitious targets for the general population, as well as
targeted care for persons with disabilities and vulnerable groups, we need differentiated
service delivery.

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 marginalization. To change this, a disability inclusion approach must be
implemented. The twin-track approach involves: (1) ensuring all mainstream programs and
services are inclusive and accessible to persons with disabilities, while at the same time (2)
providing targeted disability-specific support to persons with disabilities.
Thetwo tracks reinforce each other. When mainstream programs and services, suchas health
and education services, are disability-inclusive and aware, this can help facilitate both
prevention of impairments, as well as early identification of children and persons with
disabilities who can then be referred to disability-specific services. And the provision of
disability-specific supports, such as assistive devices, can help facilitate more effective
inclusion of persons with disabilities in mainstream services.
StrategiestoDisabilityinclusiveinterventionandrehabilitation
Prevention
Prevention of conditions associated with disability and vulnerability is a development issue.
Attention to environmental factors – including nutrition, preventable diseases, safe water and
sanitation, safety on roads and in workplaces – can greatly reduce the incidence of health
conditions leading to disability. A public health approach distinguishes:
i) Primaryprevention –actionstoavoidorremovethecauseofahealthprobleminan
individual or a population before it arises. It includes health promotion and specific
protection (for example, HIV education).
ii) Secondaryprevention(earlyintervention) –actionstodetectahealthanddisabling
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).

75
 iii) Tertiary prevention (rehabilitation) – actions to reduce the impact of an already
established disease by restoring function and reducing diseaserelated complications
(for example, rehabilitation for children with musculoskeletal impairment).
Primary prevention issues are consider as crucial to improved overall health of countries‘
populations. Viewing disability as a human rights issue is not incompatible with preventionof
health conditions as long as prevention respects the rights and dignity of people with
disabilities, for example, in the use of language and imagery. 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.
ImplementingtheTwin-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.
This is done by: gathering information on the diverse needs of persons with
disabilities during the assessment stage; considering disability inclusion during the planning
stage; making adaptations in the implementation stage; and gathering the perspectives of
persons with disabilities in the reporting and evaluation stage.
Track 2: Supporting the specific needs of vulnerable groups with disabilities to ensure
they have equal opportunities to participate in society. This is done by strengthening referral
to both internal and external pathways and ensuring that sector programs to provide
rehabilitation,assistivedevicesandotherdisability-specificservicesareaccessibletopersons with
disabilities and vulnerable groups and adhere to protection standards and inclusion principles.
A Sector‘s organizational structures and human resources on disability inclusion should aim
to reflect this twin-track approach. In particular, each sector should havedisability program
officers in all fields working to implement disability-specific support activities.
ImplementDisabilityInclusiveProject/Program
As a direct service provider, consultant and materials and equipment producers concerned
with realizing equity, quality services and protecting human rights, all sectorial strategies,
program, projects and services must be disability-inclusive. The sectors operations should be
largelyframedwithinbroadprograms,makingitveryimportanttoensurethatdisability

76
inclusion is reflected in program strategies and design documents. This in turn will help to
subsequently ensure disability is also incorporated into the projects that are designed to
contribute to the overall program objectives. However, persons with disabilities are often not
considered in crucial stages of most sectorial and developmental program and projects
because of lack of awareness about the characteristics of people with disabilities,
vulnerability groups and disability inclusion in practice.
The followingtips will help to overcome the challenges as a keyconsiderations 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 Educationrealizethe universal right to
education for all, meaning all mainstream education services need to be supporting
children and persons with disabilities.
B) Health – vulnerable groups and persons with disabilities have the same health-care
needs as all other peoples and health sector services can also play an important
prevention and early identification role to ensure children and persons with impairments
have timely access to health services and referral rehabilitation support.
C) Relief and social services – thetwo-waylink between povertyand disabilitymeans that
vulnerable group and peoples with disabilities and their families need to be able toaccess
relief support.
D) Infrastructure and camp improvement, shelter, water and sanitation and
environmental health – universal design concepts must be considered in all
infrastructure and construction programs and projects.
E) Livelihoods, employment and microfinance – vulnerable groups and people with
disabilities face numerous barriers to achieving an independent livelihood, it is crucial
that specific sectors responsible for livelihood programs and projects to make accessible
to all vulnerable and people with disabilities.
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 emergencyand
humanitarian situations on vulnerable groups and people with disabilities should be
reflected in the design and implementation of the humanitarian projects.

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ImplementeffectiveInterventionand Rehabilitation
Dearstudents,
Whatdoyouunderstand aboutthetermsinterventionandrehabilitation?

Rehabilitation interventions promote a comprehensive process to facilitate attainment

of the optimal physical, psychological, cognitive, behavioral, social, vocational, avocational,
and educational status within the capacity allowed by the anatomic or physiologic
impairment, personal desires and life plans, and environmental (dis)advantages for a person
with a disability.
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.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.Theprofessionals,usuallywiththepatient/consumerand/or family,develop goals of
the interventions to help mark progress or identify the need to reassess the treatment plan.
Broad goals and anticipated outcomes should include increased independence, prevention of
further functional losses or additional medical conditions when possible, improved qualityof
life, and effective and efficient use of health care systems. Consideration of accessibility of
environments and social participation can, and increasingly should, be included within the
scope of outcomes and goals for independence. A broad range of measurement tools have
been developed for use within rehabilitation, and these standardized tools, along with
objective measures of performance (e.g., distance walked, ability to perform a task
independently), are typically documented throughout the course of the intervention. Thereare
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,resiliencyandself-reliance,auditoryprocessing,andbehaviormodification.

78
Theseconcepts,aloneorincombination,formthebasisforinterventionsandtreatment plans.
Advances in medical research now support or explain some of the theories or
concepts. It has been demonstrated, for example, that retraining reorganizes neural networks
and circuits, that skill retraining must be task specific and maintaining a skill is use-
dependent, that central nervous system cells and chemical messengers may be replaced, that
neural circuits and connections can be regrown, and that all muscles can be strengthened.
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); on
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
on 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 cerebral palsy). Although medical rehabilitation does
use rehabilitation interventions and espouses the principles of rehabilitation, medical aspects
are additive to rehabilitation interventions and principles, with common goals of improved
function and outcomes.
There is convincing evidence that the rehabilitation process and interventionsimprove
the functional outcomes of people with a varietyof injuries, medical conditions, and
disabilities. Assistive technology is often used in conjunction with rehabilitation
interventions; this topic is covered in the Assistive Technology and Science volume in this
series. Rehabilitation interventions are associated with social participation (e.g., access to
educationusingrehabilitationinterventions)andcareerplanningandemployment(e.g.,long- term
goal of rehabilitation interventions). These topics are covered in the Education and
Employment and Work volumes. There are additional efforts not covered in this volume that
may also be a part of rehabilitation interventions and processes, which include the discrete
areas of mental health and addiction rehabilitation. These are important areas that have
crossover withrehabilitationinterventions,have definedsetsofstandards andregulation, and
have robust histories of development.
Rehabilitationwasconceivedwithinthemoretraditionalmodelofmedicalcare,butit is
increasingly obvious that disability issues are more than medically driven. The social
justiceandcivilrightsmodelofdisabilityisimportanttounderstand,andelementsmustbe

79
incorporated into rehabilitation interventions, especially as they relate to accessibility of
environments and services. Of all the medical specialties and programs, rehabilitation is the
one most based on quality of life and functioning within the community. Inequalities and
differences must be addressed within the structures of funding and spheres of influence.
Increasingly, insurance plans determine the availability of rehabilitation services, equipment
and assistive devices, and community-based resources; government funding is more limited
for education, especially for those with special needs; and businesses and workers‘
compensation programs are more restrictive with flexibility and coverage policies.
ComponentsofRehabilitation Interventions
Rehabilitation is a process designed to optimize function and improve the quality of life of
those with disabilities. Consequently, it is not a simple process. It involves multiple
participants, and it can take on many forms. The following is a description of the individual
components that, when combined, comprise the process and activity of rehabilitation.
MultipleDisciplines
Rehabilitation interventions usually involve multiple disciplines. Although some focused
interventions may be identified by a single service—such as cognitive retraining by a
psychologist or speech pathologist, and audiologic rehabilitation through hearing-aid
evaluation and dispensing—sole service does not engender the rehabilitation concept of a
team approach, and it is often differentiated as therapy or medical service rather than
rehabilitation. There are a variety of professionals who participate in and contribute to the
rehabilitation process within a team approach. The list is long, and it includes (although isnot
limited to) such professionals as the following:
Physicians
The physician‘s role is to manage the medical and health conditions of the patient/consumer
within the rehabilitation process, providing diagnosis, treatment, or management ofdisability-
specific issues. Often, the physician leads the rehabilitation team, although other team
members can assume the leadership role dependingon the targeted goal or predominant
intervention. Because of the depth and breadth of their knowledge and training, certified
rehabilitation physicians or physiatrists usually are the best qualified to anticipate outcomes
from rehabilitation interventions and the process of rehabilitation. They also can provide the
diagnosis and treatment of additional medical conditions related to the specific disability or
underlying pathology, which will have an influence on performance and outcome.

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Occupational Therapists
Occupational therapists (OTs) typically work with patients/consumers through functional
activities in order to increase their ability to participate in activities of daily living (ADLs)
and instrumental activities ofdailyliving(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.
PhysicalTherapists
Physical therapists (PTs) assess movement dysfunction and use treatment interventions such
as exercise, functional training, manual therapy techniques, gait and balance training,
assistive and adaptive devices and equipment, and physical agents, including electrotherapy,
massage, and manual traction. The outcome focus of interventions is improved mobility,
decreased pain, and reduced physical disability.
SpeechandLanguageTherapist
Speech and language therapistassess, treat, and help to prevent disorders related to speech,
language, cognition, voice, communication, swallowing, and fluency. Rehabilitation
interventions involve more than the spoken word, including the cognitive aspects of
communication and oral-motor function with swallowing. Assistive technology using
augmentative or alternative communication (AAC) devices (e.g., BIGmack switch-activation
devices, DynaVox dynamic display and digitized voice devices) is another focus area of
speech pathologists.
Audiologists
Audiologists identify, assess, manage, and interpret test results related to disorders ofhearing,
balance, and other systems related to hearing. Hearing screens and more technologically
advanced testing systems fall under the areas of practice. Audiologic rehabilitation
interventions include developing auditory and central processing skills, evaluating and fitting
for a variety of hearing aids and supports, training for use of hearing prosthetics, including
cochlear implants, and counseling for adjustment to hearing loss or newly acquired hearing.
Although sign language is a technique used to assist with communication for those with
hearing impairments, competency is not required foraudiologists.

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RehabilitationNurses
The rehabilitation nurse usually takes the role of educator and taskmaster throughout
rehabilitation, but these professionals have most prominence within inpatient rehabilitation
programs. They are expert at bladder management, bowel management, and skin care, and
they provide education to patients and families about these important areas and also
medications to be used at home after discharge. Activities developed within the active
therapeutic rehabilitation programs are routinely used and practiced, such as dressing,
bathing, feeding, toileting, transfers to and from wheelchairs, and mobility.
SocialWorkers
Social workers in health settings may provide case management or coordination for persons
with complex medical conditions and needs; help patients navigate the paths between
different levels of care; refer patients to legal, financial, housing, or employment services;
assist patients with access to entitlement benefits, transportation assistance, or community-
based services; identify, assess, refer, or offer treatment for such problems as depression,
anxiety, or substance abuse; or provide education or support programming for health or
related social problems. Social workers work not only with the individual receiving
rehabilitation services, but with family members, to assist both the individual and family in
reaching decisions and making emotional or other adjustments.
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, counseling, or therapies,although
they usually have a nursing background. These professionals collaborate with all service
providers and link the needs and values of the patient/consumer with appropriate services and
providers within the continuum of health care. This process requires communication with the
patient/consumer and his or her family, the service providers, and the insurance companies.
Within the rehabilitation environment, case managers ensure that ongoing care is atan
optimal level and covered by insurance or other payer programs, during and following
inpatient rehabilitation or throughout an outpatient rehabilitation process. Coordination of
services following the inpatient admission can be the most difficult task. A hospital,
rehabilitation program, or insurance company may employ case managers.

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RehabilitationPsychologists
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/orcongenital
in achieving optimal physical, psychological, and interpersonal functioning (Scherer et
al.,2004). This profession is an integral part of rehabilitation, and it involves assessment and
intervention that is tailored to the person‘s level of impairment and is set within an
interdisciplinary framework.
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, behaviors, personality, effort,
motivation, and symptom validity. With this testing, the neuropsychologist can determine
whether the level and pattern of performance is consistent with the clinical history,behavioral
observations, and known or suspected neuropathology, and the degree to which the test
performance deviates from expected norms. Additional contexts encountered in brain injury
survivors can complicate the clinical presentation and impact neuropsychological test
performance. The neuropsychologist can identify emotional states arising from changing life
circumstances(e.g.,depression,anxiety),medical co-morbidities(e.g.,substanceabuse,heart
disease), and social-contextual factors (e.g., litigation, financial distress), and can then
explain their potential influence to the injured person, familymembers, and other health care
providers.
TherapeuticRecreation Specialists
Recreational therapists, also referred to as therapeutic recreation specialists, providetreatment
services and recreation activities for individuals with disabilities or illnesses. They
useavarietyoftechniquestoimproveandmaintainthephysical,mental,andemotionalwell- being
of their clients, with the typical broad goals of greater independence and integration into the
community. Therapists promote community-based leisure activities as a complement to other
therapeutic interventions, and as a means to practice those clinic- or hospital-based activities
within a real-world context.
Rehabilitation Counselors
Rehabilitation counselors (previously known as vocational counselors) assist persons with
bothphysicalandmentaldisabilities,andcoverthevocational,psychological,social,and

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medical aspects of disability, through a partnership with the individuals served.Rehabilitation
counselors can evaluate and coordinate the services needed, provide counseling to assist
people in coping with limitations caused by the disability, assist with
explorationoffuturelifeactivitiesandreturn-to-workplans,andprovide advocacyforneeds.
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). The orthotist/prosthetist usuallyworks
with a physician, therapist, or other member of the rehabilitation team to ensure an effective
design to meet the needs of the individual, especially regarding the ability to maneuverwithin
the built environment and be socially active.
AdditionalRehabilitation 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.
PersonwiththeDisability andHisorHerFamily
Thepersonwiththedisabilityandhisorherfamilymembersarepartnersinthisteam
process.Infact,theyarekeymembersoftheteam.Personalandfamily/supportsystem goals,
family/friendsupport,and communityresources aredrivingforces regardinggoalsand discharge
planning within the rehabilitation process. The process involves the best strategies of
interventions based on standards of care, the evidence base regarding outcomes related to
interventions,theexperienceofthepractitioners,andthepersonalandfamilyneedsand
contextsofthepersonwiththedisability.Professionalsshouldbeskillfulintheircommunication to
consumers about anticipated outcomes and effectiveness of interventions. 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
amongcommunityleaders,peopleswithdisabilitiesandtheirfamiliesandotherconcerned

84
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 which can be
implemented through the combined efforts of peoples with disabilities themselves, their
families,organizationsandcommunities,governmentalandnon-governmentalorganizations,
health, education, vocational, social and other services. Community based rehabilitation is a
combination of two important words; community and rehabilitation. Thus in order to getclear
concept about the definition of CBR, let us first define the two terms separately.

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

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

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 qualityof
life and self actualization or refers to measures which aim to enable persons with disabilities
to attain and maintain maximum independence, full physical, mental, social and vocational
ability, and full inclusion and participation in all aspects of life.

Ifyougiveapersonafish, He/she
will eat for a day;
Ifyouteachhim/hertofish, He/she
eat for a lifetime.‖

Based on the above definition of key words, CBR is therefore, a systematized approach
withingeneralcommunitydevelopmentwherebyPersonswithDisabilitiesareenabledtolive a
fulfilling life within their own community, makingmaximum use of local resources and
helpingthecommunitybecomeawareofitsresponsibilityin ensuringtheinclusionandequal
participation of ―Persons with Disabilities‖ (PWDs). In the process, PWDs are also made
aware of their own role and responsibility, as they are part of the community.

The idea of CBR is that people with disabilities should have the right to a good life.
The help they need should be available to them, at a low cost. It should be offered to them
andtheirfamilyinawaythatsuitstheirusualwayofliving,whether inavillage,atownora

85
city. They should have education like everybody else. They should be able to take up jobsand
earn their living. They should be able to take a full part in all the activities of their village, or
town or city.
The idea of CBR is that, even if people learn very slowly, or has problems seeing or
hearing, or finds it hard to move about, they should still be respected for being men and
women, girls and boys. Nobodyshould be looked down on or treated badlyjust because they
have a disability. Houses, shops and schools should be built in such a way that everyone can
easily go in and out and make use of them. Information should be given to people in a way
they understand, not only in writing, which is hard for people who cannot read or see it.
Information should be given in spoken forms as well, so that everyone has a fair chance to
use it. To do all this would mean a lot of changes. But they would be good changes, because
everyone could live a better life, helping each other and respecting one another. In addition,
for the purpose of our discussion two important definitions will be given:

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

2. Community based rehabilitation is a common sense strategy for enhancing the quality of
life ofpeoples 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 CBRin
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. It is
implemented through the combined efforts of people with disabilities themselves, their
families and communities, and the appropriate health, education, vocational and social
services.

This definition particularly advocates a broad approach for developing programs that
involves the following elements:

A. Theparticipationofpeoplewithdisabilitiesandtheirrepresentativesatallstagesofthe
development of the program

B. Theformulationandimplementationofnationalpoliciestosupporttheequalparticipation of
people with disabilities

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C. Theestablishmentofasystemforprogram management

D. Themulti-sectoralcollaborationofgovernmentalandnongovernmentalsectorstosupport
communities as they assume responsibility for the inclusion of their members who
experience disabilities.

E. CBRfocusesonstrengtheningthecapacityofpeopleswithdisabilities,andtheirfamilies.

F. CBRfocusesonchallengingnegativeviewsandbarriersinsocietytoenableequalrights and
opportunities.
Currently,threemainmeaningsareattachedtothenotionofCBR:Peopletakingcareof
themselves, aconcept and an ideologyand communitybased rehabilitation wich will be
described below.

1. PeopleTakingCareofThemselves
Services for people with disabilitiesin most regions in developing countries are still limited to
what people can do for themselves. This 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, such as general care, accommodating each other's needs {i.e..
family members adapting themselves to the situation of the individual with disability, and
vice-versa), education and health, using whatever they know, whatever they have, in
whatever daily circumstances they exist.

2. A Concept and an Ideology. As a concept and an ideology, it promotes a

decentralized approach to rehabilitation service-delivery, whereby, it is assumed that
community members are willing and able to mobilize local resources and to provide
appropriate services to peoplewith disabilities.This concept has been 'fled out in many
CBR programs in the developing world, by the use of government staff and facilities,
but has in most cases proved to be unrealistic.

3. Community Based Rehabilitation: is mostly in a form of Non-Governmental

Organizations (NGOs). Recognizing the human and material limitations ofpeople with
disabilities, their family members and other community members, CBR program tries
to promote and facilitate community based rehabilitation. Unfortunately, such CBR
programs often consider 'local culture' as an obstacle, rather than as a conditiontowards
progress.

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MajorObjectivesofCommunityBasedRehabilitation
The major objective of community based rehabilitation is to ensure that people with
disabilities are empowered to maximize their physical and mental abilities, have access
to regular services and opportunities and become active, contributing members of their
communities and then societies. Thus, community based rehabilitation promotes the
human rights ofpeople with disabilities through attitudechanges within thecommunity.
Community based rehabilitation aims to include people who have disabilities from all
types of impairments, including difficulty hearing, speaking, moving, learning or
behaving. Communitybased rehabilitation also includes all age groups: children, youth,
adults and older people.
Implement Technologies for Disability Inclusion
InclusivenessandInformationTechnology(ICT)
Inclusiveness and Information Technology examines the extent to which regulatory
frameworks for information and communication technologies (ICTs) safeguard the rights of
persons with disabilities and vulnerabilities as citizenship rights. Effective access to
information is crucial in facilitatingthe participation of citizens in civil society. Accessibility
concerns in the information and communications technologies (ICTs) sector have become
particularly important, given the increased role played by ICTs in everyday life. 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 byspeech-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. These barriers include, inter alia, poorly
designed Web sites (e.g., with graphics not readable by computerized screen readers, with
information that can be accessed only by the use of the mouse rather than the keyboard),
limited availability of subtitles on webcasts, the use of multiple remote controls for digital
television, and difficult to navigate on-screen displays.
These access barriers have the potential to affect persons with disabilities, including
persons with sensory disabilities (visual and/ or hearing), mobility disabilities, or cognitive
disabilities. The objective to ensure equal access to information should play a central role in
any regulatory framework for the ICT sector. Nevertheless, despite the potential of
technologytoempowerthepublicascitizens,theregulatoryframeworkfortheICTsector

88
hasbeencriticizedforitsoverallperceptionofthepublicaseconomicactorsandforthe insufficient level of
protection conferred to citizenship values such as equality and dignity.
InclusivenessandAssistiveTechnology
Dearstudents,explainhowassistivetechnologiesenhance inclusiveness.

Worldwide the number of persons with disabilities, vulnerabilities and marginalized groups
is increasing alarmingly because of population aging, accident, global warming and climate
change,medicaladvancement,humanitariancrises,naturaldisaster,conflictandincreasesin
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 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).
Vulnerability and disability have adverse impact on quality life of these groups.
Vulnerable people and thoseliving with disabilitiesare losing their independence and overall
wellbeing. The growing number of persons with disabilities and vulnerabilities is too large to
be cared for through traditional government programs. The cost associated with such
programs and the lack of a skilled caregiver workforce makes it very difficult to meet the
needs of this segment of the population. It is therefore inevitable that we resort to technology
in our search for solutions to the costly and challenging problems facing persons with
disabilities and vulnerabilities.
Wellbeing or quality of life is an important concern for persons with disabilities,
vulnerabilitiesand marginalized groups, who,like everyperson, is seeking to bewell, happy,
healthy, and prosperous. Persons with disabilities, vulnerabilities and marginalized groups
have several important components of wellbeing. A key activity is independent living with
convenient access to goods and services, as well as being socially active and enjoying self-
esteem and dignity. 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). Other components, such as freedom of navigation andtravel,
are much more difficult because of environmental obstacles encountered by the disabled.

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AssistiveTechnologies(AT)
Dearstudents,describe therole ofATindaily lifeof personswith disabilities?

Surgery, generic therapy, rehabilitation, human assistance, and the use of assistivetechnology
(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. Although promising in concept,
genetic therapy is in its infancy and, as yet, has no broad application. Rehabilitation develops
and adapts residual capabilities, while human assistance aidsPersons with disabilities and
vulnerabilities in their daily living activities.
Unfortunately,suchassistanceisnotalwaysavailableandnotnecessarilycost-
effective.ATcanincreasethe 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 vulnerabilities populations.
ATandDailyLivingofPersonswithdisabilitiesandVulnerabilities
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. Suchassistive
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 nonfunctional skills, by
maintaining or enhancing existing abilities. Persons with disabilities and vulnerabilities
utilize AT to enhance the performance of their daily living tasks,including communication,
vision, hearing, recreation, movement, seating and mobility, reading, learning, writing, and
studying, as well as controlling and accessing their environment.
Assistive Technologyvaries from low-tech devices such as a cane or adapted loop, to
high-tech systems such as assistive robotics or smart spaces. Currently, most popular
technologies for Persons with disabilities and Vulnerabilities are simple; or examples of
mobility-enhancing equipment include wheelchairs, communication via mobile telephones
and computers, and voice-activated smart devices to enhance environmental control.

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 Advances in communication and information technologies further support the
development of new, more complex technologies such as utilization of smart wheelchairs,
assistive robots, and smart spaces.
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
thatrestorepersonalfunctionality,suchasexternalprosthesesandortheses.Therearevarious
organizational definitions for assistive technology: The international standard ISO 9999
defines AT (refering to AT as ―technical aid‖) as ―any product, instrument, equipment or
technical system used by a disabled person, especially produced or generally available,
preventing, compensating, monitoring, relieving or neutralizing the impairment, disability or
handicap‖ . In the United States, the Technology Act and Assistive TechnologyAct define an
AT device as ―any item, piece of equipment or product system, whether acquired
commercially, modified, or customized, that is used to increase, maintain, or improve
functional capabilities of individuals with disabilities.‖ These Acts also define an assistive
technology service as ―any service that directly assists an individual with a disability in the
selection, acquisition, or use, of an assistive technology device.‖
The Older Americans Act defines AT as ―technology, engineering methodologies, or
scientific principles appropriate to meet the needs of, and address the barriers confronted by,
older individuals with functional limitations.‖
In Europe, the European Commission (EC) defines AT as ―products, devices or
equipment that is used to maintain, increase or improve the functional capabilities of people
withdisabilities‖.TheWorldHealthOrganization(WHO)definesanAssistiveDeviceas
―Equipmentthatenablesanindividualwhorequiresassistancetoperformthedailyactivities
essential to maintain health and autonomy and to live as full a life as possible. Such
equipment may include, for example, motorized scooters, walkers, walking sticks, grab rails
andtilt-and-liftchairs‖WHOalsodefinesassistivetechnologyas―Anumbrellatermforany device
or system that allows individuals to perform tasks they would otherwise be unable to do or
increases the ease and safety with which tasks can be performed‖.
ATandUserNeeds:AClassificationScheme
Examplesof ATuserneedsandclassification

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A. PeoplewithCommunicationDisabilitiesreferstobemultipledifficultiesincluding:Speech
mechanism problem, Language processing, Hearing, Vision, Motor skills

Needs & Barriers: Safety Technologies, Self-care and medication management, social needs
socialization, access to information technology, communication and interaction with environment,
access to public administration and facilities (authorities, banks, public services), shopping recreation
and leisure problems with speech, writing, esteem independence and employment.
Assistive technologies: Mobile systems [phones, wearable electronics, computers, augmentative and
alliterative communication (including I/O interfaces) (adaptable/configurable interfaces, tactile
interfaces), vibrotactile displays reading screen, speech technologies, augmentative–alliterative
communication. Socialization and entertainment tools (special games, virtual companion‘s
videoconferences). Medication organizers (medication reminder/management). Speech technology
(audio technology for I/O interfaces and control, writing translators, text–speech translators,
transportation (public transportation facilities, smart environments home control, pervasive
computing, context awareness, middleware) Shopping tools (Internet access) and education tools
B. People with Cognitive Disabilities: The impairments may include:Cognition, memory loss and
forgetfulness
Needs&Barriers aresurvival,hygiene(toileting,bathing,laundry);feeding(foodpreparation,
eating, drinking), remembering, housekeeping—home cleaning, safety, safety technologies,
safety of environment, self-care and medication management, social needs, socialization,
navigation,accesstoinformationtechnology,education,communicationandinteractionwith
environment, shopping, esteem, independence, employment, recreation and leisure

AssistivetechnologiesmayincludeMobilesystems(phones,wearableelectronics,and
computers),socializationandentertainmenttools(specialgames,virtualcompanions,
videoconferences), augmentative andalliterative communication (includingI/O interfaces),
adaptable/configurableinterfaces,organizerandreminderassistantsfortimekeeping),
medications, (appointments, hygiene, etc., electronic organizers, medication
reminder/management, procedure assistants, transportation public transportation facilities)
Communication aids(communicators,multimediaprocedure, assistants,large-screen
programmable phones, electronic information organizers, electronic mail)

C. PeoplewithMotorDisabilitiesimpairmentincludeUpper-limbsdifficulties/dexterity,lower- limb
deficiencies
Needs & Barriers are the need for mobility, working in the inaccessible environment
Assistivetechnologiesmayincludeorthotics (cognitive orthotics), smartenvironments, home
control, shopping tools (internet access) and education tools

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ATand theMarketplace
Markets for assistive technologies follow the general marketing rule that products introduced
into a market influence the demand and growth of markets for such products. In practice, AT
products can either represent a barrier to demand or become an engine of demand. This
relationship between Persons with disabilities and Vulnerabilities and AT in the marketplace
follows one of two strategies: (1) trivialization or (2) specialization, which are discussed as
follows:
Specialization is based on the development of products or services that are adapted
for Persons with disabilities. In practice, the AT industry considers Persons with disability
populations as solvent autonomous markets. Developed products are adapted for Personswith
disabilities needs, so the satisfaction of each target population or subpopulation is good,
thereby supporting further product development or adaptation. Nonetheless, the market for
such AT is not growing quickly, owing to (1) development costs, (2) high price of the final
product, and (3) generallylow incomeof people with disabilities.Theexceptionto this ruleis
products for elderly retired people, which have significantly higher incomes and a much
larger market.
Trivialization considers Persons with disabilities as an augmentation of the marketfor
devices used by people without disabilities. In this strategy, industry does not target Persons
with disabilities and Vulnerabilities populations directly. Instead, the products for Persons
with disabilities and Vulnerabilities are of standardized type, that is, generic with
multipurpose capabilities. Given requirements for safety and comfort, these products and
services are designed to be modified or adapted to meet Persons with disabilities and
Vulnerabilities needs. This strategy targets a much larger market but does not consider user
satisfaction among Persons with disabilities and Vulnerabilities.
ATandDesignMethods
Given the requirements of functionality, safety, and comfort, the design of AT for Persons
with disabilities and Vulnerabilities requires both excellent engineering capacities and
relevant knowledge about Persons with disabilities and Vulnerabilities characteristics.
Product developers must be fully aware of needs, wants, and capabilities of Persons with
disabilities and Vulnerabilities populations, as well as limitations associated with each
handicap. Numerous design methods have been suggested to assist in the process of AT
development. Most widely known are user centered design and universal design, which are
discussed as follows:

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 User-centered design is a set of techniques and processes that enable developers to
focus on users, within the design process. In practice, users are involved in the development
process, depending on their skills and experience, and their interaction is facilitated by a
domain expert. The intensity of this involvement varies with the stage of research andproduct
development. Often, the developed AT meets persons with disabilities satisfaction. However,
this design method is expensive in terms of resources and time expended by engineers and
domain experts. It is also difficult to recruit potential end users and to interact with them,
especially when these end users are older people, or people with disabilities (see also Chapter
34).
Universal design (also called design for all) is the design of products and
environments to be usable by all people, to the greatest extent possible, without the need for
adaptation or specialized design. Here, the design process is guided and constrained by a
number of objectives: accessibility, adaptability, transgenerational applicability, and/or
universal applicability or appeal. Universal design does not emphasize differences among
persons with disabilities, or between persons with disabilities and the general population.
Instead, the ideas of adapting products, services, or the environment are extended to users at
large. In practice, products are developed to meet the needs of average users. If a user is
different, significantly, from the average population, (e.g., a person with a significant
handicap), then, the product will provide poor user satisfaction.

Universal Design

It is frequently the case that the built environment can be modified permanently so that
functional limitations become less disablingand personal ortemporaryassistivetechnologies
are not needed. For example, the presence of ramps increases the ability of wheelchair users
to get around and thus decreases the degree to which the condition that led to their use of a
wheelchair is disabling. The presence of ramps will increase frequency of trips out of the
house and into the community for wheelchair users when ramps are installed in their houses.
Wider doors, lower bathroom sinks, and grab bars are other examples of modifications to
build environments that decrease the degree to which a building itself may be disabling.
Lighting patterns and the materials used for walls and ceilings affect the visual ability of all
people, even though the largest impact may be on improving the ability of the person who is
hard of hearing to hear in a particular room or the ability of a person who is deaf to see an
interpreter or other signers.
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 Universaldesign isbased onthe principlethatthebuiltenvironments and instruments
used for everyday living can be ergonomically designed so that everyone can use them.
Traditionally,architectureandeverydayproductshavebeendesignedfor marketappeal,with
agreaterfocusonfashionratherthanfunction.However,asthepopulationofolderadults and
people with disabling conditions increases, there has been a greater trend toward universal
design.

Today, with the influence of consumer demand and through thoughtful disability
policy, greater emphasis is placed on the development of built materials that are
ergonomically friendly to users, regardless of their abilities. Universal design is an enabling
factor in the environment that allows the user with a functional limitation to become more
independent, yet without an additional cost or stigma attached to the particular product. For
example, people who were deaf previously had to purchase an expensive closed-captioning
unit to attach to their television sets to view closed-captioned programs. Today, as a result of
new federal legislation, all new television sets are manufactured with a closed-captioning
microchip that allows any user access to broadcast closed captioning. Thus, it is useful not
only for deaf users but also for other vulnerable groups, such as older individuals who are
starting to lose their audio acuity, or a person watching a late-night talk show in the bedroom
who does not want to wake his or her partner.

In all of these ways, the environment affects the degree to which a functional
limitation is disabling for a person. However, decisions about the use of technology or built
environments are social decisions. The next major section considers the effects of the social
and psychological environments on the extent to which a particular functional limitation will
be disabling or not.

ImplementInclusiveJobOpportunitiesand Employment
The right to work is fundamental to being a full and equal member of society, and it appliesto
all persons, regardless of whether or not they have a disability. A decent job in the open labor
market is a key bulwark against poverty. It also enables people to build self-esteem, form
social relationships, and to gain skills and knowledge. Moreover, a productive workforce is
essential for overall economic growth. Barriers to employment thus not only affect
individuals‘lives,but theentireeconomy. Despitethefact that themajorityofjobs can
beperformedbyindividualswithdisabilities,thepathwaystotheiremploymentareoften

95
strewn with barriers. An OECD study of its members showed that persons withoutdisabilities
were nearly three times more likelythan persons with disabilities to participate in the labor
market.2 Evidence suggests the same is true for countries in the Asia and Pacific region,
although data to illustrate the full extent of this trend is scarce. The employment gaps
suggested above are likely to understate the divergent work experiences of persons with and
without disabilities, since they do not factor in differences in type of employment. Persons
with disabilities and vulnerabilities are more likely to be own-account workers and occupy
jobs in the informal sector, often without the security offered by work contracts, salaries,
pension schemes, health insurance and other benefits. Even when persons with disabilitiesare
formally employed, they are more likely to be in low-paid, low-level positions with poor
prospects for career development. Simple comparisons of the employment rates for persons
with and without disabilities can therefore be misleading.
The recently adopted 2030 Agenda for Sustainable Development calls on
governments around the world to promote full employment and decent work for all,including
persons with disabilities and vulnerabilities. Besides directly targetingemployment, the 2030
Agenda and the accompanying SDGs also emphasize the need to guarantee the rights of
persons with disabilities and vulnerabilities to equal and accessible education; social,
economic and political inclusion, and access to cities, transport systemsand public space.
Barriersofemployment
Dearstudents,whatarebarriersforemploymentandjobopportunitiesforpersons with
disabilities and vulnerable groups?

Barriers to the employment of persons with disabilities take many forms and operate
at manylevels, both within and beyond the workplace itself. Persons with disabilities maybe
prevented from working due to inaccessible transportation services; the lack of accessible
information and communications services; the preference of employers for candidateswithout
disabilities; legal stipulations that prevent individuals with particular impairments from
working in certain fields; or the discouragement of family and community members. Whilst
these obstacles are often interconnected, and act collectively to limit employment
opportunities for persons with disabilities, it is essential to distinguish between different
barriers in order to develop effective policy responses. The major types of barriers are
described below.

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A) Attitudesand Discrimination
Employersmaybereluctanttohirepersonswithdisabilitiesbasedontheperception thatthey are less
productive or less capable of carrying out their jobs than others. Colleagues of persons with
disabilities may also hold prejudicial attitudes. At a wider level, social attitudes that cast
persons with disabilities as objects of pity and need perpetuate the assumption that they
should not work. In some cultures, people view disabilities as being indicative of wrongdoing
in a past life, or are simply uncomfortable around people who seem different. Persons with
disabilities may also be discouraged from working by their families, often outof a sense of
shame or a well-intentioned but stifling desire not to impose additional burden on their
family members.
Though there are laws and regulations in some sectors, majority of social and
economicsectorsinEthiopiandonot yet have anti-discriminationlegislationthatspecifically
targets the employment of persons with disabilities. Discrimination is a major barrier facedby
persons with disabilities in their efforts to find employment in the labour market. Clearly,
there needs to be greater awareness about the need to break down barriers faced by persons
withdisabilities—beitlackofaccessibilityfeaturesinpublicservicesoroflawsthatprotect persons
with disabilities from discrimination by employers.
B) Accessibility
The accessibility of the following areas are crucial to the employment of persons with
disabilities: the physical environment; transportation; information and communications; and
other facilities open to the public. In the workplace itself, a lack of physical features such as
ramps and elevators can prevent persons with mobility disabilities from being able to work.
Similarly, the lack ofaccessible information and communication infrastructurein workplaces
such as clear signage, computers equipped with software such as screen-readers, and devices
suchasBrailledisplayscanpreventpersonswithprintandintellectualdisabilitiesfrombeing able to
gain employment. Lack of access to sign language interpretation or captioning services can
inhibit the employment of deaf people. In addition to the informational and physical design
of the workplace itself, the broader inaccessibility of public environmentsand crucially,
transport, can prevent persons with disabilities from being able to travel to work, receive
information about job opportunities, and communicate with employers.
C) EducationandTraining
Persons with disabilities have disproportionately restricted access to education and training.
Thisseverelylimitstheirjobopportunitiesduetoalackofskillsandknowledgethatare

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relevant to find or retain a job. Children with disabilities are less likely to attend school, and
when they do they are less likely to stay in school.18 In Indonesia, children with disabilities
are one third less likely to complete their primary education as those without a disability. In
India in 2007, close to 40 per cent of children with disabilities were not enrolled in school,
compared to only between 8 and 10 per cent of children in scheduled tribes or castes —
groups that also face high levels of discrimination and poorer socio-economic outcomes.
Notwithstanding the numerous other barriers they face, persons with disabilities are thusoften
prevented from being able to acquire the human capital necessary to effectively compete for
jobs. In addition, young persons with disabilities who have attended school may not get the
support they need when transitioning from school to work.
D) SocialNetworks
Another barrier to employment for persons with disabilities can be their more limited social
networks. Social networks greatly aid the process of searching for work, the lack of which is
likely to limit options for persons with disabilities.As part of their broader exclusion from
manyimportantsocialactivities,personswithdisabilitiesoftenthereforelacktheopportunity to
build social relationships with those who may be in a position to offer suggestions for
potential work opportunities. These limited networks are part of the broader cultural and
attitudinal barriers that inhibit participation in social, leisure, civic, and religious activities. A
key benefit brought by employment itself is the building of social relationships with
colleagues, clients and business partners. As a result of the barriers they face in entering and
retaining work, many persons with disabilities are also denied the possibility of expanding
their networks at the workplace itself.
E) Women Disabilities
In many developing countries including Ethiopia, as a result of continued prejudices both
towardswomen and surroundingdisability, women with disabilitiesaredoublydiscriminated
against in the labor market. Study found that in many developing countries, women with
disabilitiesareonlyhalf as likelyas menwith disabilitiesto haveajob. Moreover,when they are
employed, women with disabilities encounterworse working conditions and lower payas
compared with other women, as well as men with disabilities. Women with disabilities are
also less likelyto receive education and vocational training, and those women who do access
education and attain a degree of financial stability are more likely to have done so before
acquiring their disability. However, it remains difficult to quantify these trends as a result of
thelimitedavailabilityofreliabledatathatisdisaggregatedbybothsexanddisability.Not

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only the particular difficulties faced by women with disabilities as they search for work, but
also the significance of social networks in sharing potential employment opportunities. The
governments and NGOs must ultimately step up to improve the precarious economicsituation
many women with disabilities find themselves in.
F) LegalBarriers
As a result of discriminatory attitudes about the perceived capabilities of persons with
disabilities, some countries impose legal restrictions on their participation in certain types of
employment or processes. In some countries, people must be considered ‗physically and
mentally healthy‘ or ‗sound‘ to represent oneself in a court of law, to occupy official
positions, or to use certain public services.25 Such laws effectivelyrule out large numbers of
persons with disabilities from accessing employment, based on the blanket assumption that
they are incapable of doing particular jobs effectively. Japan is one country that previously
had such laws, but has taken action to rectify them.
G) InflexibleWork Arrangements
Another common obstacle to the employment of persons with disabilities is the inflexibility
of work arrangements. In some cases, persons with disabilities might prove to be competent
and productive employees, but are nonetheless unable to perform certain tasks. The same is
true for scheduling the work day. Persons with disabilities mayhave particular transportation
issues or other needs that require a slightly different work day. An employer‘s willingness to
rearrange the responsibilities and schedules associated with a particular job can mean the
difference between employment and unemployment for many persons with disabilities.
Indeed, a greater degree of flexibility of working arrangements can boost the morale and
productivity of any employee, regardless of whether or not they have a disability.
H) Dismissalon theBasisofDisability
Workers who are injured and acquire a disability on the job may face unaccommodating
policies and a lack of rehabilitative services, which limit their ability to return to work. The
absence of anti-discrimination legislation in the majority of countries in the region thus
allows employers to dismiss staff on the basis of disability with impunity. Several countries,
suchasIran,offerrehabilitationprogramsandservicestohelpdismissedworkerstofindnew
employment. Ultimately though, legislation which protects the rights of workers from
dismissal on the basis of disability is also needed to more comprehensively tackle theproblem
I) TheBenefit Trap

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Another obstacle to the employment of persons with disabilities can ironicallybe imposed by
socialprotectionschemesultimatelydesignedtosupportthem.Theseschemescanencourage
individuals to stay out of the labor force if they are structured in such a way as to make the
receipt of benefits contingent on the inability to work. Therefore, even if persons with
disabilities believe that they can work, they may choose not to in order to continue receiving
disability benefits. Even if working could offer them a higher level of income, persons with
disabilities may still choose to receive benefits because of the risk of attempting to
holddownajob that does not provideadequatesupport, oris not flexibletowards theirneeds. It is
importanttostressthatthis‗benefittrap‘ismainlyrelevanttomoredevelopedcountrieswith more
generous benefit schemes. The situation in most of the region‘s middle-to-low income
countries is entirely different. However, it is vital for governments to avoid creating strong
work disincentives.
StrategiestoImproveEmploymentfor PersonswithDisabilitiesandVulnerabilities
Dearstudents,describestrategiestoimproveemploymentandjobopportunitiesfor persons
with disabilities and vulnerabilities.

There a number of strategies that is available to governments in respective sector as they

work to improve the employment prospects of persons with disabilities, vulnerable and
marginalizedgroups.Inaddition,privatesectorinitiativesthathavebeendemonstratedto improve
the employment experiences of persons with in these groups are also discussed below.
A) Anti-DiscriminationLegislation
These laws make it illegal to discriminate against an individual on the basis of disability in a
range of areas including: employment; education; access to public buildings; the provision of
goods and services, and political processes. With regard to employment, anti-discrimination
lawsprotectpersonswithdisabilitiesfromdiscriminatoryactionsinhiringandterminationof
contracts and affirm the right of persons with disabilities to access employment on an equal
basis with others. Anti-discrimination laws challenge collectively held discriminatory
attitudes against persons with disabilities by influencing ‗the nexus between law, norms and
social mores‘.26 Anti-discrimination laws can be made stronger when they include mandates
for reasonable accommodations that remove additional barriers to employment for persons
withdisabilities.Crucially,however,theselawsmustoutlineclearenforcementmechanisms.

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When penalties are neither stipulated nor enforced, employers are left free to discriminate
with impunity.
B) VocationalEducationAnd Training
Technical vocational education and training (TVET) programs can help to ensure that the
workforce has the skills and knowledge necessary to obtain and retain a job, while also
driving productivity and economic growth.27 As discussed in Chapter 2, persons with
disabilities often have limited opportunities to build skills and knowledge that are relevant to
the labor market. A vital first step in improving access to employment for persons with
disabilities is therefore to ensure that employment support and vocational programs are as
inclusive as possible. Such programs should also be held in accessible locations, and
reasonable accommodations should be made to improve the access of persons with
disabilities. Some persons with disabilities may not be able to attend mainstream training
programs. In such situations, to allow them to participate, programs targeted at persons with
disabilities maybe required. It is crucial; however, that the content of such trainingprograms
is geared to labor market demands, and not determined by prior beliefs about what persons
with disabilities should do or are capable of doing.
C) WageSubsidies
Wage subsidies cover a portion of employees‘ wages, usually for a limited period of time, as
a way to lessen the risk perceived by employers of hiring persons with disabilities. Since
wagesubsidiesdirectlytargettherecruitmentprocessofprivatefirms,theyenableemployers to
overcome their reservations about hiring employees with disabilities. It is vital that care is
taken in determining the eligibility, amount and duration of subsidies, to avoid the subsidies
exceeding the actual gap in productivity between persons with and without disabilities.
Studies on the impact of subsides show mixed results on employment rates. Most studies
suggest, however, that both workers and employers are satisfied with wage subsidyschemes.
D) SupportedEmployment
These programs integrate persons with disabilities into the open labor market by providing
direct, on-the-job support to employees with disabilities. Supports are usually offered for a
limited period of time. One common type of support is a job coach. Job coaches provide on-
site, individually tailored assistance to help persons with disabilities perform their jobs.
Coaches also help persons with disabilities adjust to their working environment, and assist in
determining which accessibility accommodations are necessary. Supported employment has
beenshowntobeparticularlycost-effectiveforpeoplewithintellectualandpsychosocial

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disabilities, in terms of productivity and health related costs. Supported employment requires
employersto be open to havingsuch services on site, and to be willingto work cooperatively
with job coaches and other service providers. Employment support services and job coaches
require special training.
E) WorkplaceAccommodationSchemes
Theseschemesreducethecoststoemployersofmakingworkplacesmoreaccessibleto persons with
disabilities. In so doing, workplace accommodation schemes seek to minimize
employerreluctancetohirepersonswithdisabilities.TherearetwowaysGovernmentprograms can
decrease or even eliminate those costs. The first is by offering tax breaks or
taxcreditsforexpendituresundertakentomakesuchadjustments.Thisstrategymay,however, be
less effective for small businesses with cash flow issues or limited tax liability. Another
strategy is toprovide full or partial funds for reasonable accommodations foremployees
with disabilities. Such funding can be provided in various ways, either through
employmentagencies,usingfinesfromquotasystems,orbyofferinggrantstoemployers
fromseparateGovernmentagencies.Investmentinassistiveequipmentforemployees returned
costs by about eight times through increased productivity and reduced absenteeism.
F) Workers’Compensation
These programs aredesigned to address the issue of occupational injuries and illnesses. They
provide cash and medical benefits to employees whose disability is acquired in the
workplace. Generally, workers‘ compensation operates through insurance programs - either
through public insurance programs, or private or even self-insurance at large firms. Because
employer premiums are experience rated, they are higher for firms with more accidents.Thus,
the approach incentivizes workplace safety and encourages employers to support employees
who acquire disabilities at work to be able to return to their jobs. In many countries,
employers are legally mandated to establish workers‘ compensation programs.
G) Quota Systems
Quota systems mandate that firms hire at minimum a certain percentage of persons with
disabilities. Typically, quotas apply only to large employers. Empirical data points to only
small net employment gains of persons with disabilities. In addition, quotas can prove
difficult to both monitor and enforce. Moreover, by obliging employers to hire a specific
number of persons with disabilities, quota systems perpetuate the prejudice that persons with
disabilities are not really equivalent to others in their capacity to be productive.
H) ShelteredWorkshops

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These programs only hire persons with disabilities, and structure jobs around the perceived
abilities of each employee. Sometimes the stated goal of sheltered workshops is to serve as a
training ground for the eventual transition of employees to the open labor market. In reality,
however, employees with disabilities are rarelysupported to make this transition. Employees
are generally paid poorly, and the workshops in which they work are seen as charitable
enterprises and are funded as such, with revenues being a function not of sales but of the
number of employees. Rather than promoting sheltered workshops, governments can serve
their citizens with disabilities better by removing barriers towards their employment in the
open labor market. Persons with severe disabilities may find it difficult to enter the openlabor
market, even if other barriers to their employment are removed. In certain cases therefore,
programs that create non-competitive job opportunities may be necessary. Government and
public agencies should be mandated bylaw to preferentiallyprocure certain
productsfromsuchworkshopsinordertoguaranteeastableincome fortheiremployeeswith severe
disabilities.
I) PrivateSectorInitiatives
In addition to government-driven strategies, a number of private-sector initiatives also serve
to illustrate the need for action to be taken not only by governments, but by employers
themselves.
J) EmployerNetworks
A number of networks of private companies around the world have initiated their own
programs to promote the employment of persons with disabilities. Sometimes these
organizationsareestablishedinresponsetothecreationofaquotapolicy,sometimesoutofa sense of
corporate social responsibility, and sometimes because of a compelling businesscase for
being more inclusive.
Themainactivitiesofemployerorganizationsinclude:
 Raisingawarenessandbuildingcapacityondisabilityinclusion;
 Providinginformation and tools on disabilityandemployment;
 Influencingpolicyon the employment andtrainingof personswith disabilities;
 Providingcareer development opportunities and organizingvocational
training;
 Linkingjobseekerswithdisabilitiesandemployers;
K) SupportDisability-InclusiveBusiness

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Private employers can play an important role in developing policies and programs to boost
employment for persons with disabilities, as well as their own bottom line. It isrecommended
that governments:
a) Introduce programs to raise awareness among private employers of the business
case for hiring persons with disabilities.
b) Support employers‘ organizations and networks to share inclusion practices and
build their capacities to harness the potential of employees with disabilities.
Disability-Inclusive Business—a number of large employers should be proactive in
promoting disability inclusion within their businesses. Many of these businesses draw on
their positive experiences of hiring persons with disabilities to demonstrate the business case
for inclusive employment, citing that persons with disabilities:
 Have higher retention and lower accident rates than employees without
disabilities, and comparable productivity;
 Represent an untapped source of skills and talent and transferable problem-
solving skills developed in daily life;
 Often have valuable skills and experiences learned on the job prior to having a
disability;
 Can provide unique insights to help firms to develop their products or services
to customers and clients with disabilities;
 Can improve the company‘s image, increasing morale, creating links to the
community, and appealing to potential customers who have a disability or
whose family members have a disability.
L) SocialEnterprises
Social enterprises are businesses that seek to advance a social cause whilst being financially
self-sustainable. Rather than being driven solely by the desire to make profits, these
businesses also aim to maximize social impact. Social enterprises that consciously seek to
hire persons with disabilities, or address issues and barriers affecting the lives of personswith
disabilities can therefore help to boost the employment of persons with disabilities, and also
influence wider social change. Box 10 shows an example of a disability-inclusive social
enterprise.
M) SupportPersonswithDisabilitiesinthe Workplace
Governments can enhance the working experiences of persons with disabilities firstly by
leadingbyexampleintermsofpublicsectoremploymentpractices,andsecondlyby

104
establishing programs and services that support persons with disabilities to do their jobs
effectively. It is therefore recommended that governments:
a) Promoteflexibleworkingarrangementstoensurethatqualified,productiveindividualsare not
unnecessarily prevented from doing certain jobs.
b) Providefundingsupportandtax incentivestostartupsandsocialenterprise
initiativesthataimtohirepersonswithdisabilitiesoraddressspecificneedsof
persons with disabilities.
c) Providesubsidiesortaxincentivesthatsupporttheinclusionofpersonswith
disabilities in the workplace.
d) Developjobcoachaccreditationandtrainingstandardsandprovidejobcoaching
services to enable persons with disabilities to do their jobs effectively and
productively.
N) BuildingaMoreInclusive Society
By creating more accessible physical environments, public transport and knowledge,
information and communication services, governments can facilitate opportunities forpersons
with disabilities to work, as well as society at large. It is recommended that governments:
a) Develop and implement accessibility standards for the physical environment in line with
universal design, including public buildings and transport services, to ensure that individuals
with mobility disabilities are not denied employment opportunities.
b) Promote and provide knowledge, information and communication services in accessible
formats, in line with universal design, to meet the needs of persons with sensory, intellectual
and psychosocial disabilities to apply for and retain a job.
c) Foster greater social inclusion by establishing links with disabled persons‘ organizations,
including groups of women with disabilities, and working to promote employment
opportunities.
O) BoostEducation andTrainingOpportunities
Education and training is vital for all individuals to develop their human capital, and to
acquire skills and knowledge relevant to the labor market. Governments must therefore
ensure that persons with disabilities are able to access education and training on an equal
basis with others. It is recommended that governments:
a) Make education systems more inclusive, both to make schools more accessible to children
with disabilities, and to modify instruction to meet the needs of all children.

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b) Mainstream disability inclusion into technical vocational education and training (TVET)
programs, to support persons with disabilities to acquire knowledge and skills necessary to
find and retain decent work.
P) BreakDownAttitudinalBarriersandChallenge Discrimination
Dearstudents,whataretheattitudinalbarriersandhowcanweovercomethe
challenges?

Discriminatoryattitudestowardspersonswithdisabilitiesinformandproduceotherbarriers to the
full and equal participation of persons with disabilities in society, including in employment.
For governments to better understand and challenge attitudinal barriers, it is essential to:
a) Undertakeresearchtoexaminethecausesandmanifestationsofdiscriminatory attitudes
towards persons with disabilities across society.
b) Launchpublicawarenesscampaignsandprogramstopromotetherightsofpersons with
disabilities and to challenge discriminatory attitudes surrounding disability.
c) Conduct disability awareness training such as Disability Equality Training for public
employees at the national and local levels.
Q) ImproveDataCollectiononDisabilityand Employment
Designing,monitoringandevaluatingpoliciestopromotedecentworkforpersonswith disabilities
requires timely and high quality information. It is recommended that governments:
a) Include the six core Washington Group questions on disability in labor force
surveys so that reliable, internationally comparable indicators on employment and
disability can be generated on a regular basis.
b) Conduct disability-dedicated surveys to improve the quality of data and
understanding on barriers to employment and in turn develop more responsive
policies.
c) Take a consistent approach to disabilityidentification sothat multiple data sources
can be used in conjunction to get a more complete picture of the experiences of
persons with disabilities.
Chapter Summary
 Persons with disabilities and vulnerable groups have diverse needs such as; social-
emotional, psychological, physical and economic.

106
 Factors affecting the needs of persons with disabilities vary depending on the nature
of disability, personality trait of the person, the meaning the that person gives for the
disability, theindividual‘scurrentlifecondition,typeof supportprovided, thefamily,
community and society, political and economic system of the country at large.
 The basic needs of persons with disabilities and vulnerabilities to ensure equality for
all within our society are: full access to the environment (towns, countryside &
buildings). an accessible transport system, technical aids and equipment,
accessible/adapted housing, personal assistance and support, inclusive education and
training, an adequate income, equal opportunities for employment, appropriate and
accessible information, advocacy (towards self-advocacy), counselling,, appropriate
and accessible health care
 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

 Health outcomes for people with disabilities should be 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 theinteracting
components of the health care system such as policy and legislations, financing,
services delivery and human resources training in line with inclusiveness
perspectives.
 Disability is the result of the interaction between the characteristics of individuals
with disabilities and the characteristics of their environment.
 The amount of disability is not determined by levels of pathologies, impairments, or
functional limitations, but instead is a function of the kind of services provided to
people with disabling conditions and the extent to which the physical, built
environment is accommodating or not accommodating to the particular disabling
condition.
 Human competencies interact with the environment in a dynamic reciprocal
relationship that shapes performance.
 The physical and social environments comprise factors external to the individual,
including family, institutions, community, geography, and the political climate

107
  Environmental factors must be seen to include the natural environment, the human
made environment, culture, the economic system, the political system, and
psychological factors.
 Persons with disabilities, vulnerable and marginalized groups living in rural areas
have double disadvantaged due to their impairments and vulnerabilities and
unfavorable physical and social environment.

 Environmental strategies can be effective in helping people function independently

and not be limited in their social participation, in work, leisure or social interactionsas
a spouse, parent, friend, or coworker.
 The culture of a society or a subculture influences the types of personality or
intrapsychic processes that areacceptable and influences the institutions that make up
the social organization of a society.
 Multi-sectorial and multi-disciplinary approach to prevention, intervention and
rehabilitation strategies are effective in building process of disability inclusivesociety.
 Inclusivenesspromoteequity,respect,peace,democracy,andinclusive development.

Referencebooks

BodilRavnebergandSylviaSöderström(2017) Disability,SocietyandAssistiveTechnology.

Bryant-jefferies, R. (2018) Counselling forProgressive Disability Person-Centred Dialogues

Edward Steinfeld and G. Scott Danford (1999) El1abling Environments: Mesuring the Impact of Environment
on Disability and Rehabilitation.

Flynn,E.(2011)FromrhetorictoAction:implementingtheUnconventionontherightsofPersonswith Disabilities.

GRECH,S.(2015)DisabilityandPovertyintheGlobalSouth:RenegotiatingDevelopmentinGuatemala. Gulland, J.

(2019) Gender , Work and Social Control A Century of Disability Benefits.

Halder, S. and Assaf, L. C. (2017) Inclusion , Disability and Culture:An Ethnographic Perspective Traversing
Abilities and Challenges.

IvaStrnadováandThereseM.Cumming(2016)LIFESPANTRANSITIONSANDDISABILITY:Aholistic perspective.

JeremyKnox,Y.W.andM.G.(2019)PerspectivesonRethinkingandReformingEducationArtificial Intelligence and

Inclusive Education.

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KarenSoldaticandKelleyJohnson(2017) DisabilityandRurality:Identity,GenderandBelonging. Lindsay,

C. et al. (2015) New Perspectives on Health, Disability, Welfare and the Labour Market. Lockwood, B.

B. (2017) Disability, Human Rights, and Information Technology.

Mitra,S.(2018)DISABILITY,HEALTHANDDEVELOPMENT.

Pullen,H.K.(2014)ExceptionalLearnersAnIntroductionto Special EducationHallahanKauffmanPullen Twelfth

Edition.

Reuben Escorpizo, So¨ren Brage, D. H. and G. S.(2015) Handbook ofVocationalRehabilitation and Disability
Evaluation.

RobertJ.Gatchel,I.Z.S.andC.T.R.(2018) HandbookofRehabilitationinOlderAdults. Tim

Corcoran, J. W. and B. W. (2015) Disability Studies: Educaion for Inclusion.

VARNEY,E.andSchool(2013)DisabilityandInformationTechnologyAComparativeStudyinMedia Regulation.

Zidjaly,N.Al(2015)Disability,DiscourseandTechnology.

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Chapter4:PromotingInclusiveCulture

Timeallotted:5hours
Chapter Overview
Aninclusiveculturestartsfromthepremisethateveryoneintheschool,industry,community and
society should feel that they belong, realize their potential, and contribute to the life of people
with disability and vulnerabilities. An inclusive culture involves the full and successful
integration of diverse people into a workplace or industry. While an inclusive culture
certainly encompasses a commitment to workplace diversity,it is not limited simply to basic
representation; it indicates a climate in which respect, equity, and positive recognition of
differences are all cultivated, and the social and institutional response to disabilityposes no
barrier to a positive employment experience. In this chapter, we will learn how we can
promote inclusive culture. The specific contents addressedinthechapterare definition of
inclusive culture ,dimensions of inclusive culture, policy related to inclusive culture ,
building inclusive community , means of establish inclusive culture , inclusive valuesand
indigenous inclusive values and practices.
Chapter Objectives:
Dearlearners,afterthesuccessfulcompletionof thischapter,youwillbeableto:

 DefineInclusiveCulture
 Discusthedimensionsof Inclusive culture
 Evaluatepolicyrelated toInclusiveCulture
 Explainthe process of buildingcommunityfor inclusiveculture
 Discusapproachesof establishinginclusiveculture
 Discussinclusive values
 Exploreanddiscuss indigenousinclusive values
 Evaluateexistinginclusivepractices

DefinitionofInclusiveCulture

Activity

Dearstudent,doyouhaveapriorawarenessofinclusiveculture?Ifso,howdo you
understandinclusive culture?

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Inclusion is a sense of belonging, connection and communityat work. And inclusive
organizations help people feel welcomed, known, valued and encouraged to bring their
whole, unique selves to work.
Culture is―theideas,customs,andsocialbehaviorofaparticularpeopleorsociety.‖An
organization‘scultureistheculminationofthepriorities,valuesandbehaviors,whichsupporttheire
mployeesinhowtheywork singularly, inteams and withclients.Cultureplays a huge role in
shifting the diversity needle and forming truly inclusive environments. Hence,
Aninclusivecultureinvolvesthefullandsuccessfulintegrationofdiversepeopleintoa
workplaceorindustry.Additionally,inclusiveculturesextendbeyondbasicortoken
presenceofworkerswhohavedisabilities.Theyencompassbothformalandinformal policies and
practices, and involve several core values:
- Representation:Thepresenceofpeoplewithdisabilitiesacrossarangeofemployee roles and
leadership positions
- Receptivity:Respectfordifferencesinworkingstylesandflexibilityintailoring positions to
the strengths and abilities of employees and
- Fairness: Equitableaccesstoall resources, opportunities,networks anddecisionmaking
processes.

Reflection
 Dearstudent,howdidyoucomparethemeaningofinclusivecultureabovewithyour previous
conception?

DimensionsofInclusiveculture Activity
Dearstudent, canyoubrieflydiscussthepossibledimensionsofinclusivecultureplease?

Therearethreedimensions/ elements ofan inclusiveculture:

1. UniversalDesign
2. Recruitment,TrainingandAdvancementOpportunities
3. WorkplaceAccommodationsandAccessibility:Policy&Practice

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1. Universal Design
One of the most heralded concepts in disability advocacy and cultures in the last decade isthe
concept of “universal design”.
Universal design refers to the construction of structures, spaces, services, communications
and resources that are organically accessible to a range of people with and without
disabilities, without further need for modification or accommodation.
While accommodations procedures remain a needed function of most contemporary
institutionsandindustries,forward-thinkingapproachestodisabilityinclusionwillfrequently
involve developing sites and resources that require no accommodation to be fully usable and
receptive to people with disabilities.
Afew examples ofwaysuniversal designpracticesmayapplyin theworkplaceinclude:
- Routinely providing manuals, materials and forms to all employees in a variety of digital
formats that are as readily accessible to people who use adaptive computer technologies
as to other employees.
- Building workspaces accessible to people who use wheelchairs or other assistivedevices,
as well as to all other employees.
- Providing employees with a variety of flexible schedule and work options. This allows
employees who have energy or functionality limitations to organize their time and
strengths, and all employees are better able to manage time and life/work balance.
2. Recruitment,Training,&Advancement Opportunities
A. Recruitment:
Effectiverecruitmentofpeoplewithdisabilitiesinvolvestwocomponents:
1. Accessibleoutreachand hiringpracticesand
2. Targetedrecruitmentofworkerswithdisabilities.
Accessible outreach and hiring practices essentially entail making sure that outreach
materials, networking and recruitment sites, communications, and application processes all
include a range of accessible options, or are free of barriers that might inhibit people with
disabilities from participating. Wherever possible, outreach and hiring resources generally
should be equally accessible to workers with and without disabilities.
For example, making recruitment literature and job applications readily available in digital
and large-print formats, or holding outreach events in spaces without stairs or other barriers
andwithaccessiblecommunicationstechnology, helpstoensurethatpeoplewithdisabilities will
be included in recruitment practices.

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Targeted recruitment involves specific outreach to people with disabilities. Althoughmaking
general recruitment practices more accessible goes a long way towards building an inclusive
hiring structure, individual employers are not always able to overcome existing barriers for
instance, when recruiting via externally sponsored job fairs that are not accessible. Therefore,
targeted recruitment enables employers to reach and interview qualified people with
disabilities.
In turn, having accessible recruitment practices relative to hiring, materials and
communications helps to ensure that targeted recruitment will be successful not just in
identifying qualified candidates, but by making sure there are no barriers to effectiveoutreach
and eventual employment.
B. Training: Training plays a dual role in the creation of inclusive workplace culture. The
firstconsideration involvesthedegreetowhichpeoplewithdisabilitieshaveequitableaccess to
training sites, events, and materials.
Thesecond concernrelates to the trainingofmanagers, particularly middle management, and
human resources staff, to work effectively with all people, including those with disabilities.
The consequences of inadequate training are substantial, in reducing job satisfaction, with
corresponding negative consequences for productivity and retention. In turn, companies
favored by employees with disabilities make a concerted effort to create equitable and
accessible training resources.
C. Advancement: Research demonstrates that in order to have equitable opportunities for
promotion and professional development, like most employees, workers with disabilities
typically require access to mentoring.
Aswithrecruitment, mentoringandcoachinginvolves adual dynamicin which:
- Existing mentoring programs are advertised, implemented and maintained with attention
to inclusion of workers with disabilities, and
- Targeted mentoring and coaching programs specifically assist employees with
disabilities. These may include the creation of explicit disability affirmative action
policies related to promotion, targeted professional networking opportunities, and the
establishment of disability affinity networks and related supports to encourage full
integration into the workplace culture.
3. WorkplaceAccommodationsandAccessibility:Policy&Practice

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Policy plays a critical role in generating meaningful inclusion of people with disabilities. In
addition to recruitment, training and advancement, workplace policies need to carefully plan
for the provision of reasonable accommodations.
When assessing the effectiveness of existing accommodations policies, employeeexperiences
can be described based on two measures of equity.
The first indicator of an inclusive workplace culture involves the perception of ―procedural
justice‖, meaning that employees with disabilities perceive the accommodations policy asfair,
accessible and functional.
The practice of negotiating and providing accommodations constitutes an additional
opportunity for generating an experience of ―interactional justice‖. Interactional justice
refers to the experience of feeling that the managers or colleagues with whom one is
interacting are behaving fairly, reasonably and respectfully.
Experiential and Bottom Line Outcomes: The Benefits of Inclusive cultures are specifically
beneficial for employees with disabilities, but also have positive results for all employees, as
they include a number of elements of a healthy work environment.
Specificpositiveoutcomes include:
- Reducedexpensescorrespondingtoreducedemployeeturn-over
- Increasedworkercommitmenttoandidentificationwithorganizationalsuccess
- Improvedemployeehealthandwell-being
- Improvedproductivity
- Increasedemployeeinvestmentinwork performance
- Reducedperceptionofdiscriminationand inequity
- Improved cooperation and collaboration between co-workers, and between employeesand
management.
Creating an inclusive organizational culture is challenging but extremely advantageous.
Here's why and how, however, the business benefits and the outcomes of an inclusive
organizationfairness and respect,valueandbelonging,safeandopen, and empowerment and
growth should be compelling enough to push forward.
Thesearesomeof thebenefits ofanInclusiveorganization thatneeds tobeconsidered:
- HigherJob Satisfaction
- LowerTurnover.
- Higher Productivity
- HigherEmployeeMorale

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- ImprovedCreativityandInnovation
- ImprovedProblem-Solving
- IncreasedOrganizationalFlexibility.
Inclusive education, when practiced well, is very important because all children are able to
be part of their community and develop a sense of belonging and become better prepared
for life in the community as children and adults. It provides all children with opportunities
to develop friendships with one another.
Reflection
 Dearstudentcanexplainthe threemajordimensions ofaninclusiveculture, please?

4.3Buildinginclusivecommunity

Activity
 Dearstudent,whataninclusivecommunityis?Andwhyisbuildinganinclusive community
important?

Whatis an inclusive community?

Aninclusive community:
- Does everything that it can to respect all its citizens, gives them full access to resources,
and promotes equal treatment and opportunity.
- Workstoeliminateallformsofdiscrimination.
- Engagesallitscitizensindecision-makingprocessesthataffecttheir lives.
- Values diversityand
- Respondsquicklyto racist and other discriminatingincidents.
An inclusive society aims at empowering and promoting the social, economic, and political
inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, economic,
or other status. It is a society that leaves no one behind. We work to ensure that societies are
open and inclusive to all.
Here are things an organization can do to create a more inclusive workplace and, therefore, a
more appealing place to work:
- AppropriatelyConnect with Employees
- InteractwithDifferent People
- CreateEmployeeResource Groups
- PlaceImportanceon Inclusion

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- HoldBetter Meetings
- InvestinDiversityTraining
- People have opportunities to experience a variety of social roles that include friendships,
contributing to the community and gaining new skills. Some of the benefits of inclusion
to the person are: Improved feelings of well-being and self-esteem.
Whyisbuildinganinclusivecommunity important?
- Acts of exclusion and injustice based on group identity and other factors should not be
allowed to occur and/or continue.
- All people have the right to be part of decisions that affect their lives and the groups they
belong to and
- Diversity enriches our lives, so it is worth our while to value our community's diversity.
An inclusive community can be built at any time. The need to have an inclusive community,
however,ismost obviouswhentherehasbeena decisionoranincidentthatcausedharmtoa
particular group of people.
It is important to consider the motivation behind an individual, a group, or a community's
desire to build an inclusive community because the motivation affects the following:
Types and sequenceof strategiesselected:if therewere a crisis, you might haveto startwith a
strategy that transforms the conflict. If there were no crisis, but rather the vision of a
communityleaderthatsparkedthe effort, youmightconsiderstartingwithapubliceducation
campaign.
Resources available:more resources could be mobilized ifthe motivationcame from a large
institution or a local foundation.
Amount of support and obstruction: if the dominant group in the community is just as
motivated as any other group, there is likely to be more support. If, however, the dominant
group has no interest in changing the status quo, there are likely to be more barriers.
Rate of progress: if the major leaders and groups support the effort, progress is likely to be
faster.
Expected outcomes: if the goal is to raise awareness, everyone involved is likely to be
satisfied if they learned new things about other groups. If the goal is to promote fairtreatment
of every group, everyone involved is more likely to be satisfied by policy change.
 CharacteristicsofanInclusiveCommunity
Inclusivecommunitiesdohavethefollowingsetof characteristics:

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

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Meansofestablishinclusiveculture

Activity
 Dear student, what benefits of establishing inclusive culture in an organization do
youthinks of?
An organization is inclusive when everyone has a sense of belonging; feels respected, valued
and seen for who they are as individuals; and feels a level of supportive energy and
commitment from leaders, colleagues and others so that all people, individually and
collectively can do their best work.
To create an inclusive culture in which everyone feels they belong and is comfortable
expressing their uniqueness,
There are fourkeyinclusiveleadership behaviors:
Empowerment:Enableteammemberstogrowandexcelbyencouragingthemtosolve problems,
come up with new ideas and develop new skills.
Accountability: Show confidence in team members by holding them responsible for aspects
of their performance that are within their control.
Courage: Stand up for what you believe is right, even when it means taking a
risk.Humility: Admit mistakes, learn from criticism and different points of view, and
overcome your limitations by seeking contributions from team members.
Howinclusiveculture establish?
Therearefivestages inestablishinginclusiveculture:
1. Considerwhatyou wantto achieveand whatthebenefitswill be.
Thisfirststageoftheprocessinvolveslookingat yourorganization:itssize,thetypeofwork it does,
where it is located, who it employs, who uses its services, and what its goals are; and
thinking about how it could become more inclusive.
2. Undertakeaninclusionreviewofyour workplace
When reviewing inclusion and equality in your organization, you should consider the
following areas:
- Thedemographicsofyourorganizationandcustomer base.
All organizations are different, so the first thing you will need to do is examine what the
demographic make-up of your workplace is. Compiling and analyzing data on your staff by
age, gender, ethnic group, religion or belief, sexual orientation and disability, and noting
whereintheorganization‘sstructureemployeesbelongingtodifferent groupswork,will help
youtoidentifyanyunder-representedgroupsandareasofoccupationalsegregation.You

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should check employees‘ salaries according to membership of different groups, and check
rates of progression within and through the grades. It is also useful to look at retention and
exit rates by these groups.
If possible, you should also collect information on the make-up of your customers. Finding
out who uses your services and what their needs are is important if you are to ensure youhave
the right people, skills and approaches to meet these needs.
- Yourformalpolicies and procedures.
Theformalpolicies and practicesof yourorganizationcantell youalot abouthowmuch you have
previously thought about inclusion, human rights and equality. When reviewing these
policies, you will find it helpful to look at:
- Policiestodealwithdiscrimination,bullyingandharassment
- Procedurestodealwithtensionsanddifferencebetweengroups
- Informalorunwritten workingpractices and
- Arrangements forstaffconsultation and participation
3. Decidewherework isneeded andcreate anaction plan.
Having reviewed your workplace in terms of equality and inclusion, the next stage is to
decide upon the action you will take. Set out the key changes you would like to make as a
result of your review. Prioritize these changes to help you decide where to start. Some
measures you may wish to consider as part of your action plan are:
Activelyinvolveallemployees
- Consultation and participation
- Encourageemployeesto takepartinmonitoring, andpromotethereasonsfordoingso.
- Extrameasuresand adjustments
Buildacultureofinclusionand respect
- Ensuretheorganization‘scorevaluesincludeacommitmenttoequality,humanrights and
inclusive working.
- Create,extendorimprovepoliciesonequalityandhumanrightsandmakesureother policies are
equality proofed.
- Takeimmediateactiontoaddressandtacklediscrimination,harassmentandbullying.
- Ensuretheorganization‘scorevaluesincludeacommitmenttoequality,humanrights and
inclusive working.
- Create,extendorimprovepoliciesonequalityandhumanrightsandmakesureother policies are
equality proofed.

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- Takeimmediateactiontoaddressandtacklediscrimination,harassmentandbullying.
- Trainingforallstaffon inclusiveworking,human rightsandequality.
- Makeinclusion a keymanagementapproach.
- Encourageandappointequalityandhuman rightschampions.
- Encourageemployeenetworksandforums.
- Promoteculture-changinginitiatives.
Takean inclusiveapproach torecruitment, promotion and development
- Makeequality,diversity,humanrightsand inclusiveworkingpart ofjob descriptions.
- Monitorapplicantsandstaffatdifferentlevelswithintheorganization.
- Equalityandhumanrightstrainingforallstaffinvolvedinrecruitmentandafairand transparent
selection process.
- Attractcandidatesfrom thewidestpoolavailable.
- Rewardtalent andachievementratherthanstereotypicalindicatorsof success.
- Valueskillsachievedoutsidethe workplace.
- Encourageandenabledevelopmentforall.
- Offermentoringopportunities tojunior andnew staff.
- Offerwork placements
- Conduct exit interviews
Encourageengagementwiththelocalcommunity
- Employerassisted volunteering.4.
4. Communicatetheplanwith staffand puttheplaninto action.
- Activelyinvolveallgroupsof employees
In ordertocreateaworkingcultureofinclusion, respect andopportunity forall,itis essential that
everyone in the organization, from senior management to the most junior staff, is engaged
withand involvedintheprocessofcreatingthis culture, andfeels thattheiropinions and
experiences are valued. Measures to promote inclusive working need to be thought of
positively among employees, not as something that is ‗done‘ to them. There are several
things to think about in this respect.
Participationand consultation
Beforedrawingup aplan ofaction itis essentialto involveand consultemployees to findout
about theirexperiences, what theyfeel arethekeyissues affectingthem and what action they
would like to see taken to address these issues. Staff and any unions or other employee
representativesshouldalsobeconsultedatdifferentstagesintheplan‘simplementation,in

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order to get their feedback on the progress being made. The action plan should be a living
document, capable of being adapted and developed over time.
There are many different ways that you can consult and involve employees and their
representatives. Some examples are:
Staffsurveys can beusedto gatherinformationonarangeofsubjects,includingthemake-up of the
workforce, responses and attitudes towards equality and human rights issues,
andlevelsofjobsatisfactionamongemployees.Surveys canbedesignedsothatresponsescanbe
analyzed according to membership of equality group or other relevant factors. Confidential
surveys will attract a higher response rate.
Focus groups provide more opportunity for in-depth consultation and debate with a smaller
number of employees. They could be a useful forum in which to collect feedback on draft
policies and action plans, and can be an indicator of wider staff attitudes.
Engagement with employee networks and forums can utilize an important representative
voice of staff from minority groups and can provide useful input into policies and action
plans.
5. Review, monitor and evaluate the plan’s impact and use what you find to plan future
action
TenCharacteristicsof anInclusiveOrganization
1. Itacceptsdiversity andinclusionasa wayof life.
In an inclusive organization, one sees diversity at every level within the institution. Many
cultures, traditions, beliefs, languages, and lifestyles are prevalent in both the workforce as
well as the customer populations, and are respected without judgment. People are viewed as
individuals who have come together to coordinate action towards the achievement of
common goals.
2. It evaluates individual and group performance on the basis of observable and
measurable behaviors and competencies.
Employees have a clear understanding of their roles and responsibilities. They are evaluated
based upon their actions, not the opinions of others. Goals and expectations are achievable.
3. Itoperatesundertransparentpoliciesand procedures.
There are no hidden rules of behavior that may be apparent to some groups and unknown to
others.
4. Itisconsistentin itsinteractionswitheveryone.

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There is no double standard. Rules are applied appropriately and regularly throughout the
institution. No one group is favored over another.
5. Itcreates and maintainsa learning culture.
Career development is encouraged and supported for all employees by management.
Mentoring programs are robust, and include both formal and informal systems that meet the
individual learning needs of all employees. Mistakes are recognized, and their consequences
addressed, but they are viewed as learning opportunities rather than character flaws.
6. Ithasacomprehensiveandeasilyaccessiblesystemofconflictresolutionatalllevels.
It recognizes that conflict is inevitable in a complex multicultural organization, and it has
systems in place to address conflict in a non-confrontational manner that respects the dignity
and confidentiality of all parties.
7. Itrecognizesthat itispartof thecommunitythatit serves.
Employees, managers, and customers all come from the community. An inclusive
organization is an active participant in community activities, and plays a vital role in
addressing its needs.
8. Itlivesitsmission andcore values.
Peoplework for anorganization because theybelievein itspurposeandgoals.
An organization that promises one thing and delivers other risks losing the trust and
confidence of its workforce as well as its customers.
9. Itvalues earnedprivilegeoverunearned privilege.
Employees arerecognizedfortheir actions andaccomplishments,notsimplybecauseoftheir titles
or degrees. Customers are treated with respect regardless of their socioeconomic status or
class.
10. Itacceptsandembraceschange.
Change is inevitable. An inclusive organization recognizes that current and past practices
must constantly be reviewed and updated to meet the changing demands and needs of the
industry, workforce, and customers.
Reflection
 Dearstudent, canyoudiscusapproachesof establishinginclusive culture?

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Inclusive values

Activity
 Dearstudent,listthevaluesof inclusivecultureanddiscussaboutthemwiththe
studentbesideyou?

Inclusionismost importantlyseenasputtinginclusivevaluesintoaction. Itisa commitment to

particular values which accounts for a wish to overcome exclusion and promote participation.
ThesevenPillarsof Inclusion:
Access: Access explores the importance of a welcoming environment and the habits that
create it.
Attitude: Attitude looks at how willing people are to embrace inclusion and diversity and to
take meaningful action.
Choice,partnership,communication,policyand opportunity
Values are fundamental guides and prompts to action. Theyspur us forward, give us a sense
of direction and define a destination. We know that we are doing, or have done, the right
thing through understanding the relationship between our actions and our values. For all
actions affecting others are underpinned by values. Every such action becomes a moral
argument whether or not we are aware of it. It is a way of saying ‗this is the right thing to
do‘.
Hence, inclusive values are appreciating diversity, equality and equity, cooperativeness,
participation, community, and sustainability are examples of inclusive values that are
fundamental for successful inclusive education.
Appreciating diversity, equality and equity, cooperativeness, participation, community, and
sustainability are examples of inclusive values that are fundamental for successful inclusive
education.
A careful piecing together of a framework of values has resulted in a list of headings
concerned with equality, rights, participation, community, respect for
diversity,sustainability,non-violence,trust,compassion,honesty,courage,joy,love,
hope/optimism, and beauty.
Avaluesframeworkcanbeconsideredasauniverseofinterconnectedmeanings.

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Reflection
 Dearstudent, canyoudiscusspoliciesinclusive values?
4.7Indigenousinclusivevaluesandpractices Activity
 Dearstudent,whatindigenousinclusionmean?Andstatefeaturesofanendogenous inclusion?

The term “Indigenous‖ refers to a better understanding of, and respect for, indigenous
cultures develops an enriched appreciation of the existing cultural heritage.
Indigenous ways of knowing were often discounted and discredited as non-scientific because
they were rooted in the story of the people, their language, culture, art, mythology and
spirituality. It was important to recognize the right of indigenous peoples to land, resources
and sacred sites.
Incorporating Indigenous ways of learning into educational practices has potential to benefit
both Indigenous and non-Indigenous learners. The 21st century skills needed in modern
curriculum include: collaboration, creativity, innovation, problem-solving, inquiry,
multicultural literacy, etc.
Whatis indigenous inclusion?

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Indigenous inclusion defined as an organizational state that is embraced as a cultural norm,
with enterprise-wide workplace strategies as well as a culture which invites the full
participation of indigenous people into all aspects of business operations.
It is where leadership and employees are welcoming of indigenous people, their experience
and outlooks, where diversity is valued, the spirit of reconciliation has been embraced and
calls to action have been acted on in meaningful ways.
Featuresofanindigenous inclusion:
1. Inclusion has been embraced as a corecompetency and embedded into the organizational
culture;
2. Companies share their organization‘s experienceand achievements with inclusion and
explainhow it has helped their performance;
3. Human rights and responsibilities are promoted and respected. Employees are free of
concernsrelated to basic equity issues;
4. ComprehensiveIndigenousprocurement, recruitment and corporate social
responsibilitystrategies have been developed as part of anenterprise-wide coordinated
approach;
5. Indigenous people are employed and retainedin all areas of the organization including
thesenior leadership and executive positions;
6. There are significant revenues and jobs gainedby Indigenous people and businesses
throughthe organization‘s supply chain;
7. Indigenes community sustainable gains have been realized as a result of
therelationshipsbuilt between the company and the community;
8. High levels of Indigenous employee engagementare seen and experienced in the
organization;
9. Leadership has put into place the resourcesneeded to sustain its Indigenous inclusion
strategy and it may have introduced aninclusion policy framework or statement;
10. Indigenousinclusionisintegral tothemissionandvisionoftheorganization.
Aseven stagemodel to indigenous inclusion:
Indigenous Works has developed a 7-stage workplace model of Indigenous inclusion whichis
called the Inclusion Continuum.
The model depicts the roadmap that organizations follow to become more inclusive,
gradually enabling more effective workplace and employment strategies to be
developed.TheContinuumdescribestheorganizationalfeaturesandcompetenciesneededateachst

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age

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to achieve elevated levels of performance in Indigenous employment, business development,
communityrelations, etc. Movement along the continuum depends on companies developing
their cultural competencies, improving their understanding of Indigenous people, theirhistory
and culture. Companies‘ position on the Inclusion Continuum can be measured from year to
year to track and assess progress.
Typesofindigenousinclusion policies
There are quite a range of Indigenous inclusion policies in use by companies and
organizations throughout Ontario and Canada. The diagram below illustrates how some of
those policies align with workplace needs. Some inclusion policies have a targeted
application to specific areas of the workplace such as employment, Indigenous community
relations, Indigenous business development or procurement. Other inclusion policies strike
across the organization, providing an ‗enterprise-wide‘ approach to inclusion.
Whatareinclusive practices?
Inclusive practice is an approach to teaching that recognizes the diversity of students,
enabling all students to access course content, fully participate in learning activities and
demonstrate their knowledge and strengths at assessment.
The aim of inclusion is to embrace all people irrespective of race, gender, disability, medical
or other need. It is about giving equal access and opportunities and getting rid of
discrimination and intolerance (removal of barriers). It affects all aspects of public life.
Inclusivepracticeis abouttheattitudes,approachesstrategies talentto ensurethatpeople are not
excluded or isolated. It means supporting diversity by accepting welcoming people‘s
differences, promoting equality by equal opportunities for all. In addition inclusive practice
involves having an understanding of the impact that discrimination, inequality, social
exclusion can have on an individual. Having an understanding of this ensures appropriate
personalized care, support can be given. This enables the individual to develop self-respect,
self-worth, also to maintain a valued role in society, the environment surrounding them.
When we compare inclusive practice with practice which excludes an individual, inclusive
practice gives an individual more confidence in the care that they were receiving, it gives
them the option to have an input with the care they are having as they are being given the
opportunityto do so. In the long run, this could improve the service user‘s health as theystill
have confidence in the careers. Practice that excludes the service user could have
consequences on their own health, for example if theyspoke English and were provided with
acareworkerthatspokeandunderstoodpoorEnglishcouldresultinthemnotbeingableto

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communicate,fromthatthey wouldlikefordinnertowhetherthey arefeelingillandmay need to see
a doctor meaning that their health could deteriorate
Inclusivepracticesineducation arebasedonseven principles:
- Diversityenriches andstrengthensallcommunities
- All learners‘ different learning styles and achievements are equallyvalued, respected and
celebrated by society
- Alllearnersareenabledtofulfilltheirpotentialbytakingintoaccountindividual requirements
and needs
- Supportis guaranteedandfullyresourced acrossthewholelearningexperience
- Alllearners needfriendship andsupport frompeople oftheirown age
- All children and young people are educated together as equals in their local communities
Inclusiveteachingstrategiesrefertoanynumberofteachingapproachesthataddressthe
needsofstudentswithavarietyofbackgrounds,learningmodalities,andabilities.These
strategiescontributetoanoverallinclusivelearningenvironmentinwhichstudentsfeel equally
valued.
BenefitsofInclusive practices
Thebenefitsofinclusivepracticesarenumerousforbothstudentswithandwithout disabilities.
BenefitsofInclusionforStudentswith Disabilities
- Friendships
- Increasedsocialinitiations,relationshipsandnetworks
- Peerrolemodels foracademic,social andbehaviorskills
- IncreasedachievementofIndividualEducationalPlangoals
- Greateraccesstogeneral curriculum
- Enhancedskillacquisitionandgeneralization
- Increasedinclusioninfutureenvironments
- Greateropportunitiesfor interactions
- Higherexpectations
- Increasedschoolstaffcollaboration
- Increasedparentparticipation
- Familiesaremoreintegratedintocommunity
Reflection

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 Dearstudent,canyou evaluatetheexistinginclusive practices?

Chapter Summary
 An inclusive culture involves the full and successful integration of diverse people into a
workplace or industry. Additionally, inclusive cultures extend beyond basic or token
presence of workers who have disabilities.
 There are three dimensions/ elements of an inclusive culture: these are UniversalDesign,
Recruitment, Training and Advancement Opportunities and Workplace
Accommodations and Accessibility: Policy & Practice
 Inclusion has been directly advocated since the Universal Declaration of Human Rights
in 1948 and has been acted at all phases in a number of key UN declarations and
conventions.
 An inclusive society aims at empowering and promoting the social, economic, and
political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin,
religion, economic, or other status. It is a society that leaves no one behind. We work to
ensure that societies are open and inclusive to all.
 An inclusive community can be built at any time. The need to have an inclusive
community,however, is most obviouswhenthere hasbeen adecisionor anincidentthat
caused harm to a particular group of people.
 Major Characteristics of Inclusive communities are Integrative and cooperative,
Interactive, Invested, Diverse, Equitable, Accessible and Sensitive, Participatory and
Safe
 An organization is inclusive when everyone has a sense of belonging; feels respected,
valued and seen for who they are as individuals; and feels a level of supportive energy
and commitment from leaders, colleagues and others so that all people, individually and
collectively can do their best work.
 There are four key inclusive leadership behaviors: (i.e., Empowerment, Accountability,
Courage and Humility)
 Inclusive values are appreciating diversity, equality and equity, cooperativeness,
participation, community, and sustainability are examples of inclusive values that are
fundamental for successful inclusive education.

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  Appreciating diversity, equality and equity, cooperativeness, participation, community,
and sustainability are examples of inclusive values that are fundamental for successful
inclusive education.
 Indigenous inclusion defined as an organizational state that is embraced as a cultural
norm, with enterprise-wide workplace strategies as well as a culture which invites the
full participation of indigenous people into all aspects of business operations.
 Inclusive practice is an approach to teaching that recognizes the diversity of students,
enabling all students to access course content, fully participate in learning activities and
demonstrate their knowledge and strengths at assessment.
 Inclusive teachingstrategies refer to anynumber of teachingapproaches that address the
needs ofstudents with avarietyofbackgrounds, learningmodalities,and abilities.These
strategies contribute to an overall inclusive learning environment in which students feel
equally valued.
Reference
Ainscow,M.(2005).―Developinginclusiveeducationsystems:Whataretheleversforchange?‖InJournalof
Educational Change, 6(2): 109-124.
King,L.andS.Schielmann(2004) TheChallengeofIndigenousEducation:Practiceand perspectives.
Paris:UNESCO.
Florian, L. (2008). ―INCLUSION: Special or inclusive education: future trends‖. In British Journalof
Special Education, 35(4): 202-208.
Lourens,H.,McKinney,E.L.andSwartz,L.(2016).―DisabilityandEducation:MorethanJustAccess‖.InThe Palgrave
International Handbook of Education for Citizenship and Social Justice. London: Palgrave Macmillan.
Martin2007.InclusiveEducationasextractedfromSpecialEducationalNeedsActofIreland(2004)
Martin,K.(2007)."Theinstitutionalizationofthelifecourse:Lookingbackto lookahead."ResearchinHuman
Development 4:253-271
Stanley I. And Greenspan M. D. (2012). Meeting Learning Challenges: Creating an Inclusive classroom.
MinistryofEducation(nownamedEducation,ArtsandCulture)(2013). SectorPolicyonInclusiveEducation.
Windhoek:MinistryofEducation.(Thepolicydocumentisavailablefordownloadat www.moe.gov.na/downloads.php.)
Peters,S.(2003).―EducationforAll:IncludingChildrenwithDisabilities‖,EducationNotes,WorldBank, accessed at
https://openknowledge.worldbank.org/handle/10986/10380.
Thordardottir,E.(2010).Towardsevidence-basedpracticeinlanguageinterventionforbilingualchildren. Journal of
Communication Disorders. doi:10.1016/j.jcomdis.2010.06.001

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Chapter5:InclusionforPeace,DemocracyandDevelopment
Chapter overview
Inclusive education is at the heart of any strategy for peace-building, democracy and
development. It is through inclusive educational that values, skills and knowledge which
form the basis of respect for human rights and democratic principles can be developed.It
is through Inclusive education that the rejection of violence, and a spirit of tolerance,
understanding and mutual appreciation among individuals, groups and nations can be
enhanced.Asaresult,inclusiveness shouldbethefirstphasetowardsincreasingparticipation and
fight for social justice for people with disabilities, vulnerable and general populations.
Inclusive education provides individuals for these populations, skills, experience and
empowerment that help them to vocalize for themselves and for others‘ right. Inclusive
education develops inclusive development in all sectors. In general, inclusive developments
inallsectorsencouragegreateracceptanceofdiversityofgender,culture,language,economy
andpolitics;andtheformationofmoretolerant,equitableandcohesivesocieties;simplyput, creates
inclusive society.
Chapter Objectives
Dearlearners,afterthesuccessfulcompletionofthischapter,youwillbeableto:
 DefinePeace,DemocracyandDevelopment
 Identifysources ofexclusionarypractices
 Discussexclusionarypracticesin thecommunity
 Discussrespectingdivers needs,culture,values,demandsandideas
 Discusconflictemanatedfromexclusion
 Explainmeansandbenefitsofparticipationofthe marginalizedgroupofpeople
 Discussthedemocraticprinciplesforinclusivepractices
 Explaintheimportanceof inclusionforpsychosocial development
 Elaboratetheimportance ofinclusionforeconomicdevelopment
 Discustheimportanceofinclusionfor peace

DefinitionofPeace, Democracyand Development

Activity
1.Dearstudent, how doyou locallydefinepeace, democracyand development?

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InclusionforPeace
Definition
Peace can be defined in several ways. However, for the purpose of this module peace is
defined as creating mutual understanding, positive relationship between individuals and
groups. These groups may include culturally, linguistically, economically and biologically
heterogeneous groups. These groups are living side by side in a harmony with reciprocated
respect or create societal friendship with all the diversities without conflict. This means
developed interpersonal peace through deep respect for other persons, justice, tolerance and
cooperation. This means peace has a notion of societies‘ completeness, fulfillment,
wholeness, harmony, feeling of security and well being of an individual, a community or a
society. Human being is interconnected and should be free from negative force, fear, hatred,
anger, tension, violence stress, anxiety and any kind of destructions. Peace make the mind
quiet and calm prevents anxieties, worries, stress and fears, and awakens inner strength and
confidence,develop freedom, happiness, love, joy, justice and gratitude. Peace can be
achieved through formal and informal inclusive education.
Activity
1. Dearstudent,whyeducationiscrucialfor creatingconflictfreesociety?
2. WhatkindofEducationcouldmakepeaceinthesociety??

Inclusive education is a foundation for inclusiveness in all aspects of life. It creates equality
and equityamong divers population. Diversityrefers to in terms of language, religion, socio-
economic status, culture and psychology.Equal (sameness and nondiscrimination) and/or
equitable (social justice and fairness ) distribution of resources within the system; equal
and/or equitable both in terms of locations and numbers, in relation to resources such as
money,trained andqualifiedprofessionals,teachingandlearningmaterials,schoolbuildings, and
school furniture. It is important to realize inclusive education to create a society that is
peaceful, democratize and developed. Hence inclusive education is crucial for:
• Fostering education that promotes the values, attitudes and behavior inherent in a
culture of peace, including conflict prevention and resolution, dialogue, consensus-
building and active non-violence;
• Promoting sustainable economic and social development by targeting the eradication
of poverty and social inequalities;
• Promotingrespectforthe UniversalDeclarationof HumanRightsatall levels;

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 • Promotinggender equalityineconomic,social and political decision-making;
• Fosteringdemocraticparticipationandcitizenshipandsupportingprocessesthatpromote
and sustain democracy;
• Advancingunderstanding,respectforculturaldiversity,andhumansolidarityby promoting
a dialogue among societies;
• Supportingparticipatorycommunication and the free flow and sharingof information
and knowledge in the promotion of a culture of peace;
• Promoting international peace and security through action such as the promotion
ofgeneral and complete disarmament.
Activity
1. Dear student, can we solve the Ethiopian divers‘ problems that create conflict
through inclusiveness? How?
2. Doyouthinkexclusioncreatechaosinthenation? How?
3. Whatareothersources of conflicts?
4. Howcanweovercome allsourcesofconflicts?

Contrarytotheimportantofinclusiveeducationexclusionineducationcreateundesirable result
for a nation:
 Educationalexclusioncutpeopleofffromfullinvolvementintheeconomicand social
life of their countries
 Asanexperienceofdeprivation,socialexclusionisoftentheconsequenceofsevere
horizontal inequalities, and as such it can underpin grievances that can mobilize groups
for conflict
 Exclusionthroughhorizontalinequalitiesunderminessocialcohesion
 Buildshared values;
 Reducedisparitiesinwealthandincome;
 Difficult to enable people to have a sense that they are engaged in a common
enterprise,facingsharedchallenges,andthattheyaremembersofthesamecommunity;
 Educationalinequalitiesreflectsocialinequalitiesmore broadly;
 Dominantethnicgroupscontrolstateresourcesandmaydiscriminateagainstminority
groups in terms of access to social resources, such as education, and employment
opportunities;
 Largehorizontalinequalitiesmayinsteadincreasegroupcohesionamongthosewho are
marginalized, facilitating mobilization for conflict;

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  Factors that increase the risk of the outbreak of conflict could be due to
discriminationonthebasisof:gender.Age,class,religion,disability,poverty,
geographical location..etc.
 Thesemaybeequallyimportant in mobilizingindividuals to participate in conflict.
 Exclusionandinequalitiesmayfurthermorebepolitical,social,oreconomicin
nature, or a combination of the three
Sourcesof Conflict
 Spiritualsourcesofconflict
 Resultoforiginalancestor‘sseparationfromGodandnegativeinfluencefromevil
spiritual forces
 Individualsourcesof conflict
 Disunitywithin the individual and confusion ofvalues
 Familysources of conflict
 Familydysfunctionsaffectsucceedinggenerations.
 National/internationalsourcesof conflict
 Nationalpoliciesaffectfuturegenerationsandcanleadtoconflictwithinorbetween
nations
HistoricalSourcesof Conflict
• Nationalcrimesburdenfuturegenerations
• Ethnic/religiousresentmentsaccumulate
• IndividualChoice:Toresolveorrepeatpastconflicts-rethinkingthepastandthe future
In the absence of inclusiveness selfishness (living only for oneself), lust- envy,
exploitation- taking advantage over others, prejudice- partiality, reed- Self-indulgence,
vengeance- retaliation, arrogance- self-importance those are the basis of conflicts are in the
minds of human being.Conflict Begins within the Individual. Since wars begin in the minds
of men, it is in the minds of men that the defenses of peace must be constructed, which is
inclusive education. Inclusive education is the basis for harmony. If we develop true and
practical inclusive education we can create citizens those are unselfishness and living for the
wellbeing of others, develop self-control, give genuine service, be fair, generous, attitude of
forgiveness, humilityand honesty. If someone is not changed can create conflict and have no
positiveimpactonsociety.Hence,healingalltheevilsoftodayispossibleonlythrough

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inclusiveeducation.Createaccesstoqualityeducation;focusonshapingsocialskills,behavior,
attitudes, beliefs, values and positive human relations to build sustainable peace.
Activity
7.Howcan wesustain peace?Discusbroadlyinyour groupand report
Sustaining Peace
Itisimportanttoexpandformalandinformalinclusiveeducationwiththeaimofcreating inclusive
society with the following competencies in young and adult populations:
 Skillsof siftingthetruth frompropagandaor biasthat surrounds themin everyculture
 Respectforthewiseuseofresourcesandappreciationformorethanjustthe materialistic
aspects of quality of life
 Respect for different points of view and the ability to see the world through the eyes of
others
 Skillstoresolveconflictinnon-violentways
 Thedesireandability toparticipateinshapingsociety,intheirowncommunity,their nation and
the world.
Activity
5. Dohatrateandfightresolveconflictbringpeaceoraggravate?Discusthispointand
deliverfortheclassroomstudents

 Buildingof peacerequirestakingthe followingsteps:

 Fostering inclusion, ensuring access to justice, strengthening the social fabric and
delivering good governance have repeatedly been shown to be essential to achieving
development outcomes.
 Reaffirm a commitment to human rights, the foundation for human dignity and just
societies. Human rights, including economic, social and cultural rights, are the
foundation of a world order based on equality and inclusion.
 Foster social resilience by strengthening inclusion and addressing inequality:Peace
issues are core to the discussion of resilience. Resilient societies are those where the
social fabric is strong. They are just and inclusive, where the relationships between
individuals, their communities and the state are based on trust and the respect,
protection and fulfillment of everyone‘s human rights, and where there are robust
mechanismsforaddressinginequalities,differenceandgrievance.Fosteringresilience

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 isthefoundationoflong-termpreventive efforts,frompreventingconflicttoreducing the
impact of internal and external crises, natural and man-made, and requires action both
to accompany local efforts and also to provide a supportive international environment.
 Think local and act global: recommit to multilateralism as a safeguard for the most
vulnerable
 National implementation alone will not suffice to achieve the SDGs: 40% of the
Fosteringthe externaldriversofpeace,justiceand inclusionrequires concertedaction by
states, as duty holders, to support responsible trade, reduce arms flows, promote
constructive financial, tax and investment practices, and to strengthen a rules-based
system that creates a more effective enabling environment that privileges the long-
term peace, development and human rights needs of all people and communities.
 Protect and support civil society in fostering sustainable peace: Social, political and
economic changes that contribute to increasing peace are more robust if they are
owned, implemented and sustained by local actors, including youth and women.
Nevertheless, civil society inclusion continues to be under threat around the world,
withonerous restrictions imposedontheabilityofcivilsocietygroupsto beeffective, speak
out and access funding. We call on Member States to recommit their supportforand
partnership with local and communityactors, and for theUNsystem to model inclusion
in all its local and global processes
Reflections
Some Quotes on making of peace. Discus each of the following quotes broadly and
presentthem in the class
1. Haterateandfighting cannotbringpeace.―Wenevergetridofanenemyby meeting
hatewithhate;wegetridofanenemybygettingridofenmity.”Dr.MartinLuther
King Jr.
2. “WhenIdespair,Irememberthatallthroughhistorythewaysoftruthandlovehave
alwayswon.”MahatmaGandhi
3. “Anylifethatislostinwarisahumanlife,beitthatofanAraborIsraeli.Innocent
children whoaredeprivedofthecareandcompassionoftheirparentsareours.They
areours,betheylivingonAraborIsraeliland.”Anwar Sadat
4. “ThereasonwhyGoddoesnotpunishanenemyisthatHeisthinkingoftheenemy‟s
parents,wifeandchildrenwhoalllovehim.WhenyouunderstandthatheartofGod,
couldyou takerevengeon yourenemy?” Rev.SunMyung

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Inclusionfor Democracy
Activities
I. Discusthe meaningof democracy?
II. Explainthecharacteristicsofdemocraticsociety How
III. can we achieve democracy?
IV. Doesinclusiveeducationcontributeforthedevelopment ofdemocracy?

Definition
Democracy is a great philosophy of inclusion that born and grown in inclusive schools. It
meanstheruleofthepeople,bythepeople,forthepeople;andwhere―people‖istomeanall human
being, regardless of the diversities.
Democratic schools are aneducationalideal in whichdemocracyis both a goal and a method of
instruction. It brings democraticvalues toeducationand can include self-determination within
a community of equals, as well as such values as justice, respect and trust ofdiversities
InclusionEducationforDemocracy
Inclusive education for democracy has not been established as a central purpose
forschoolinginEthiopia.Schoolsaretheidealplacetopromotedemocracy.Oneofthe most
importanttasksofschoolsshouldbehelpingstudentstorealizethevaluesofdemocracy. The
democratic values include is to enhance protected right, independent quality life for all,
freedom, pursuit of happiness, justice, the common good, truth,
respectandtolerancefordiversityandpartisanship.Themost importantfunctionof democratic
educationis to make the democracynatural attitude and way of thinking of man by developing
the thought ofdemocracyin human mind. In democratic classroom teachers treat all students
equally, provide them support according to the needs and potentials, share power with
students andsupportingthem inmanagingtheir own behaviors. Teachersprovide
uswithasmuchknowledgeaspossible.Teachersshouldpromoteengagementin
ademocracy,byteachingstudentshowdemocracyworksandhowimportanttheirroleisin it.
Students who have no understanding of how the democracy functions are unlikely to become
engaged citizens who vote.
Inclusive education sees young people not as passive recipients of knowledge, but
rather as active co-creators of their own learning that help to exercise democracy. Inclusive
education aimsto develop real democracythrough active participation by all divers learners
involved in classrooms andeducationalinstitutions. If these are in their places, everyone
receivesthethingstheyneedinordertodevelopinanorderly,sequentialwayintomembers

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ofsociety. Inclusive educationinstills the values of cooperation, fairness and justice into the
hearts of our students.
Indemocraticeducation studentshavethepowertomakedecisionsabout theirlearning,
because power is shared rather than appropriated in advance by a minority of
people.Inclusiveeducation (when practiced well) is veryimportantbecause: All children are
able to be part of their community and develop a sense of belonging and become better
prepared for life in the community today as children and tomorrow as adults. It provides
better opportunities for learning. In the absence of democracy, exclusion is prone to be
exercised, today in the school and tomorrow in the society. Hence, democracy is one of the
principles of inclusiveness in the process of building inclusive society that begun in schools.
Democraticprinciples forinclusive practices
Inclusiveeducationisbasedonsevenprinciples:
 Diversityenriches andstrengthensallcommunities.

 Allpersonswithdisabilitiesdifferentintheirneeds,potentials,learningand
working styles;
 Theirachievementsaccordingtotheirpotentialsareequallyvalued,respected and
celebrated by society

 Alllearnersareenabledtofulfilltheirpotentialbytakingintoaccount
individual requirements and needs.
InclusionforDevelopment Definition
Theworddevelopment is widely used to refer to a specified state of advancement or growtha
new and advanced idea, profession, physical, mental, product; or an event that constitutes a
new stage under changing circumstances. Developmentis a positive growth or change in
economical, social and political aspectsof a country. Any kind of development should be
inclusive.Somescholarsdefineinclusivedevelopmentasa―processthatoccurswhensocial and
material benefits are equitably distributed across divides in society‖ (Hikey, 2015),others
focus on the ―voice and power to the concerns and aspirations of otherwise excluded
groups‖(JohnsonandAnderson2012).Inclusivedevelopmentalsohasan―integralfocuson the
achievement of equity and the rights of citizenship‖ (Hickey, 2013).

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Inclusiveeducationfor Development
Activities
1. Discusthe meaningof development?
2. Explainthecharacteristicsofdevelopment
3. Howcan weachieve development?
4. Doesinclusiveeducationcontributeforthe development?

Themeaning of development for an individual is that which tends towards a person realizing
his or her full potential as a human being through inclusive education and then inclusive
society; to expand the range of choices for every human being without discrimination.
Inclusivedevelopment consistsofensuringthatallmarginalizedandexcluded groups
arestakeholdersin developmentprocesses.Itisobviousthatmany
groupsareexcludedfromsocialandeconomicdevelopmentbecauseoftheirgender, ethnicity, age,
religion, disability or poverty. If there is no inclusiveness in all walks of life, development
cannot be sustainable.Inclusive and sustainable developmentis crucial to reduce poverty in all
its dimensions so that all members of the society are benefitted. Thegoal ofinclusiveness is to
prevent social exclusion and creating more social inclusion that aim at including all members
of society in the growth process.
Social inclusion is an integral part of inclusive development. Social inclusion
enhances capabilities, broadens social ties of respect and recognition, and at the collective
level, enhances social bonds, cohesion, integration and solidarity (UNDP, 2015) among
human race. The initial emphasis of inclusion has been on economic inclusion through
poverty reduction, social protection and employment creation. However, it has become
increasingly clear that inclusion also has social and political dimensions (Abbot et al, 2016).
Some scholars have thus argues that social inclusion is a ―membership of society- with
citizenship as the basis for participating in the social, economic, political and cultural
institutions of a society (Levitas 1998).
Social inclusion ought to be based on ―the recognition of rights and responsibilities,
accountability and judgment and of the fundamental equality of all and on the provision of
life chances for all members of society to participate in the activities of society‖ (Silver,
2015). Social inclusion is thus also inherently political, and it is crucial for inclusive
development to address social inclusion considering the various dimensions and its effect on
dimensionsofwell-being.Developmenteffortsofanyorganizationneedtoincludeand

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benefit people with disabilities and all marginalized groupsthrough providing education,
creating employability, promoting prosperity, reducing poverty and enhancing stability. It is
obvious that people with disabilities and marginalized population are large and most
disadvantaged minorityin theworld. Without creatinginclusiveness forthesepopulations we
cannot realize peace, democracy and development.
Importanceof Inclusion
1. Itisimportanttosupportpeoplelearn,productive,successfulandlive
independently, be successful without helping them too much.
2. Inclusivenesswhenpracticedwellisveryimportantbecause:Allpeopleareableto be part
of their community and develop a sense of belonging and become better prepared
for life in the community as children and adults. It provides better opportunities for
learning.
3. Inclusion values diversityand the unique contributions, where everybodybrings to
themilieu.Inatrulyinclusivesetting,everyindividualfeelssafeandhasasenseof
belonging.Apersonwhoparticipatesinsettinglifegoalsandtakepartindecisions that
affects them.
4. theopportunitytoparticipateinthetypicalexperiencesinlife;tobewithotherpeople and
form friendships and develop other social skills; for natural lifelong learning in real
situations and access to inclusion models
5. Theinclusionmodelisalsobeneficialbecauseitpreparesindividualstodayandin the
future
Respectingdiversneeds,culture,values,demandsandideas
Activities
1. Whywehave to respectdiversity?
2. Whatdiversitiesareavailableinourenvironment?
3. Howcanwecreateinclusivenesswithallthese diversities?
4. Whataretheadvantagesof diversity?
These include race, ethnicity, age, ability, language, nationality, socioeconomic status,
gender, religion, or sexual orientation. The group is diverse if a wide variety of groups are
represented.Culturaldiversityhasbecomeahot-buttonissuewhenappliedtotheworkplace. For
this reason, we've created a list of the biggest diversity issues in the workplace.
 Acceptanceand Respect

 AccommodationofBeliefs

 EthnicandCulturalDifferences

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  GenderEquality

 PhysicalandMentalDisabilities

 GenerationGaps

 Languageand Communication

Diversity mayhappen inthe Workplace

 Ethnicity(languageandculturaldifferences)
 AgeandGenerationdifferences
 GenderandGender Identity
 ReligiousandSpiritualBeliefs
 DisabilityandAbility
 SocioeconomicStatusandBackground
- Poorandrich
- Educatedand uneducated
- Highlyeducatedand lesseducated
- Ruralvs.urbanhistory
- Marriedand unmarried
- Hardworker andnonhardworker
- Mentalhealth problems…etc
Valuing diversity
Recognizes differences between people and acknowledges that these differences are a valued
asset.Multiculturaleducationisanimportantcomponentof valuingdiversity.It
respectsdiversitywhileteachingallchildrenand youthtobecomeeffectiveandparticipating
members of a democracy.
Diversity in the workplaceis vital for employees because it manifests itself in building a
great reputation for the company, leading to increased profitability and opportunities for
workers quality services.Workplace diversityisimportantwithin the organization as well as
outside.
It isimportant to value diversitybecause; people build a stronger sense of identity
and wellbeing, and have better education and career outcomes when their diversestrengths,
abilities, interests and perspectives are understood and supported. It helps dispel negative
stereotypes and personal biases about different groups. In addition, cultural
diversityhelpsusrecognizeand respect ―ways of being‖ that are not necessarily our own; so
that as we interact with others, we can build bridges to trust, respect, and understandingacross
cultures.
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CulturalDiversity
In relation to human diversity, so many questions may be raised, such as what language
someone speak, religion, holidays celebrated,ethnic identity, culture and the like. Our culture
is what shapes us; it shapes our behavior and our identity. Culture is our way of living,it
refers to the shared language, beliefs, values, norms, behaviors, and material objects that
arepasseddownfrom onegeneration to thenext.Cultural diversityin theworld is divers and a
blessing gift for development; but become sources of conflict. Why?

Theterm―culturallydiverse‖isoftenusedinterchangeablywiththeconceptof
―multiculturalism.‖ Recognitionof the abundant diversity of cultures; respectfor the
differences; acknowledgingthe validity of different cultural expressions and contributions;
valuingwhat other cultures offer; encouragingthe contribution of diverse groups;
empoweringpeople to strengthen themselves and others to achieve their maximum potential
bybeingcriticaloftheirownbiases;and celebratingratherthanjusttoleratingthedifferences in
order to bring about unity through diversity are important elements in defining and describing
multiculturalism

Themulticulturalperson,therefore,isnotsimplytheonewhoissensitivetomanydifferent
cultures.Rather,thispersonisalwaysintheprocessofbecomingapartofandapartfroma
givenculturalcontext.Heorsheisaformativebeing,resilient,changing,andevolutionary.
Cultural diversityis when population differences arewell represented within a community.
These include race, ethnicity, age, ability, language, nationality, socioeconomic status,
gender, religion and geographical area. Here we will discuss the following diversities:
Ethnic diversity

Activities
1. What dowemeanbyethnicdiversity?
2. Whatarethestrengthsandweaknessofethnicdiversity?
3. Whyarethe causes ofethnicconflict?
4. Whatcouldbethemitigationforethnicconflict?
Thediversityofsomethingisthe factthatitcontainsmanyverydifferentelements.The terms "race"
and "ethnicity" used interchangeably, but, generally speaking, the meanings are
distinct.Raceis usually seen as biological, referring to the physical characteristics of a person,
whileethnicityis viewed as a social science construct that describes a person's
culturalidentity.Itisincludingnationality,regionalculture,ancestry,andlanguage.

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Anexampleofraceis brown,white,orblack skin (all from various parts oftheworld), while an
example of ethnicity is German or Spanish ancestry (regardless of race) or Han Chinese.
Culturaldiversityisimportant;because our country, workplaces, and schools increasingly
consistofvariouscultural,racial,andethnicgroups;sothatasweinteract withotherswecan build
bridges to trust, respect, and understanding across cultures.

We can learn from one another, but first, we must have a level of understanding about each
other. Learning about other cultures helps us understand different perspectives within the
world in which we live. It helps dispel negative stereotypes and personal biases about
different groups. Cultural diversity helps us recognize and respect ―ways of being‖ that are
not necessarily our own; so that as we interact with others we can build bridges to trust,
respect, and understanding across cultures. Furthermore, this diversity makes our country a
more interesting place to live. As people from diverse cultures contribute language skills,new
ways of thinking, new knowledge, and different experiences are learned and developed.

In uneducated orpoorly educated nations, the negativeeffect of ethnicdiversityon economic

performance is that more ethnically diverse societies suffer more serious internal conflicts;
because quality education teaches tolerance. Inequality among the ethnic groups, when the
majority dominates the minority, creates conflict.
Ethiopia is made up of people of different ethnic origin. Despite the popular belief that
Ethiopia is just one big country of a single ethnic group, there are over 83 different ethnic
groups speaking more than 83 different languages and 200 dialects. Ethnicity is more than
just language, song, and dance. It is the embodiment of values, institutions, and patterns of
behavior, a composite whole representing a people‘s historical experience, aspirations and a
world view. If the majority deprive minority people of their ethnicity, and their culture, this
situation deprive them of their sense of direction, purpose and eventually their identity, so
that conflict can be created. Such conditions can create conflicts with so much hatred,
genocides may be committed and all types of crimes against humanity can be carried out. In
Rwanda the Tutsis and the Hutus fought each other in a genocide in 1994 that claimed the
lives of approximately 800 000 lives. This culture of ethnic groups has not stopped but has
reared its uglyhead in recent yearstakingthe form ofXenophobia in particularSouth Africa.
Brother has arisen against brother, to the extent of burning the other alive. Listening to
reasonsofferedbythosecommittingtheseheinouscrimesleavesalottobedesired.Thereis

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a lot of hate being passed around, with South African nationals chanting that foreigners are
denying them opportunities in their own land and such should go back to their country of
origin. It is sad to note that with the advent of globalization, people have been travelling to
various countries, some to acquire business opportunities, some to offer a particular skill set
required. And these nationals contribute economically to the success of host countries. As
suchit iscleartestimonythat is ethnicgroups is ableto seepast theirethnicdivide, theyhave the
potential to make Ethiopia great and the world at large.
Activities
1. Who is the winnerin ethnic conflict?
2. Whatdo welearn from Rwanda?
3. Whatisexpected fromEthiopiansto enhancepeaceamongallethnicgroups?
4. Howcan wecreate inclusivesociety?

Benefitsof Cultural Diversity

Therearemanyadvantages ofadiverseinschoolsandworkplaces. Organizations
canbenefitfromemployeeswhobringlanguageskills,culturalexperience,andcreativityto the
table. An organizations success can be dependent upon its ability to embrace
adiversestaff.Thefollowingaresomeof thebenefit of cultural diversities
 Increasedproductivity
 Improvedcreativity
 Increasedprofits
 Improvedemployeeengagement
 Reducedemployee turnover
 Improvedcompanyreputation
 Widerrangeof skills
 Improvesculturalinsights
 ReducedFear,ImprovedPerformance
 Putavarietyofworldviewsintooneroom,and you'll comeouttheothersidewith better
ideas
 BoostYourBrand's Reputation
 GlobalImpact
 Inthesame vein,workplacediversityboosts creativity
 Schools‘culturaldiversityenrichestheeducational experience
 Throughculturallydiverseclassroomandinacooperativelearning,studentshave the
opportunityto learn from people with different backgrounds and upbringings,
leading to increased innovation and collaboration
 Ithelpsdispelnegativestereotypes andpersonalbiasesaboutdifferentgroups.

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  In addition, cultural diversity helps us recognize and respect ―ways of being‖ that
arenotnecessarilyourown;sothatasweinteractwithotherswecanbuildbridgesto trust,
respect, and understanding across cultures; inclusiveness.
Religiousdiversity
Activities
1. Whyreligionis thecauses ofhate rateand conflict?
2. Whatarethe causesof conflicts?
3. Whobenefitfromconflict?
4. Canwecreate win-winthroughconflict?
5. Howcan wecreatewin-win scenarios?
Whatcausesworkplace conflict?
Areligiousconflict is a conflict primarily caused or justified by differences in religion. In the
modern period, debates are common over the extent to which religious, economic, or ethnic
aspects of a conflict predominate in a given conflict.
 Lackofvaluesfordifferencesandpoormanagement ofreligiousinstitutions
 Disrespectandunfairtreatment other religions
 Unclearrolesasfollowersofagivenreligion
 Inadequatespiritualeducationand trainingorill thought
 Poorcommunicationwitheachother
 Lackof collaborationand poorliving environment
 Partialityorlackofequal treatmentfrompoliticalleaders
 Bullyingandharassmentofother religion
Religious diversityis the fact that there are significant differences in religiousbelief and
practice. It has always been recognized by people outside the smallest and most isolated
communities. Roughly, pluralistic approaches to religious diversitysay that, within bounds,
onereligionis as good as anyother. Religious pluralism is an attitude or policyregarding the
diversity ofreligiousbelief systems co-existing in society; harmonious co-existence between
adherents of differentreligions orreligiousdenominations. To be multipath is to feel an
affinity with aspects of more than one religion, philosophy or world-view, and perhaps to
believethat no one is superiorto theothers.This termshould not be confused with interfaith,
whichconcernsthecommunicationbetweendifferent
religions.Activitiesrelatedtosocialhostilitylikeviolence,terrorism,harassmentoverdressingbeca
useof religious cause and religion abuse has increased
How toResolve Conflict
1. Agreeonamutuallyacceptabletime andplacetodiscuss theconflict
2. Statetheproblemasyouseeitandlist your concerns
3. Lettheotherpersonhave his/her say
4. Listenandaskquestions
5. Stickto oneconflict atatime —to theissueat hand
6. Seekcommonground

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 7. Seek for win-win approaches. The win-win approach sees conflict resolution as an
opportunitytocometoamutuallybeneficialresult.Itincludesidentifyingyouropponent's
underlying concerns and finding an alternative which meets each party's concerns.

Genderdifferences
In general terms, "sex" refers to the biological differences between males and females, such
as the genitalia and genetic differences. "Gender" can refer to the role of a male or female in
society, known as agenderrole, or an individual's concept of themselves,orgenderidentity.
either of the two sexes (male and female), especially when considered with reference tosocial
and cultural differences rather than biological ones. The term is also used morebroadlyto
denote arange ofidentitiesthat do notcorrespond to established ideas ofmaleand
female."aconditionthataffectspeopleofbothgenders"Orintheotherway,sexrefers
tobiologicaldifferencesbetweenmalesandfemales.Forexample,chromosomes
(femaleXX,maleXY),reproductive organs(ovaries, testes), hormones (oestrogen, testosterone)
and gender is the culturaldifferences expected (bysociety/ culture) of men and women
according to their sex.
Activities
1. Aretheredifferencesinabilitiesbetweenmanandwoman?How?
2. Whyfemalesarenotequallyvalued withmale?
3. Whymale oppressfemalewhilefemalehaveirreversiblebiological andcultural role?
4. Whyfemalearethoughtto beweakin mathand science?
5. Whatarethe consequences of not equallyconsideringfemalein developments?

Mental abilities

Womenare generally better at language tasks. And menon average are a little bit better at
organizing things in space. But really there's much more variability within the women, or
within men, than there is difference between the woman and men. There are genius male
female and less geniuses in both cases.Both Male and female can be gifted in math and
science, engineering or any other discipline. In the past there was a claim that boys are out
performing in math and science than girls. But, some reports are showing that girls are much
better than boys in academic achievements

Undeniable elements are the differences and physical abilities and behavior. Men are, in
general,moremuscularthanwomen.Womenarejustoverhalfasstrongas menintheir upper bodies,
and about two-thirds as strong in their lower bodies.

146
 There are also behavioral differences between men and female. Most studies have also found
testosterone to be associated withbehaviorsor personality traits linked with criminality such
as antisocialbehavior and alcoholism. In species that have high levels of malephysical
competition and aggression over females, males tend to be larger and stronger than females.

Stereotypethinkingagainstwoman

In hisPolitics,Aristotlesaw women as subject to men, but as higher than slaves, and lacking
authority; he believed the husband should exert political rule over the wife. Among women's
differences from men werethat theywere, in his view, more impulsive, morecompassionate,
morecomplaining, and moredeceptive. He gave the same weight to women's happiness as to
men's, and in hisRhetoricstated that society could not be happy unless women were happy
too. WhereasPlatowas open to the potential equality of men and women, stating both that
women werenot equal to menin terms ofstrength and virtue, but were equal to menin terms
ofrationalandoccupationalcapacity,andhenceintheidealRepublicshouldbeeducatedand allowed
to work alongside men without differentiation, Aristotle appears to have disagreed.

In histheory of inheritance, Aristotle considered the mother to provide a passive material

element to the child, while the father provided an active, ensouling element with the form of
the human species

In Ethiopia, discriminatory attitudes and social norms are major drivers of gender-based
violence where women are victims and the perpetrators are men. Factors associated with
men's use of violence include rigid gender attitudes, abuses and harassments

Woman’sparticipationsin developments

Activities
1. Arethererelationshipsbetween povertyandparticipation ofwomen?
2. CompareAfricaand Europein thelevel ofwomen‘sparticipationanddevelopment
Whatisexpectedfromsocietytoequallytreat offemale?

 Ourpriorities arewinningeconomicequalityandsecuringequalrights forwomen;

 Reproductivefreedomandotherwomen'shealth issues;
 Anequitabledistributionoflife'sopportunitiesandresourcesbetweenwomenand men,
and/or the equal representation of women and men
 Everywomanandgirlis entitledto liveindignityand in freedom,without anyfear.
 Caringpractices forfemale, not violence
 Equalopportunityfor education and employment

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  Gender Justiceis indispensable for development, poverty reduction, and is crucial to
achieving human progress

Marginalizedgroupof people
Marginalization is a process that includes many external forces. People may bemarginalized
on the basis of the social, gender, cultural, ethnic, economic, social order,
beliefsandotherfactors. Marginalgroupscanalwaysbeidentifiedbymembersofdominant
society, and will face irrevocable discrimination. Marginalized groups exist nearly
everywhere. They are people who, for whatever reason, are denied involvement in
mainstream economic, political, cultural and social activities.
Targeting or ignoring one group can ultimately affect the whole society in all aspects
of development. Marginalizationcomprises those processes by which individuals and groups
are ignored or relegated to the sidelines of political debate, social negotiation, and economic
bargaining and kept there. Neoclassical economists trace marginalizationto individual
character flaws or to cultural resistance to individualism. Marginalizationis the result of
systemic actions that the "in group" takes, whether consciously or unconsciously, to alienate
or disenfranchise a specific person or groups of people by sidelining them from the group's
main activities and contributions
Creatingfriendlyenvironmentsformarginalized people
1. Tolerateforthedifferencesopinionsand attitudes
2. Seekoutmarginalizedvoicesandperspectivesand providesupport
3. Confrontyourownracist thoughtand tryto beinclusiveofall the differences
4. Useyourprivilegetosupportmarginalizedpeople‘smovements
5. Giveyourtimeandmoney,ifpossiblefor thesuccess ofinclusive development
6. Beproactiveaboutinclusioninyourdailylife
7. Avoid segregation
8. Dothework thathelp topromote inclusiveness
Themostvulnerablearewomen,children,aged,thoselivingwithHIV/AIDS,mentalillness,
minority people with language and cultural diversity, disability and the like. Girls and
women from the marginalized groups are more vulnerable to violence. The dropout,
illiteracy, un-employability and poverty rates among them are also high.
Chapter summary
Inclusivenessisstandingagainstexclusionandmarginalization;andthemovetowardspeace,
democracyanddevelopment. Itisimportanttohelppeopletobecomeindependent,developa
beliefinthemselves(confidence)sothattheybecomesuccessfulwithoutfurtherhelping

148
them too much. Provide opportunities for children and women to have sustained social
interactions and participate fully in the program. Inclusiveness values all kinds of diversities
and the unique contributions of eachstudentbring to the classroom and adults to the work and
social environments. In a trulyinclusivesetting, every person feels safe and has a sense of
belonging.Studentsand their parents participate in setting learning goals and take part in
decisions that affect them. Finally, inclusive education creates inclusive society.

References
AlemayehuTeklemariamandTemsegenFereja(2011).SpecialNeedEducationinEthiopia:PracticeofSpecial Needs
Education around the World. Washington: Gallaudet University Press.
AlemayehuTeklemariam(2019).InclusiveEducationinEthiopia:WILEYandBlackwell:Singapore
ATeachersGuide(2001).UNESCO.InclusiveEducationandClassroomPracticeinSecondaryEducation (2004).
Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs Education as a University
Discipline:AnImportantstep onthewaytoEducationforAll.InWhenAllMeansAll.HakapainoOy: Helsinki
TirussewTeferraandAlemayehuTeklemariam(2007).IncludingtheExcluded:IntegratingdisabilityintoEFA Fast
Track Initiative Process and National Education Plans in Ethiopia. World Vision
MOE(2010).SpecialNeedsProgramstrategiesimplementationguide.
MOE(MinistryofEducation).(2006).SpecialNeedsEducationProgramStrategy.AddisAbaba
Understanding and responding to children‘s need in inclusive classroom (2010).www.european-
agency.orgዓለማየሁትክለማርያም(2009).በመተባበርመማር፡-አንድለሁሉም፣ሁሉምለአንድ፣አዲስአበባ፡-
ፋርኢስትአታሚ ዓለማየሁ ትክለማርያም (2011). አካቶ ትምህርት ለምን፣ምን፣ለነማን እንዴት፤ አዲስ አበባ፡- ፋርኢስት
አታሚ

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 Chapter6:Legalframework
Chapter Overview

Inthischapterstudents willlearnconceptolegalframework, itsusesandimpactoninclusive

education development. Moreover, the students will learn international and national
(Ethiopian legal frameworks that promote inclusion philosophydevelopment. In addition the
students read and understand and conceptualize parts of legal frameworks that may
incorporate:legislations, conventions, policies and related legal frameworks.

Activities
Discussoverthefollowingconcepts:
Every childhas aright tolearn ina naturalenvironment withtheir peers
Thereislegitimatebackgroundtoteachstudentsinsegregatedsettings(forexample, special and
regular schools).
Everychildshouldget qualityeducation thathelpshis/herholisticdevelopment.
Chapter Objectives
Aftercompletingthe studyofthis chapter,the students will beableto:
 Discusstheconceptoflegalframework
 Identifyinternationalandnationallegalframeworksinrelationtoinclusiveness
 Discusslegalframeworksandtheirimplementation
 Exploregaps in implementationof legal frameworksto implement inclusion

GeneralOverviewofLegalframeworks

Brainingstorming questions
1. Do you think legal framework is necessary to implement inclusion? If your answer is
“yes,”explainreasonsoryouranswer.Ifyouransweris“no,”pleasetrytogivereason(s).
2. DoyouthinkthatinclusioninEthiopiaissupportedbylegal frameworks?Ifyouranswer is
“no,” please try to give reason(s).

Discrimination against persons with disabilities has a long history and persons with
disabilities are regularly excluded from participation in society and denied their humanrights.
Discrimination against the disabled can take many forms, ranging from limited educational
opportunities to more subtle forms, such as segregation and isolation because of physical and
social barriers. The effects of discrimination are most clearly felt in the sphereof economic,
social and cultural rights, in the fields of, for instance, housing, employment, transport,
cultural life and access to public services. The obstacles the disabled face in enjoying their
human rights are often the result of exclusion, restriction, or preference, and,
forinstance,whenthedisableddonothaveaccesstoreasonableaccommodationonthebasis

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oftheirlimitations,theirenjoymentorexerciseofhumanrightsmaybeseverelyrestricted. In order
for disabled persons to freely enjoytheir fundamental human rights, numerous cultural and
social barriershaveto beovercome; changes in valuesand increased understandingat all levels
of society has to be promoted, and those social and cultural norms that perpetuate myths
about disability have to be put to rest.
According to the Universal Declaration of Human Rights, ―All human beings are born free
and equal in dignity and rights.‖However, this is far from being a reality forpersons with
disability around the world.This is because people with disabilities‘living conditions are
always worse than those of other citizens.They are very often excluded and marginalized
different areas o life such as participation in education, social activities, economy, and
politics and so on.
The rights of persons with disability have increasingly been recognized by international and
national law.For example, The Declaration on the Rights of Mentally Retarded Persons
(1971) and the Declaration on the Rights of Disabled Persons (1975) both establish the
principle of equality of the rights of persons withdisability. The Declaration on the Rightsof
Deaf-Blind Persons (1979) adopted by the Economic and Social Council provides universal
rights.
The above legislations and other which were enacted after the above declarations prompted
people with disabilities addresses all aspects of disabled persons‘ lives, such as equal
opportunities, physicalenvironment, services, education, employment, and social welfare.
Usinglegal frameworks regarding persons with disability suggests some measures
governments should take in order to ensure that persons with disability become fully equal
citizens. The rules also act as an international instrument and as a mechanism of control to
guarantee the effective application of the stated rights. However, it is not possible to force
governments to apply them, and the rules require a concrete commitment from governments
in order to transform equal opportunities for disabled persons into reality—a commitment
which is often lacking.
LegalFrameworksRegardingInclusion
They also have right to use public services (civil right), membership of any associations and
organization, participation in different activities like voting. Children and youth with
disabilities have moral, civil, parental, ethical and legal rights (right to learn with non-
disabled children).They should not be treated as marginal, rather they must involve in
differentcommunityactivities.Theymustbeconsultedandbeinvolvedindecisionmaking

151
processes. Inclusive in education is the most effective means of combating discriminatory
Attitudes, creating welcoming community and building an inclusive society. They are
essential to the enjoyment and exercise of human right. Thus, the right to an inclusive
education for persons with disabilities is a fundamental human right. It emerged first in
general guarantees set forth in the Universal Declaration on Human Rights and then in more
detailed expression in the International Covenant on Economic and Cultural Rights
(ICESCR). Other international instruments express the link between the right to education
and the needs of persons with disabilities.

In addition, states have specific obligations under international law to respect, protect and
fulfill the right to inclusive education for persons with disabilities. The obligation to respect
requires States to refrain from denying or limiting equal access to inclusive education for
persons with disabilities. This right should be guaranteed by law.

InternationalandNationalLegalFrameworks

International Legal Framework

Group activities
1. Doyouknowthatpeoplewithdisabilitiesarefullmembersofthecommunitywiththe same
rights as everyone else?
2. Whatdifferentinternationalconventionsanddeclarationsprotectingtherightsof people
with disabilities do you know? Would you list them as many as you can?
3. Discusshoweachoftheinternationalconventionsanddeclarationsprotectingthe rights of
people with disabilities.
4. How do you think these international conventions and declarations promote inclusive
education?

There have been international efforts to address equal opportunity of PWDs in

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

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 International human rights instruments protect the rights of persons with disabilities
through the principles of equality and non-discrimination. There are a number of
international legal frameworks regarding people with disability that are aimed at protecting
the rights of persons with disabilities through the principles of equality and non-
discrimination. The table below indicates the major types of international legal frameworks.

KeyInternationalInstrumentsandotherDocumentsthatPromoteInclusion

 1948UniversalDeclarationofHumanRights–Article26
 1960UNESCOConventionagainstDiscriminationinEducation–Articles 1,3and 4
 1965International ConventionontheEliminationofAllFormsofRacialDiscrimination–Article 5
 1966InternationalCovenantonEconomic,SocialandCulturalRights–Article13
 1966 InternationalCovenantonCivilandPoliticalRights–Articles18and19
 1973 ILOConventionontheMinimumAgefor Employment–Article7
 1979Conventionon theEliminationof AllFormsof DiscriminationAgainstWomen–Article 10
 1982WorldProgramofActionConcerningDisabledPersonsproposalsforimplementation,national
action, part 2
 1989Conventiononthe Rightsofthe Child–Articles 23,28and 29
 1989ILO ConventionConcerningIndigenousandTribalPeoples–Articles26,27,28,29,30and31
 1990TheWorldDeclarationonEducationforAll, Jomtien
 1993TheStandard Rules on theEqualization ofOpportunities forPersons with Disabilities
 1994TheSalamancaStatement andFrameworkforAction onSpecialNeeds Education
 1999 ILOConventionontheWorstFormsofChild Labor–Article7
 1999Salamanca FiveYearsOnReview
 2000WorldEducationForumFrameworkforAction,Dakar
 2000MillenniumDevelopmentGoals focusingonPovertyReductionandDevelopment
 2002EFA Global MonitoringReport: EFA
 2004EFAGlobalMonitoringReport: Gender andEducationforAll–the leapto quality
 2005EFA Global MonitoringReport: EducationforAll– the qualityimperative
 2006EFAGlobal MonitoringReport:LiteracyforLife
 2006Conventiononthe RightsofPersonswith Disabilities
 2007EFA Global MonitoringReport: StrongFoundations– earlychildhood care and education
 2008EFA Global MonitoringReport: EducationforAll by2015
The following aresome of the major international legal frameworks that support inclusionof
people with disabilities and vulnerabilities.
A) 1948UniversalDeclarationofHumanRights–Article26
(1) Everyonehastherighttoeducation.Educationshallbefree,atleastintheelementaryand
fundamental stages. Elementary education shall be compulsory. Technical and professional
education shall be made generally available and higher education shall be equally accessible
to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or religious groups, and
shall further the activities of the United Nations for the maintenance of peace.

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(3) Parentshaveapriorrighttochoosethekindofeducation thatshallbegiventotheir children.
B) TheUNConvention ontheRightsof theChild,1989ExtractsfromArticles,2,23,28 and 29
Article2
States Parties shall respect and ensure the rights set forth in the present Convention to each
child within their jurisdiction without discrimination of any kind, irrespective of the child‘sor
his or her parent‘s or legal guardian‘s race, color, sex, language, religion, political or other
opinion, national, ethnic or social origin, property, disability, birth or other status.
Article23
1. States Partiesrecognizethat amentallyorphysicallydisabled child should enjoyafull and
decent life, in conditions which ensure dignity, promote self-reliance, and facilitate the
child‘s active participation in the community.
2. Recognizetherightof thechild tospecialcaresubject toavailable resources.
3. Recognizing the special needs of a disabled child...taking into account the financial
resources of the parents or others caring for the child... ensure that the disabled child has
access to and receives education, training, health care services, rehabilitation services, pre-
parathion for employment and recreation opportunities in a manner conducive to the child‘s
achieving the fullest possible social integration and individual development, including his or
her cultural and spiritual development
Article28
1. States Parties recognize the right of the child to education and with a view to achievingthis
right progressively and on the basis of equal opportunity, they shall, in particular: (a) Make
primary education compulsory and available free to all; (b) Encourage thedevelopment of
different forms of secondary education, including general and vocational education, make
them available and accessible to every child;(c) Make higher education accessibletoall;(d)
Makeeducational andvocationalinformation and guidance available and accessible to all
children; (e) Take measures to encourage regular attendance at schools and the reduction of
drop-out rates.
Article29
1. States Parties agree that the education of the child shall be directed to: (a) The
development of the child‘s personality, talents and mental and physical abilities to their
fullestpotential;(b)Thedevelopmentof respectforhuman rightsandfundamentalfreedoms;
(c)Thedevelopmentofrespectforthechild‘sparents,hisorherownculturalidentity,

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language and values, for the national values of the country in which the child is living, the
country from which he or she may originate, and for civilizations different from his or her
own;
120 (d) the preparation of the child for responsible life in a free society; (e) The development
of respect for the natural environment.‖ Article 23 focuses specifically on children with
disabilities and positively affirms their right to a ―full and decent life‖. However, it has
weaknesses because it makes the rights of children with disabilities ―subject to available
resources‖ and focuses on ―special needs‖ without defining this. This article needs to be
considered in the context of the underpinning principles of the UNCRC, plus Articles 28 and
29 on education that apply to all children.
C) World Conference on Education for All, Jomtien, and 1990 World Declaration on
Education for All: Meeting Basic Learning Needs
It acknowledged that educational disparities existed and that many different particulargroups
werevulnerable to discrimination and exclusion. These included girls, the poor, street
andworkingchildren,ruralandremotepopulations,minorityethnic groupsandothergroups,
withparticularmention madeofpeoplewithdisabilities.Jomtienalsocatalyzedamoveaway from a
rigid, prescriptive education system towards a flexible system that would be tailor- made,
adapted to the needs, cultures and circumstances of learners.
ArticleIII–Universalizingaccessandpromotingequity
1. ―Basic education should be provided to all children, youth and adults. To this end, basic
education services of quality should be expanded and consistent measures must be taken to
reduce disparities.
2. For basic education to be equitable, all children, youth and adults must be given the
opportunity to achieve and maintain an acceptable level of learning.
3. The most urgent priority is to ensure access to, and improve the quality of, education for
girls and women, and to remove every obstacle that hampers their active participation. All
gender stereotyping in education should be eliminated.
4. An active commitment must be made to removing educational disparities. Underserved
groups: the poor; street and working children; rural and remote populations; nomads and
migrant workers; indigenous peoples; ethnic, racial, and linguistic minorities; refugees; those
displaced by war; and people under occupation, should not suffer any discrimination inaccess
to learning opportunities.

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

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

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 Rule6Statesshouldensurethattheeducationofpersonswithdisabilitiesis―anintegral part of
the educational system‖
 Para 1: general education authorities are responsible for the education of people with
disabilities
 Para2: education in mainstream schools presupposes provision of appropriate support
services
 Para 6: states the need to a) have a clear policy, b) have a flexible curriculum, c) provide
quality materials, and on-going teacher training and support
 Para 7: community-based programs should be seen as complementary to integrated
education
 Para 8: in cases where the general school system does not adequately meet the needs of
all disabled persons, special education may be considered in some instances special
education may currently be the most appropriate form of education for some students
 Para 9: deaf and deaf/blind students may receive more appropriate education in separate
schools, special classes or units

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

157
communities, building an inclusive society and achieving education for all; moreover, they
provide an effective education to the majority of children and improve the efficiency and
ultimately the cost-effectiveness of the entire education system.‖
Article 3: Governments should ―adopt as a matter of law or policythe principle of inclusive
education... unless there are compelling reasons for doing otherwise‖. This Article ―The
guiding principle of this Framework is that schools should accommodate all children. This
should include disabled and gifted children, street and working children, children from
remote or nomadic populations, children from linguistic, ethnic or cultural minorities and
children from other disadvantaged or marginalized areas or groups. The challenge
confronting the inclusive school is that of developing a child-centered pedagogy capable of
educating all children.

Article 4: ―human differences are normal and learning must be adapted to the needs
ofthechildratherthanthechildfittedtopreordainedassumptions,achild-centeredpedagogy is
beneficial to all students, and as a consequence, to societyas a whole... it can substantially
reduce drop-out and repetition while ensuring higher average levels of achievement. Child-
centered schools are, moreover, the training ground for a people-orientated society that
respects both the differences and dignity of all human beings.‖
Article 6: ―Inclusion and participation are essential to human dignity and to the enjoyment
and exercise of human rights.‖
Article 7: ―The fundamental principle of the inclusive school is that all children
should learn together, wherever possible, regardless of any difficulties or differences they
may have. Inclusive schools must recognize and respond to the diverse needs of their
students, accommodating both different styles and rates of learning...‖
Article 10: ―Experience suggests that inclusive schools, serving all of the children in a
community, are most successful in eliciting community support and in finding imaginative
and innovative ways of using the limited resources that are available.‖
Article 18: ―Educational polices at all levels, from the national to the local, should stipulate
that a child with a disability should attend the neighborhood school that is, the school that
would be attended if the child did not have a disability.‖
G) ConventionontheRightsofPersonswithDisabilities,2006
Article 24 – Education
1. States Parties recognize the right of persons with disabilities to education. With a view to
realizingthisrightwithoutdiscriminationandonthebasisofequal
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 opportunity, States Parties shall ensure an inclusive education system at all
levels and lifelong learning directed to:
(a) The full development of human potential and sense of dignity and self-
worth, and the strengthening of respect for human rights, fundamental
freedoms and human diversity;
(b) The development by persons with disabilities of their personality, talents
and creativity, as well as their mental and physical abilities, to their fullest
potential;
(c) Enabling persons with disabilities to participate effectively in a free
society.
2. In realizingthisright,StatesPartiesshallensurethat:
(a) Persons with disabilities are not excluded from the general education
system on the basis of disability, and that children with disabilities arenot
excluded from free and compulsory primary education, or from
secondary education, on the basis of disability;
(b) Persons with disabilities can access an inclusive, quality and free primary
education and secondary education on an equal basis with others in the
communities in which they live;
(c) Reasonableaccommodationoftheindividual‘srequirementsis provided;
(d) Persons with disabilities receive the support required, within the general
education system, to facilitate their effective education;
(e) Effective individualized support measures are provided in environments
that maximize academic and social development, consistent with the goal
of full inclusion.
3. States Parties shall enable persons with disabilities to learn life and social development
skills to facilitate their full and equal participation in education and as members of the
community. To this end, States Parties shall take appropriate measures, including:
(a) Facilitating the learning of Braille, alternative script, augmentative and
alternative modes, means and formats of communication and orientation and
mobility skills, and facilitating peer support and mentoring;
(b) Facilitating the learning of sign language and the promotion of the
linguistic identity of the deaf community;

159
 (c) Ensuring that the education of persons, and in particular children, who are
blind, deaf or deaf blind, is delivered in the most appropriate languages and
modes and means of communication for the individual, and in environments
which maximize academic and social development.
4. In order to help ensure the realization of this right, States Parties shall take appropriate
measures to employ teachers, including teachers with disabilities, who are qualified insign
language and/or Braille, and to train professionals and staff who work at all levels of
education. Such training shall incorporate disability awareness and the use of appropriate
augmentative and alternative modes, means and formats of communication, educational
techniques and materials to support persons with disabilities.
5. States Parties shall ensure that persons with disabilities are able to access general tertiary
education, vocational training, adult education and lifelong learning without discrimination
and on an equal basis with others. To this end, States Parties shall ensure that reasonable
accommodation is provided to persons with disabilities
H) WorldEducationForum,Dakar,2000
In April 2000, more than 1,100 participants from 164 countries gathered in Dakar, Senegal,
for the World Education Forum. Ranging from teachers to prime ministers, academics to
policy-makers, non-governmental bodies to the heads of major international organizations,
they adopted the 2,000-word Dakar Framework for Action – Education for All: Meeting Our
Collective Commitments.
Education For All: Meeting Our Collective Commitments-this was the text adopted by the
World Education Forum Dakar, Senegal, 26-28 April 2000 7. ―We hereby collectively
commit ourselves to the attainment of the following goals:
i) expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable and disadvantaged children;
ii) ensuring that by 2015 all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to and
complete free and compulsory primary education of good quality;
iii) ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills programs;
iv) achieving a 50 per cent improvement in levels of adult literacy by 2015,
especially for women, and equitable access to basic and continuing education
for all adults;

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 v) eliminating gender disparities in primary and secondary education by 2005,
and achieving gender equality in education by 2015, with a focus on ensuring
girls‘ full and equal access to and achievement in basic education of good
quality; and
vi) improving all aspects of the quality of education and ensuring excellence ofall
so that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills.‖

I) 1960UNESCOConventionagainstDiscriminationinEducation –Articles1,3and4
Article 1
1. For the purposes of this Convention, the term `discrimination' includes any distinction,
exclusion, limitation or preference which, being based on race, color, sex, language,
religion, political or other opinion, national or social origin, economic condition or birth,
hasthepurposeoreffectofnullifyingorimpairingequalityoftreatmentineducationand in
particular:
a. Ofdeprivinganypersonorgroupofpersonsofaccesstoeducationofanytypeoratany level;
b. Oflimitinganyperson or group ofpersons to education ofan inferiorstandard;
c. SubjecttotheprovisionsofArticle2ofthisConvention,ofestablishingormaintaining
separate educational systems or institutions for persons or groups of
persons; or
d. Ofinflictingon anypersonorgroupofpersonsconditionswhicharein-compatiblewith the
dignity of man.
2. ForthepurposesofthisConvention,theterm`education'referstoalltypesandlevelsof
education, and includes access to education, the standard and qualityof education, and the
conditions under which it is given.
Article3
InordertoeliminateandpreventdiscriminationwithinthemeaningofthisConvention, the States
Parties thereto undertake:
(a) To abrogate any statutory provisions and any administrative instructions and to
discontinueanyadministrativepracticeswhichinvolvediscriminationineducation;
(b) Toensure,bylegislationwherenecessary,thatthereisnodiscriminationintheadmission of
pupils to educational institutions;
(c) Notto allow anydifferencesof treatment bythepublicauthorities between nationals,

161
exceptonthebasisofmeritorneed,inthematterofschoolfeesandthegrant ofscholarships or other
forms of assistance to pupils and necessary permits and facilities for the pursuit of studies in
foreign countries ;
(d) Not to allow, in any form of assistance granted by the public authorities to educational
institutions,anyrestrictionsorpreferencebasedsolelyonthegroundthatpupilsbelongtoa
particular group;
(e) Togiveforeignnationalsresidentwithintheirterritorythesameaccesstoeducationas that
given to their own nationals.
Article4
TheStatesPartiestothisConventionundertakefurthermoretoformulate,developandapply a
national policywhich, bymethods appropriate to the circumstances and to national usage,
will tend to promote equalityof opportunityand of treatment in the matter of education and in
particular:
(a) To make primary education free and compulsory; make secondary education in its
differentformsgenerallyavailableandaccessibletoall;makehighereducationequally
accessible to all on the basis of individual capacity; assure compliance by all with the
obligation to attend school prescribed by law;
(b) To ensure that the standards of education are equivalent in all public educational
institutionsofthesamelevel,andthattheconditionsrelatingtothequalityoftheeducation
provided are also equivalent;
(c) To encourage and intensify by appropriate methods the education of persons who have
notreceivedanyprimaryeducationorwhohavenotcompletedtheentireprimaryeducation course
and the continuation of their education on the basis of individual capacity;
(d) To provide trainingforthe teachingprofession without discrimination.
ReflectionExercise
1. Have you read the above legal frameworks carefully?Well, most of themhave
overlappingconcepts.Pleasefindoutthemainoverlappingideastellthemtooneofyour course
mates.
2. Which of the international legal frameworks are directly related to inclusive education of
persons with disabilities and vulnerabilities?Discuss them with your classmates.

NationalLawsandPolicy Frameworks
Brain stormingquestions
1. Whydoyouthinkcountriesenactnationallawsandpolicyframeworksregardingissueso the
persons with disability and vulnerability?
2. Whatnationallawsandpolicyframeworksdoyouknow?Listanddiscussinrelationto how
they protect rights of persons with disabilities in various areas of life.

162
 If we talk about Ethiopia‘s legal and policy documents, he/she finds no disability related
instrument until 1971 ofthe imperial order to provide for the establishment the rehabilitation
agency.Hence,it is possibleto speakconfidentlythat ‗disabilitywasnot amatteroflawand policy
before 1991‘.This is because of the fact that Ethiopia‘s serious policy and legal regard
towards the right of PWDS had begun after the introduction of a new constitutional order in
the country.

Ethiopia has signed most of the international conventions and declarations protecting the
rights of persons with disabilities. There are also national policies on the rights of persons
with disabilities. These different national and international policies, conventions and
declarations are presented in various international and local policy documents. The table
below is about major national legal frameworks that are related with protecting persons with
disabilities rights in participating different areas of life.
National Laws and Policy Frameworks Related With Rights of People with Disabilities
Equal Participation in Education, Social, Economic, Apolitical and Other Aspect of Life
1. Constitution of the Federal Democratic Republic of Ethiopia-1995: Article 41(5) of the
Constitution sets out the State‘s responsibility for the provision of necessary rehabilitation
and support services for people with disabilities. This provision, which is found in the socio-
economic rights of citizens, does not ensure the equal employment opportunity of PWDs.
Rather, it conveys a message that PWDs are among those who deserve assistance since they
are incapable of engaging in productive life.
2. Labor Proclamation, No. 377/2003, amended by Labor Proclamation No. 494/2006: It states that it
is unlawful for an employer to discriminate against workers on the basis of
nationality, sex, religion, political outlook or on any other conditions.
3. The Federal Civil Servant Proclamation- No. 515/2007: It offers for special preference in the
recruitment, promotion, and deployment, among others, of qualified candidates with
disabilities. This provision is applicable to government offices only.
4. Proclamation concerning the Rights to Employment for Persons with Disabilities- No. 568/2008:
The proclamation makesnull and void any law, practice, custom, attitude and other
discriminatorysituations that limit equal opportunities for persons with disabilities. It
also requires employers to provide appropriate working and training conditions; take
all reasonable accommodation measures and affirm active actions, particularly when

163
 employing women with disabilities; and assign an assistant to enable a person
withdisability to perform their work or follow training.
5. Framework Document- 2009:provides for Special Needs Education (SNE) in Technical
andVocational Education and Training (TVET).
6. Building Proclamation- No. 624/2009: provides for accessibility in the design and construction
of any building to ensure suitability for physically impaired persons.
7. ProclamationonDefinitionofPowersofDutiesoftheExecutiveOrgansoftheFederal
Democratic Republic of Ethiopia, No. 691/2010: This provides for conditions of equal opportunities
and full participation of persons with disabilities and those living with HIV/AIDS.
8. Growth and Transformation Plan (GTP) 2010-2015: It focuses onestablishingdisability as a cross
cutting sector of development where focus is given to preventing disability and toproviding
education and training, rehabilitation and equal access and
opportunitiestopersonswithdisabilities.
9. National Plan of Action of Persons with Disabilities -(2012-2021): The documents aim at making
Ethiopia an inclusive society. It addresses the needs of persons with disabilities in Ethiopia for
comprehensive Rehabilitation services, equal opportunities for education, skills training and
work, as well as full participation in the life of their families, communities and the nation.
10. Proclamation concerning the Rights of Disabled Persons to Employment-No.101/1994: This
document was the onlylegislation in Ethiopia which specificallyprovides for the employment of
disabled persons. The Proclamation aims to protect and promote the rights of disabled persons to
appropriate training, employment opportunities and salary, and to prevent any workplace
discrimination. Sections3 and 4 refer to the promotion of employment opportunities for disabled
persons in the open labor market
11. The Federal Civil Servant Proclamation (Proclamation -No 1064/2017: Article 13/2 of
proclamation no 1064/2017 recognizes that:‘ There shall be no discrimination among jobseekers
or civil servants in fillingvacancies because of their ethnic origin, sex, religion, political outlook,
disability, HIV/AIDS or any other ground.‘ Therefore, there can be no discrimination
againstpersonswithdisabilitiesduringjobrecruitmentonthebasisoftheirdisability.Moreover, Article
49 of the same proclamation provides for the applicable conditions of work for workers with
disabilities as follows: 1) Persons with disabilities shall be entitled to affirmative actionin
recruitment, promotion, transfer, redeployment, education and training; 2) Any government
institution shall ensure that its working environment is conducive to civil servants with
disabilities,providethemwiththenecessarytoolsandmaterialsandtrainthemhowtousesuch

164
tools and materials; 3) Any government institution shall have the responsibility to assign a
person who shall provide proper assistant for those civil servants with disability that requires
assistance; and 4) Privileges prescribed by other laws to persons with disabilities shall be
applicable for the implementation of this Proclamation.
12. Labor Proclamation-1156/2019: This proclamation controls the private sector employment
relationship.Article15oftheproclamationoutlawsdiscriminationonthebasisofdisablement. It
provides: discrimination any distinction, exclusion or preference made on the basis of nation,
race, color, sex, religion, political opinion, national extraction, social origin, HIV/AIDS status,
disablement and others which has the effect of nullifying or impairing equality of opportunity or
treatment in employment or occupation.
13. Organizationof Civil SocietyProclamation -No.1113/2019: Thisproclamationisanewlyenacted
legislation replacing its predecessor proclamation 621/2009. It regulates issues concerning
formation, registration, activities and dissolution of civil society organization. Agency for civil
society organization has been also established to facilitate and monitor the activities of civil
society organization. Article 11 of this proclamation expressly provides that persons with
disabilities should be included as a memberto enhance and strengthen benefit and involvement of
part of the society with disability. Furthermore, article 62/9 of the same proclamation orders
those civil societyorganizations workingon the benefit of the general public to take into account
the issue of persons with disabilities.It is established for the benefit of the general public orthird
parties shall ensure that its activities take into account the interests of women, Children, persons
with disabilities, the elderly and others exposed to threat or vulnerable groups of the society.
14. TheRevisedhigherinstitutionsproclamation-No.1152/2019: Thisproclamationhasbeenenacted in
replacement of its predecessor proclamation 650/2009. This proclamation has incorporated some
rights entitling students with disabilities. According to article 51 of such proclamation.
accordingly the institutions shall:make, to the extent possible, their facilities and programs
amenable to use with relative ease for students with physical disabilities;shall, to the extent that
situations and resources permit, relocate classes, develop alternative testing procedures, and
provide different educational auxiliary aids in the interest of students with physical disabilities
and learning disabilities; consider building designs, campus physical landscape, computers and
other infrastructures of institutions shall take into account the interests of physically disabled
students; shall ensure that students with physical challenges get academic assistance, including
tutorialsessions,examtimeandsubmissiondatedeadlineextensions;shallprovideadditional

165
resources, as necessary, to maintain the speed and need of education, the allocation of additional
resources, is necessary. The details shall be determined by a directive
15. Advertisement Proclamation -No. 759/2012: It focuses on regulating commercial advertisement
are made. According to article 7/4 of this proclamation, advertisement which undermines the
dignity and emotional feeling of a physically disabled person is immoral. According to Article 7
advertisements shall be deemed to be as having unlawful or immoral content or presentation
when they undermine the dignity or emotional feeling of physically disabled person or a person
living with HIV/AIDS or suffering from other disease.
16. The Ethiopian Building proclamation -No 624/2009: Its focuses onbuildings and construction-it
says thatall public building to have a means to access by physical disabled persons. Moreover, it
dictates that toilet on such buildings must be accessible. Article 36 states thatany public building
shall have a means of access suitable for use by physically impaired persons, includingthose
who are obliged to use wheelchairsand thosewho areable to walk but unable to negotiate steps.
Additionally, toilet facilities arerequired in anybuilding, as adequate number of such facilities
shall be made suitable for use by physically impaired persons and shall be assessable to them
17. Definition of Powers and Duties of the Executive Organs of the Federal Democratic Republic of
Ethiopia Proclamation -No. 1097/2018: It mainly focuses on addressing common responsibility of
ministries in general and the specific duty for ministry of labor and social affair in Creating
conditions whereby persons with disabilities, the elderly, and segments of society vulnerable to
social and economic problems benefit from equal opportunities and full participation
(article10/4). Moreover, it obliges the mistress work in cooperation with concerned bodies
(Article 29/11 A).
18. Developmental Social Welfare Policy 1997: It specifically targets people with disabilities and
sets out to safeguard their rights and to promote opportunities for vocational rehabilitation. full
participation ineducation, health,political, economic and social activities and other activities
19. The FDRE Education and Training Policy of 1994: This document recognizes that special
attention must be provided for those with special needs. However, it does not have any clear
recognition for reasonable accommodation
20. The FDRE special needs/inclusive education strategy 2012: This document focuses on inclusive
education policy, strategies and responsibilities of stakeholders.

Reflectionactivities
Listdownatleastsixnationalpoliciesandlawsanddiscusstheirimpactonequal

166
participation of peoplewith disabilitiesparticipation in education, socio-economicand other
activities.
Whatfactorsdoyouthinkaffectimplementationof internationalandnationallegal
frameworks to promote inclusive education in Ethiopia?

Chapter Summary
Legal frameworks are one of the drivers for the rights of persons with disabilities and
vulnerabilities. They have influence on especially educational rights of these people withtheir
peers. Legal frameworks are supposed to serve people with disabilities needs bykeeping
equal rights and creating equal opportunity of learning for all such as children and youth in
themainstreamed classrooms. Moreover, it is believed to create academicand social inclusion,
and maintain friendship among persons with and without disabilities and
vulnerabilities.Besides, legal frameworks are thought to help the persons with disabilities and
vulnerabilities to exploit their potential to the optimum possible level.
International national legal frameworks are written in the form of public laws and acts,
declarations, conventions and frameworks. These legal frameworks focus on various issues
(social, educational, occupational, vocational etc) of children, youth and adults with
disabilities.
The Ethiopian government has endorsed almost all of the conventions and declarations. But
studies showed that various challenges are facing their implementations. As a result, there is
mismatch between practice and these frameworks implantation.
There also national legal frameworksmainly in the form of laws and policies that promote
persons with disabilitiesand vulnerabilitiesequalparticipation ineducation, social welfare,
economy and other areas of life. Although Ethiopia has lots of laws, polices and others
international legal frameworks ratified by the country, there is gap in implementation and
practices that promote equality of people with disabilities and vulnerabilities equal
participationinsocial, educational, occupational, vocationaland other aspects of life.
References
Hayes, A. M., and Bulat, J., (2017). Disabilities inclusive education systems and policies guide for low- and
middle-incomecountries.RTIPressPublicationNo.OP-0043-1707.ResearchTrianglePark,NC:RTI Press

Loreman,T.,Deppeler,J.andHarvey,D.(2005).Inclusiveeducation:apracticalguidetosupporting diversity in the

classroom. Routledge, Falmer,UK, Taylor and Francis Group.

MoE(2012a).Specialneeds/inclusiveeducationstrategy.TheFederalDemocratic,RepublicofEthiopia
MoE(2012b).Guidelineforcurriculumdifferentiationandindividualeducationalprogram.AddisAbaba: Federal
Ministry of Education, Addis Ababa.
Ethiopia,FederalMinistryofEducation,AddisAbaba.

167
TirussewTeferra(2005).DisabilityinEthiopia:Issues,insightsandimplications. AddisAbabaUniversity Printing
Press.

UNICEF(2014).ConceptualizingInclusiveEducationandContextualizingitwithintheUNICEFMission -
Companion Technical Booklet .Webinar,New York.

UNESCO(2001).Openfileoninclusiveeducation,supportmaterialsformanagersandadministrators.
Retrievedfromhttp://unesdoc.unesco.org/images/0012/001252/125237eo.pdf

……(2006).EmbracingDiversity:ToolkitforCreatingInclusive,Learning-FriendlyEnvironments.Bangkok.

………. (2007). Regional Seminar on poverty alleviation, HIV and AIDS education and inclusive education:
Priority issues for inclusive quality education in Eastern and Western Sub-Saharan Africa.
Nairobi, Kenya. Retrieved from
http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Report
s/nairobi_07/ethiopia_inclusion_07
.pdf

………(2009).Defininganinclusiveeducationagenda:reflectionsaroundthe48thsessionoftheinternational
conference on education. UNESCO: International Bureau of Education. Retrieved from
http:// unesdoc.unesco.org/images/0018/001868/ 186807e.pdf
………(2013).Promotinginclusiveeducation-curriculum(AdvocacyGuide3).Bankok:Tiland.

168
Chapter7:ResourcesManagementforInclusion
Overview of the Chapter
Inclusion demands resources to meet the need of all members of communities and tofacilitate
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 to all people be accessible.
Inclusionreferstotheprocessof providingallnecessaryservicesaccordingtothe needs of divers‘
population in the community and bringing support services instead of mobilizing resources in
a separate setting. Inclusion assumes that the best provision for all according to their need
and potential regular schools, in the work place and in the community. Population with a
wide range of diversities such as disabilities, cultural and linguistic minorities and
vulnerabilities, academic abilities and behavioral needs are represented in inclusive
environment.
Activity
1. Dearstudent,PleaselistresourcesimportantforpeoplewithdiversitiesinEducation.
2. What are the resources important for persons with disabilities to be successful in the
world of work and social life?

ProvisionsofResources
The resource should be considered for people with disabilities in workplaces, social
gatherings,recreational andinschoolsthat helpthemtofeel comfortable, secure and work at
their independent and team activities. Available resources those meet their needs can help
persons with disabilities move towards success.
Resourcesforschoolchildren
All concerned bodies should be inclusive in their planning, budgeting and taking action for
the education of persons with disabilities. In the school settings resource rooms are very
important at.
Schoolbasedresourceroom
The resource room is a classroom where a special education program can be delivered to a
student with a disability and learning difficulty. It is for those students who belong to a
regular class but need some special instructions in an individualized or small group setting
for a portion of the day. It is typically a large room in the main school building with lots of
facilities for children with special needs. This program includes remedial, compensatory and
developmentalinstruction,whichisprovidedinsmallgroupsforusuallythreetofivehours

169
per week.Students may be provided direct services in the classroom.Indirect services can also
be provided to the student through consultation with the general education teachers to
support in adjusting the learning environment or modify the instructional methods. When
additional support is appropriateto meet thestudent‘s needs, thestudent can receivethepull-
out program.This form of a ―pull out‖ system, where a child attends a session in the
resource room during a light period of the day such as singing or physical training, receives
individual help in a weak area of learning such as reading or writing. Methods and materials
are adapted to students' learning styles and characteristics using multisensory and other
specialized approaches
Activity
1. Whathumanresourcesarerequiredinthisresource room?
2. Whatmaterialresourcesareimportantforequallypresentintheclassroom,participate,
receive support and achievement?

Humanresourcesinschools
 Signlanguageinterpreter
 Braillespecialist
 Mobilityand orientationexpert
 Specialneeds educators
 Speechandlanguage therapist
 Physiotherapist
 Behavioraltherapists…etc
Schoolbasedmaterial resources

 LCDand/orSmartBoard
 E-Chart
 Variousmagnifyinglenses
 Slateandstyles
 PerkinsBraille writer
 WhiteCane
 Blind folder
 Tuningfork
 Audiometer
 Hearingaids(various type)

170
  Signlanguagebooks andvideos
 Variousinstructionalvideosrelatedthisunit
 Brailleatlases
 Moldedplastic,dissected andun-dissectedrelief maps
 Relief globs
 Landform model
 Abacus
 Raisedclockfaces
 Geometricareaandvolume aids
 Writeformsformatched planesandvolumes
 Braillerulers
 Raised-linecheckbooks
 Signatureguide
 Longhand-writingkit
 Scriptletter–sheetsandboards
 Talkingcalculator
 Closed-circuittelevision
 Computersoftwareforvariousstudentswithspecialneeds;forexampleJawse for
blind and sign language software for deaf
 Orthosis
 Prosthosis
 Environmentalaccessibilities

- Ramps
- Elevators
- Wheelchairs

 Andothersadditional resources

Accommodations
Accommodationsareadjustmentsthatteachersandschoolpersonnelmaketomaximize learning
and social well-being for individual students.
Instructionalaccommodationchecklist

171
  Usea multisensoryapproach.
 Useahighlystructuredformat forpresentations.
 Usegraphic organizers.
 Presentmaterialinsmall,sequentialsteps.
 Teachspecificstrategies (e.g.takingnotes,readingcomprehension).
 Review keypointsfrequently.
 Assign abuddyreader or note taker.
 Providestudents with outline of notes.
 Usecolorcodingtomatch materialsandconcepts.
 Reducevisualdistractions.
 Seatstudent closeto board, teacher,orstudenthelper: awayfromdoor orwindow.
 Provideaquietwork area.
 Allowstudents to move ifneeded.Usevisual reminders as memoryaids.
 Useteacher-initiatedsignalsforredirectingattention.
 Highlightsectionsoftext.
 Providetaperecordingof lectureor required texts.
 Giveoralandwrittendirections.
 Speakslowlyand clearly.
 Allowforlongerresponse time.

OrganizationandTaskCompletion
 Keepworkarea clear.
 Postassignmentsandwork completedinaconsistent spot.
 Assiststudentwithnotebookorganization.
 Useassignment notebook.
 Extend timeto completeassignments.
 Shortenorchunkassignments.
 Givetimelineforlonger projects.
 Givespecific feedback.
 Providepeertutoring.
 Usecooperativelearning groups.
 Providestructured daily activities.

172
  Explainchangesinroutine.

Evaluation
 Explaingradingand give rubric.
 Givespecific feedback.
 Previewbeforetest;givefrequentquizzes;givesample questions.
 Orientstudenttotest format.
 Useaclear,unclutteredcopy;enlarge print.
 Maketestdirectionssimpleandclear.
 Provideamplespacefor answerson test.
 Allowalternatetestresponse(oral,computer).
 Readtest aloud tostudent. Give open-noteortake-home tests.
 Usealternateformsofevaluation(oralreport, groupprojects,anddebate).
 Reducerequiredassignments.
 Provideproofreadingchecklist.
 Acceptprintorcursivewriting
Resourcesforwork/socialenvironment

Activity
1. Whathumanresources arerequiredworkplaces?
2. What material resources are important for persons with disability in work places and
social environment?

Humanresources
 Specialneedseducator ateveryorganizationtocreateinclusiveenvironment
 Signlanguageinterpreter
 Sightedguide
Materialresources

 Variousmagnifyinglenses
 Slateandstyles
 PerkinsBraille writer
 White Cane
 Hearingaids

173
  Signlanguagebooks andvideos
 Brailleatlases
 Braillerulers
 Signatureguide
 Talkingcalculator
 Talkingmobile
 Closed-circuittelevision
 Computersoftwareforvariousstudentswithspecialneeds;forexampleJawse for
blind and sign language software for deaf
 Orthosis
 Prosthosis
 Environmentalaccessibilities

- Ramps
- Elevators
- Wheelchairs

 Andothersadditional resources

Chapter Summary

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

174
REFERENCES
Abrams, B. J.. & Segal. A. {1998). Howto prevent aggressive behavior. Teaching Exceptional Children. 30(4),
10-15. Bradley, D. R, King-Sears, M. E., & Tessier-Switlick, D. M. (1996). Teaching students in
inclusive settings: From theory to practice. Boston: Allyn and Bacon.
Bentum, K. E., & Aaron, P. G. (2003).Does reading instruction in learning disability resource rooms really
work?:A longitudinal study.Reading Psychology, 24, 361-382
Gardill, M. C, DuPaul, G. J., & Kyle, K. E. (1996). Classroom strategies for managing students with attention-
deficit/hyperactivity disorder. Intenention in School and Clinic. 32(2), 89-94.
Hall, S.(2007).NCLB and IDEA:Optimizing success for students withdisabilities.Perspectiveon Language and
Literacy, 33(1), 35-39 Retrieved from http://search.proquest.comproxy-iup.klnpa.org.
Malouf,D..&Schiller,E.(1995).Practiceandresearchinspecialeducation.ExceptionalChildren.61.414-
424. Peterson, A. (1995). Teacher-researcher compatibility: A view from both sides. Remedial and
Special Education. 16{6), 364-367. Salend, S. J. (1995). Modifying tests for diverse leamers.
Intervention in School and Clinic. i7(2), 84-90. Schumm, J. S., & Vaughn, S. (1992). Planning for
mainstreamed special educationstudents: Perceptions ofgeneral classroomteachers. Exceptionality. 3.
81-98.
Schumm, J. S., Vaughn, S., & Hams, J. (1997). Pyramid power for collaborative planning. TeachingExceptional
Children, 29(6), 62-66. Schumm, J. S., Vaughn, S., & Leavell, A. (1994). Planning pyramid: A
framework for planning for diverse student needs during content area instruction. The Reading
Teacher, 47, 608-615.
Semmel, M. I., Abemathy, T V., Butera, G., & Lesar, S. (1991). Teacher perceptions of the regular education
initiative. Exceptional Children, 58, 9-24.
Stainback,W.,Stainback,S., &Stefanich,G.(1996). Learningtogetherininclusiveclassrooms:Whataboutthe
curriculum? Teaching Exceptional Children, 25(3), 14-19.
Vaughn, S., Hughs, M. T., Schumm, J. S., & Klinger, J. (1998). A collaborative effort to enhance reading and
writing instruction in inclusion classrooms. Learning Disability Quarterly, 21, 57-74. Vaughn, S., &
Schumm,J.S.(1995).Responsibleinclusionforstudentswithlearningdisabilities.JournalofLeaming
Disabilities, 25(5), 264-270, 290.
Vannest, K. J., Hagan-Burke, S., Parker, R. I., & Soares, D. A. (2011).Special education teacher time use in
four types of programs.The Journal of Educational Research, 104, 219-230.
Walther-Thomas, C. S. (1997).Co-teaching experiences:The benefits and problems that
teachersandprincipalsreportovertime.JournalofLearningDisabilities,30(4),395 407.

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Chapter8:Collaborative(Cooperative)Partnershipswith
stakeholders
Timeallotted:5 hours
Introduction
An individual or an institute cannot do everything they want for the success of inclusiveness.
They require collaboration and partnership.Collaborative is becoming an effective team
player for the intended success. Collaboration referred to as collaborative consultation,
cooperative planning, implementation, assessment, co-teaching and any kind of team-based
services or community of practice. It has potential to create synergy – where the whole is
greater than the sum of the parts. It has the potential to provide opportunities for you to learn
new ways of addressing barriers to learning, working, living and for colleagues to learn from
each other. Collaboration should be with all human being for the success of inclusiveness.
Collaboration should be based on avoiding stereotype thinking that discriminate orundermine
the capacities of human being, demands equality, equity and creating mutual respect. Besides
collaboration, cooperation is also vital for human being to meet life goal.
Chapterobjectives
Dearstudentsattheendofthisunityouwillbeableto:
 Definecollaboration,partnershipandstakeholder
 Identifykeyelements ofsuccessful collaboration
 Describe the benefits and challenges of collaboration for various stakeholders
for the success of inclusion
 Discusthestrategiesfor effectiveco-planningandteamworking
 Identifycharacteristicsofsuccessfulpartnerships
 Designstrategiesfor communityinvolvement

Activities
1. Whatiscollaborationfrom yourownunderstanding?
2. Have you every create collaboration with people? For what purpose?
Whathave you achieved?
3. Whatwasthesuccessfulof your collaborations?
4. Whatwillbe yourfuture collaboration?

176
Definitionofcollaboration,partnershipandstack holder

Collaborationis defined as ―the act of working together to produce or create something

according to the capacities and abilities of individuals. Each individual‘s collaboration is
based on his knowledge and skills. A person should not be discriminated due to mismatch
with other people‘s abilities; because he has his own quality in other perspectives.
Collaboration means 'to work with another person or group in order to achieve accomplish
intended goals. Collaboration provides every team member with equal opportunities to
participate and communicate their ideas. Collaborationin the workplace is when two or more
people (often groups) work together through idea sharing and thinking to accomplish a
common goal. It is simply teamwork taken to a higher level. The phrase 'putting our heads
together' would be a good example of this important element of collaboration.

Collaborationenablesindividualstoworktogethertoachieveadefinedandcommon business
purpose. It exists in two forms:
 Synchronous,whereeveryoneinteractsinrealtime,asinthroughtelephone,email,
online meetings, through instant texts messages, or via Viber, and
 The team sees value in working together as the common goal gives them a
meaningfulreasontoworktogether,alongwithreceivingmutualbenefitsforthe
institution as well as the team.
Theadvantagesofcollaboration canalsobeseenintermsofindividualoutput.Creatinga
senseofteamworkandbuildingbondsencouragesteammemberstoworkforthecollective rather
than just themselves.
Activities
1. Mentionsomeimportantexperiencesofcollaborationin yourcommunity?
2. Whataretheimportantelementsofcollaborationinyour community?
3. Whatisyourintentiontocreatecollaborationwithpeopleinyourlife?

Keyelementsofsuccessfulcollaboration

The relationship includes a commitment to: mutual relationships and goals; a jointly
developed structure and shared responsibility; mutual authority and accountability for
success; and sharing of resources and rewards. A CollaborationChecklist What factors are
helping or hindering your collaboration efforts?

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We'vegotthefourmostimportantelementsofteamworktohelpyoubuildateamthatwill lead your
company to success.
 Respect.Thisoneshould beano-brainer. ...
 Communication.Whilerespectisprobablythemostimportantelementofteamwork,
communication is the tool that will generate that respect. ...
 Delegation. ...
 Support.

To kick off our All about collaboration series, we consider the nature of successful
collaboration,itsbenefitsandwhatisneededwithinanorganizationforitto flourish.Collaboration
in the workplace is when two or more people work together through idea sharing and
thinking to achieve a common goal.

Hereareafew qualitiesthatasuccessfulteampossesses.
1. Theycommunicatewellwitheachother....
2. Theyfocusongoalsand results....
3. Everyonecontributestheirfairshare....
4. Theyoffer each othersupport....
5. Teammembers arediverse....
6. Goodleadership....
7. They'reorganized....
8. Theyhavefun.

Generalprinciplesofcollaboration

 Establishclearcommongoalsforthecollaboration.
 Defineyourrespectiverolesandwhoisaccountableforwhat,butacceptjointresponsibility
for the decisions and their outcomes
 Takeaproblem-solvingapproach–withasensethatallthoseinthecollaborative
arrangement share ownership of the problem and its solution.
 Establishanatmosphereoftrustandmutualrespectforeachothers‘expertise.
 Aimforconsensus decision-making.
 Ask forand give immediate and objectivefeedback to others in anonthreateningand
non-judgmental manner.
 Givecredittoothersfortheirideasandaccomplishments
 Developproceduresforresolvingconflictsandmanagetheseprocessesskillfully.
 Betterstill,anticipatepossibleconflictsandtakestepstoavoidthemasfaraspossible. This is
not to say that disagreements can, or even should, be avoided.

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  Arrangeperiodicmeetingstoreviewprogressinthecollaborative arrangements.

Whataretheadvantages ofcollaboration?
 Higheremployeeproductivity
 Theadvantagesofcollaborationcan alsobeseeninterms ofindividual output.
 Creatingasenseofteamworkandbuildingbondsencouragesteammemberstowork for the
collective rather than just themselves
Benefitsofcollaboration
 Greaterefficiencyandlessduplicated effort.
 Accesstoadditionalresourcesorlowercoststhroughsharingresourcessuchasoffice space,
administration or other aspects of an organization‘s operation.
 Improvedservicecoordinationacrossagencies,withbetterpathwaysorreferral
systems for service users.
Challengesto Team Collaboration
 Indecisivedecision-makers.Ironic,isn'tit?...
 "E-fail"Thisisalittletermused forwhenemailstraightupfails. ...
 Mis(sing)communication.Whencollaborating,thereisalwaysroomfor
misinterpretation and miscommunication.
 Processsinkingvs.process syncing.
 Too many cooks.
 NegativeNancy.

Cooperativeness

Cooperationisoneofthecomponentsofcollaboration.Asan
adjective,cooperativedescribesworkingtogether agreeably for a common purpose or goal
asincooperativeplayorcooperativeemployee.Asanoun,a cooperativeisajointly- owned
business or enterprise where members pool their resources to purchase, do work, and/or
distribute things. Cooperativeness helps individuals to willing learn from each other.
Learners work together in small groups, helping each other to carry out individual and group
tasks. Interdependence: all group members seek to achieve a group goal and help
eachothers‘achievement; Individualaccountability: eachmember ofthe group
isheldresponsible for his or her own learning, which in turn contributes to the group goal;
Cooperation: the learners discuss, problem-solve and collaborate with each other; Face to
face interaction and establish consensus; and Evaluation: members of the group review and
evaluate how they worked together and make changes as needed. It requires interdependence,
which can take one or more forms that help to create inclusiveness:

1. Goalinterdependence:thegrouphasasingle goal.

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 2. Reward interdependence: thewhole group receivesacknowledgement forachieving
the goal
3. Resource interdependence: each group member has different resources (knowledge
or materials) that must be combined to complete a task
4. Role interdependence: each group member is assigned a different role (e.g, leader,
reporter, time-keeper)

In cooperative learning and works, the strategies for effective co-planning and team working
are very important.The following steps will help you and your group to work effectively
together.

1. Haveclearobjectives
2. Ateachstageyou shouldtrytoagreeongoals
3. Setground rules
4. Communicateefficiently
5. Build consensus
6. Defineroles
7. Clarifyyourplans,processandachievementsallthetime
8. Keepgood records
9. Stickto theplan

Reflection
Doyouthinkcollaborationandcooperationmove ustowardsinclusivelife? How?
Stakeholder
DefinitionofaStakeholder

Astakeholderis anyperson, organization, social group,orsocietyat large that has astakein the
business. Thus,stakeholderscan be internal or external to the business. A stake is a vital
interest in the business or its activities. Be both affected by a business and affect a business.
Abusinessis any organization where people work together. In a business, people work to
makeand sell products orservices. A businesscan earna profit for theproducts and services it
offers. The wordbusinesscomes from the word busy, and means doingthings. It works on
regular basis. All human being can participate in any kind of business equally without
discrimination based on their disability, culture, language, religion, gender, rural, urban and
the like.

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Stakeholderscan affect or be affected by the organization's actions, objectives and policies.
Someexamplesofkeystakeholdersarecreditors, directors, employees, government (and its
agencies), owners (shareholders), suppliers, unions, and the community from which the
business draws its resources.

In business, astakeholderis usually an investor in your company whose actions determine

theoutcomeofyourbusinessdecisions. Stakeholdersdon'thavetobeequity
shareholders.Theycan also be your employees, who have a stake in your company's success
and incentive for your products to succeed.

Activities
1. Dopeoplehavestakeholdersintheirdailybusiness?Pleasedescribefromyour
communitiesperspective
2. Do these stakeholders meettheirgoals?How?
3. Do you have stakeholder sinyouruniversity e xperiences?Whoare they?
4.Explain the benefits and challenges of collaboration for various stakeholders for
thesuccess of inclusive life

Rolesof Stakeholdersin aProject

Stakeholdersare usually parties who have a stake in a project and have a great influence on
its success or failure. They may be equity or preference shareholders, employees, the
government agencies, contractors, financial institutions, competitors, suppliers and the
general public

Whatarethebenefitsof stakeholderparticipation?
 Provideallstakeholderswithfullopportunitiestosharetheirviews,needsand
knowledge on flood management.
 Build consensus through bringing together a diverse range of stakeholders to share
needs,information,ideasandknowledgeandharmonizetheobjectivesofindividual
groups to reach common societal goals.

Characteristicsofsuccessfulstockholderspartnerships

 Existenceofanagreement:Partnershipistheoutcomeofanagreementbetweentwo or
more persons to carry on business or offer services for the community
 Sharingofprofits orstratificationfor theservicesofferedtothecommunity
 Establishingequal and equitablerelationship
 Membershipwithoutdiscrimination
 Natureofliability
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  Fusionofownershipandcontrol
 Non-transferabilityof interest
 Trust.Withouttrusttherecanbenoproductiveconflict,commitment,or
accountability
 Commonvalues.Ibelievethathavingcommonvaluesistheveryfoundationofthe
successful partnership
 Definedexpectations
 Mutualrespect
 Synergy
 Greattwo-waycommunications
Whatmakesagoodstrategicalliance partner?
 Theyhaveasimilar audience
 Theyarenotyour competitors
 Theycan giveyou accesstonewcustomersandprospects
 Theywantto workwithyou
 Theywantsomethingyoucanoffer
Whatqualitiesmakefor agreatbusiness partner?
 Passion
 Reliability
 Compatibility
 TheAbilityto Build Strong Relationships
 FiscalResponsibility
 Creativity
 Open-Mindedness
 Comfortwith Risk.
Whatarethe mainfeaturesof a partnership?

Participantsdescribedtheright partnershipbehaviorsprincipally asbeingeffectiveco- ordination

and chairing, and a set of personal skills and qualitiesincluding good listening, clear
communication, honesty, patience, enthusiasm, acceptance and love.

A strategic allianceimplies that:thesuccessoftheallianceimpactsone or more major business or

service goals. Thesuccessof thealliancedevelops or reinforces a core competency, especially
one which provides a competitive advantage and / or blocks a competitive threat

Strategies forcommunityinvolvementinclusivedevelopment

 Committoparticipationofallpersonswith diversities

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  Establishnon-discriminativeeffectivecommunicationwithallpeoplewithdivers back
ground
 Expecttodomostoftheworkyourselffollowingtheinclusiveprinciple
 Tapintolocalnetworks,cultureandindigenousexperiencesofinclusiveness
 Useallpossiblecommunicationchannel includingsignlanguagefordeafpeople

Communitydevelopmentis about theinclusive involvementof all people, regardless of their

diversities, enhancing equality, respecting their full right in terms of
educationalopportunitiesandemployability.Thecreationofopportunitiestoenableallmembersofa
communityto actively contribute to and influence the developmentprocess and to share
equitablyinthefruitsofanydevelopmentendeavors.Participationhasanintrinsicvalue
forparticipants and a catalyst for further development; encourages a sense of responsibility;
guarantees that a felt need is involved; ensures things are done the right way; uses valuable
indigenous knowledge; frees people from dependence on others' skills; and makes people
more independent and productive

References
AlemayehuTeklemariamandTemsegenFereja(2011).SpecialNeedEducationinEthiopia:
Practice of Special Needs Education around the World. Washington: Gallaudet
University Press.
AlemayehuTeklemariam(2019).InclusiveEducationinEthiopia:WILEYandBlackwell:
Singapore
ATeachersGuide(2001).UNESCO.InclusiveEducationandClassroomPracticeinSecondaryEducation (2004).
BeritH.JohansonandAlemayehuTeklemariam(2006).TowardsSpecialNeedsEducation as a
University Discipline: An Important step on the way to Education for All. In When
All Means All. Hakapaino Oy: Helsinki
TirussewTeferraandAlemayehuTeklemariam(2007).IncludingtheExcluded:IntegratingdisabilityintoEFA Fast
Track Initiative Process and National Education Plans in Ethiopia. World Vision
MOE(2010).SpecialNeedsProgramstrategiesimplementationguide.
MOE(MinistryofEducation).(2006).Special NeedsEducationProgramStrategy.AddisAbaba Understanding
and responding to children‘s need in inclusive classroom (2010).
www.european-agency.org
ዓለማየሁትክለማርያም(2009).በመተባበርመማር፡-አንድለሁሉም፣ሁሉምለአንድ፣አዲስአበባ፡-
ፋርኢስት አታሚ
ዓለማየሁትክለማርያም(2011).አካቶትምህርትለምን፣ምን፣ለነማንእንዴት፤አዲስአበባ፡-ፋርኢስት
አታሚ

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Approach/Methods/StrategiesoflearningandTeaching

This section is flexible to involve the instructor‘s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.

Approach/Methods/Strategies

This section is flexible to involve the instructor‘s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.

 Interactivelectures
 Cooperativelearning
 Brainstorming
 Discussion
 Roleplay
 Independent/selflearning
 Field visits
 Individualandgroupassignmentsandpresentation
 Seminars
 Individualandgrouppresentations
 Specialneeds/inclusiveeducationexpertconsultancy

AssessmentandEvaluationMethods
Dear students, for each contents you will complete getting started activities, read selected
materialscompletecourseworksandgroupassignments.Assessmentofthestudentswould be a
continuous process. The following schemes of evaluation would be used:
 Tests10%
 Assignment/group/assignment10%
 Mid exam 30%
 Finalexam50%
Course Policy

ResponsibilitiesofInstructors
Profile of instructors in this course must be the right professional in Special
needs/inclusiveeducation.Inordertoproducequalityteachers,thiscourseshouldbe

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 offeredonlyinstructor,MEd/MAorPhDinspecialneeds/inclusiveeducation.Tomeet the
learning outcome aforementioned and enhance teachers‘ quality, the special
needs/inclusive education instructors will have the following major responsibilities.
 Advisestudents on all theaspects of thecourse
 Providethestudentswiththesyllabusandothermaterialswellahead of
the delivery of it
 Conducttheinteractive lecturesaspertheplan
 Facilitate students‘ individual assignments, group assignments, field
works,practicum,seminars,presentations,andcollaborativelearning
 Periodicallyassessthestudents‘work
 Providethestudentswithtimelyfeedbacksontheirgradedand
ungraded academic works
 Followonstudents‘progressandcommunicatetothe students
 Keepstudent recordson thewholeworkof the students
 Design andexecutestudents‘consultationprogram
ResponsibilitiesofStudents
ThiscourseisdesignedforwouldteachersaftercompletionofBachelordegreeinvarious fields.
For successful completion of this course the teacher candidates would have the following
responsibilities
 Studentsareexpectedtoactivelyandfullyattend aspertheuniversity
legislation and participate all the in class and outclass learning
activities. Missing a single class will cost students 2 points.
 Carryoutindividualassignments,groupassignments,fieldworks,
practicum as per the details and deadlines
 Studentsareexpectedtoreadgivenmaterialsbefore class
 Studentsareexpectedtoread selectedbooksandten articles
 Activelyparticipateintheplanning,organizingandconductingofall the
seminars and presentations
 Reflectonfeedbacksandinitiateactionsonthem
 Passingtheexams successfully

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