Inclusiveness

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 Objectives of the course
 Identify the needs and potentials of persons with disabilities and
vulnerabilities.
 Identify environmental and social barriers that hinder the
needs, potentials and full participations, in all aspects of life of
persons disabilities and vulnerabilities
 Demonstrate desirable inclusive attitude towards all persons
with disabilities and vulnerabilities in full participations
 Apply various assessment strategies for service provisions for
evidence-based planning and implementation to meet the needs of
2
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 3
 Collaboratively work with special needs experts
and significant others for the life success of all
persons with disabilities and vulnerabilities in every
endeavors and in all environments.
 Create and maintain successful inclusive
environment for persons with disabilities and
vulnerabilities
 Promote the process of building inclusive society
4
Assessment and Evaluation Methods
Assessment of the students would be a continuous
process
The following schemes of evaluation would be used:
 Tests = 10%
 Assignment/group/assignment = 10%
 Mid exam = 30%
 Final exam 50% 5
 Brianstorming

• Why learnin inclusiveness?

• Is ethiopian context is inclusive?
1. Ethiopian schools?
2. Ethiopian buildings?
3. Ethiopians oranizaional services?
4. Ethiopian cultures/socie? (why/how?)
5. Ehiopian polics?

6
Key terms of the course
•Impairment
•Disability
•Handicap
•Inclusion
•Discremination
•Vulnerability
Have you ever heard these terms?
What they mean for you?

7
 CHAPTER ONE
Understanding Disabilities and Vulnerabilities
1.1 Definitions of Basic Terms

 Impairment: refers to any loss or lack of psychological, physiological, or

anatomical structure or function

 Disability: is any restriction or lack of ability resulting from impairment to

perform an activity in the manner or within the range considered normal for a

person of the same age, culture, and education

 Handicap: a handicap is a disadvantage for a given individual, resulting from

an impairment or disability that limits or prevents the fulfilment of the role that

is typical (depending on age, gender, and social or cultural factors) for that
8
individual
 Activity

• How the three imporan terms ineract

each other?

9
 Models of Disability

 What is model? What is the purpose of model?

 A model is a set of guiding assumptions, concepts and

propositions about the nature of phenomena or human

experience

 Models are human-made tools for understanding a

phenomenon and guiding an action 10

 Models of Disability

The five models of disability are:

1. the Medical Model of Disability

2. the Social Model of Disability

3. the Charity Model of Disability

4. the Functional Model of Disability

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5. the Human Rights Model of Disability
 Medical Model of Disability
• The medical model looks at a person’s impairment
first and focuses on the impairment as the cause of
disabled people being unable to access goods and
services or being able to participate fully in society
• Statements such as ‘he can’t read that newspaper
because he’s blind’ are an example of people being
influenced by the medical model of disability.
12
• The Medical Model views disability as a defect
within the individual
• Disability is an aberration(deviation) compared to
normal traits and characteristics
• In order to have a high quality of life, these defects
must be cured, fixed, or completely eliminated.
Health care and social service professionals have
the sole power to correct or modify these
conditions 13
• the medical model focuses on the impairment and
what can be done to ‘fix’ the disabled person or
provide special services for them as an individual
• medical intervention and support for disabled
people are in any way not negative in themselves
• but the problem is how the medical model focuses
on the individual as the problem rather than looking
more widely at society
14
 social model

• The social model is generally the preferred model

when thinking about disability
• The social model has been adopted by most
disabled people’s organisations
• The social model was created by disabled people
themselves and looks at the barriers erected by
society in terms of disabled people being able to
participate fully in day to day life 15
 Social model of disability
• says that disability is caused by the way society is
organised, rather than by a person’s impairment or difference
• disability is the inability to participate fully in home and
community life.
• It looks at ways of removing barriers that restrict life choices
for disabled people
• When barriers are removed, disabled people can be
independent and equal in society, with choice and control
over their own lives. 16
• The interaction between functional limitations or impairments
and physical and social barriers to full participation create
disabling environments.
• The social model distinguishes between disabilities and
impairments.
• Disabilities are restrictions imposed by society where
impairments are the effects of any given condition.
• The solution, according to this model, lies not in fixing the
person, but in changing our society.
• Medical care, for example, should not focus on cures or
treatments in order to rid our bodies of functional impairments.
• Instead, this care should focus on enhancing our daily function
in society. 17
 Social ....Changing attitudes
• Barriers are not just physical
• Attitudes found in society, based on prejudice or
stereotype (also called disablism), also disable
people from having equal opportunities to be part of
society.

18
 Social model .....
• The social model seeks to remove unnecessary barriers which
prevent disabled people participating in society, accessing work
and living independently
• The social model asks what can be done to remove barriers to
inclusion
• It also recognises that attitudes towards disabled people create
unnecessary barriers to inclusion and requires people to take
proactive action to remove these barriers
• The social model identifies the problems faced by disabled
people as a consequence of external factors 19
• The Social Model calls for an end to discrimination and
oppression against people with disabilities through
education, accommodation, and universal design.
• This education will lead to changes in the way people
think about disabilities.
• Ideally, these changes influence how architects
incorporate universal design and accessibility features
into building plans, how governments consider our
rights and needs when passing new laws, how people
with disabilities are included in education, and how
clinicians approach the care of their patients with
complex disabilities. 20
 The medical model says that disability is a deficiency or
abnormality whereas the social model says that
disability is a difference, just as a person’s gender, age
or race is a difference.
 The medical model says that having a disability is
negative whereas the social model says that having a
disability is neutral. It is a part of who you are
 The medical model says that the disability is in you and
it is your problem, whereas the social model says that
disability exists in the interaction between the individual
and society. Disability issues stem from someone with a
disability trying to function in an inaccessible society.21
 The medical model tries to remedy disability through a medical
cure or by trying to make the person appear less disabled or
more “normal”, whereas the social model says that the remedy
is a change in the interaction between the individual and society.
When society changes the issues of a person with a disability
disappear. If a building is fully accessible it doesn’t matter if a
person walks in, runs in or comes in with a wheelchair or walker.
 And finally, the medical model says that the fix is found with a
professional. The only person who can help a person with a
disability fit into society, and be accepted, is a professional. The
social model, however, says that the fix can be found within the
individual with a disability or anyone who wants people with
disabilities to be equally included in society, including you, the
person reading this blog right now. 22
 Scenarios

• How are real world situations viewed through each

of the models?

23
 Scenario #1: Physical ability versus architectural
barrier
A woman using a wheelchair is excited to meet her date at
a trendy new restaurant located inside of an older,
historic building. However, two steps prevent her from
entering the restaurant.
• Medical model: Her inability to walk up the steps
prevented the woman from entering the restaurant.
• Social Model: The absence of a ramp prevented her
entrance. It also limited the access of f amilies with
infants in strollers, and delivery people using wheeled
carts, which can also reduce their risk of injury. 24
 Scenario #2: Perceived intellectual abilities
versus employment accommodations

• A man with an intellectual disability applies

foremployment at a retail store

• Medical Model: The man’s learning deficits are

perceived to prevent him from performing the

duties of this job, and his application is rejected

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Social Model: The potential employer recognizes
that the man’s strengths such as loyalty, consistency,
and reliability benefit the stsore. The employer also
recognizes that the man’s job coach not only helps
the man successfully perform essential job duties,
he also identifies opportunities to increase efficiency,
frees supervisors and managers from routine
tasks,and improves training

26
 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.
• There are some who still believe that
disability is a form of personal punishment
for individual with disability, a kind of
karma for their past mistakes, which27 is
 1. Genetic Causes

• Abnormalities in genes and genetic

inheritance can cause disabilities like

intellectual disability in children

• Down syndrome is the most

common genetic condition

28

•
 2. Environmental
Prenalta and postnatal Poverty and
malnutrition
• Prenalta Poverty and malnutrition in
pregnant mothers: cause a deficiency
in vital minerals and result in
deformation issues in the unborn child
• Postnatal Poverty and malnutrition:
cause poor development of vital
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 2. Environmental ….
• The use of drugs, alcohol, tobacco, etc

• the exposure to certain toxic chemicals and

• Pregnant Mother’s Exposure to illnesses such as

Toxoplasmosis,

Cytomegalovirus, cause intellectual disability to the child

Rubella & syphilis

• Childhood diseases such as a whooping cough,
measles, and chicken pox may lead to meningitis
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and encephalitis
 2. Environmental …..

• Toxic material such as lead and mercury

can damage t he 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
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 Inaccessible environments
• Sometimes society makes it difficult for people
with some impairment to function freely
• When society develops infrastructure such as
houses, roads, parks and other public places
without consideration to people with impairment, the
basically make it impossible for them to take care of
themselves
• For example, if a school is built with a ramp in
addition to stairs, it makes it easy for people
with wheelchairs to move about freely: this
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Some type of disabilities
• There are bout nine major disabilities (special
needs)
• Visual imapairments
• Hearing impairments are sensory
impairements
• Learning disability
• Gited and talent are said to be
intelectual differences
• Autism
• Laguage disorders
• Behavioral and emotional disorder
• Health problems 33
•
 1.Visual impairment

• Visual impairment in general

designates two sub- classifications:

blindness and low vision

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 Blindness
• Is total or partial inability to see because of
disease or disorder of the eye, optic nerve, or
brain
• The term blindness typically refers to vision
loss that is not correctable with eyeglasses or
contact lenses.
• Blindness may not mean a total absence of
sight, Some people who are considered blind
may be able to perceive slowly moving lights
35
or
 Low Vision
• The term low vision is used for
moderately impaired vision
• People with low vision may have a
visual impairment that affects only
central vision: the area directly in front of the
eyes
 or peripheral vision: the area to either side of
and slightly behind the eyes
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 2. Hearing Impairment

• Different people define the term hearing

impairment differently
• Different definitions and terminologies may
be used in different countries for different
purpose
• E.g. from legal point of view it is defined as a
continuum of hearing loss from mild to
profound, which includes the sub-
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classifications of the hard of hearing and deaf
• There are two types of hearing impairment:
hard of hearning and deaf
• Hard of Hearing: "A hearing impairment,
whether permanent of fluctuating, which
adversely affects a child's educational
performance
• This term can also be used to describe
persons with enough (usually with hearing
aids) as a primary modality of acquisition of
38
• Deaf: Those who have difficulty
understanding speech, even with hearing
aids but can successfully communicate
in sign language
• Cultural definitions of deafness:
emphasize an individual‘s various
abilities, use of sign language,
and connections with the culturally deaf
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 3. Specific learning disability
• Specific Learning Disability (SLD): is 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
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• The SLD includes such conditions as
 perceptual disabilities,
 brain injury,
 minimal brain dysfunction,
 dyslexia, and
 developmental aphasia

• But it does not include learning problems that are

primarily the result of
 visual, hearing, or motor disabilities;
 of intellectual disability;
 of emotional disturbance; or
 of environmental, cultural, or 41
• Note: 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
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• Generally, 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”:
• Is hidden for the person looks perfectly “normal”
and seems to be a very bright and intelligent
person, yet may be unable to demonstrate 43the
• 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

44
 Types of Specific
Learning Disabilities

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A. Dyscalculia
• Is a specific learning disability that
affects a person‘s ability to understand
numbers and learn math
• Individuals with Dyscalculia may also
have poor comprehension of math
symbols,
may struggle with memorizing and
organizing numbers, 46
 B. Dysgraphia
• Dysgraphia is a specific learning disability that
affects a person‘s handwriting ability and fine
motor skills
• Problems may include:
 illegible handwriting,
 inconsistent spacing,

 poor spatial planning on paper,

 poor spelling, and

 difficulty composing writing as well as thinking 47and

 C. Dyslexia
• Dyslexia is a specific learning disability that affects reading
and related language-based processing skills
• Its severity can differ in each individual
• But it can affect:
 reading fluency;
 decoding,
 reading comprehension,
 recall, writing, spelling, and
 sometimes speech and can exist along with other related
disorders

• Dyslexia is sometimes referred to as a LanguageBased

48
D. Language Processing Disorder
• A kind of APD that is difficulty attaching
meaning to sound groups that form words,
sentences and stories
• While an APD affects the interpretation of all
sounds coming into the brain, a Language
Processing Disorder (LPD) relates only to the
processing of language.
• LPD can affect expressive language and/or
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receptive language.
E. 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
• An individual with NLD (or NVLD) has
trouble in interpreting nonverbal cues like
facial expressions or body language, and
may have poor coordination 50
F. Visual Perceptual/Visual Motor Deficit
• is a disorder that affects the understanding of
information that a person sees, or the ability to draw
or copy.
• A characteristic seen in people with learning
disabilities such as Dysgraphia or Non-verbal LD
can result in:
 missing subtle differences in shapes or printed letters,
 losing place frequently,
 struggles with cutting,
 holding pencil too tightly, or 51
4.Speech and Language Impairments
• a communication disorder such as stuttering,
impaired articulation, language impairment, or a
voice impairment that adversely affects a
person’s life performance
• It is a disorder that adversely affects the child's
ability to talk, understand, read, and write
• This disability is divided into two groups:
speech impairments and language
impairments 52
1. Speech Impairments

There are three basic types of

speech impairments:

I. articulation disorders,

II. fluency disorders, and

III.voice disorders
53
A. Articulation disorders
• Are errors seen in the production of speech
sounds that may be related to anatomical or
physiological limitations in the skeletal,
muscular, or neuromuscular support for
speech production.
• These disorders include:

a) Omissions: (e.g. bo for boat)

b) Substitutions: (e.g. wabbit for rabbit)

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B. 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 includes two
things:
i. Stuttering
55
ii. Cluttering
• Stuttering: rapid-fire repetitions of

consonant or vowel sounds especially at

the beginning of words, prolongations,

hesitations, interjections, and complete

verbal blocks

• Cluttering: excessively fast and jerky

56
C. Voice disorders

• are problems with the quality or use of

one's voice resulting from disorders in the

larynx.

• Voice disorders are characterized by

abnormal production and/or absences of

vocal quality, pitch, loudness, resonance,

57
2. Language Impairments
• There are five basic areas of language
impairments:
1) Phonological disorders,
2) Morphological disorders,
3) Semantic disorders,
4) Syntactical deficits, and
5) Pragmatic difficulties
58
 Phonological disorders
• are defined as the abnormal organization of the
phonological system, or a significant deficit in
speech production or perception
• It is 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
59
motor movements to use
• Morphological disorders are defined as

difficulties with morphological

inflections/variation (inflections on

nouns, verbs, and adjectives that

signal different kinds of meanings)

60
 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
61
references (e.g., that and there)
 Syntactic deficits

• Are characterized by difficulty in acquiring the

rules that govern word order and others

aspects of grammar such as subject-verb

agreement.

• Typically, these persons produce shorter and

less elaborate sentences with fewer

62
cohesive conjunctions than their peers.
Pragmatic difficulties
• are characterized as problems in
understanding and using language in
different social contexts
• These persons may lack an
understanding of the rules for making eye
contact, respecting personal space,
requesting information, and introducing
topics 63
 5.Autism
• Autism means a developmental
disability significantly affecting:
 verbal and nonverbal communication and
social interaction,
 generally evident before age three that
adversely affects a child‘s educational
performance.

64
• Other characteristics often associated with autism are
 engaging in repetitive activities and stereotyped movements,
 resistance to environmental change or change in daily
routines, and
 unusual responses to sensory experiences

• Not: The term autism does not apply if the child‘s

educational performance is adversely affected primarily
because the child has an emotional disturbance
• A child who shows the characteristics of autism after age
3 could be diagnosed as having autism if the criteria
above are satisfied
65
6. Emotional and Behavioral Disorders

• the term EBDs 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

66
1) An inability to learn that cannot be
explained by intellectual, sensory, or
health factors;
2) An inability to build or maintain
satisfactory interpersonal relationships
with peers and teachers;
3) Inappropriate types of behavior or
feelings under normal circumstances;
67
4) A general pervasive mood of
Classification of behavioral and
emotional disorders
• An individual having behavioral or
emotional disorders can exhibit widely
varied types of behavior
• Therefore, different classification systems
of behavioral and emotional disorders can
be used for special education
• Different professionals have
68
developed a classification system,
• Conduct disorder: individuals may seek
attention, are disruptive and act out
• This disorder is classified by type: overt
(with violence or tantrums) versus covert
(with lying, stealing, and/or drug use)

69
• 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
70
• 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
71
• Anxiety/Withdrawn:These individuals

are self-conscious, and unsure of

themselves

• They typically have low self-esteem

and withdraw from immediate activities

• They are also anxious and frequently

72
• Psychotic behavior: These individuals
show more bizarre behavior
• They may hallucinate, deal in a fantasy
world and may even talk in gibberish
• Motor excess: These students are
hyperactive
• They cannot sit nor listen to others
nor keep their attention focused 73
• Further, Kauffman categorized emotion or
behavioral disorders into two broad
classifications:
Externalizing Behavior
Internalizing Behavior

74
• Externalizing Behavior: also called
under controlled disorder
• It includes behaviors
disobedience,
disruptiveness,
fighting,
tempers tantrums,
irresponsibility, 75
• Internalizing Behavior: also known as
over controlled disorders,
• It includes behaviors:
anxiety,
immaturity,
shyness,
social withdrawal,
feeling of inadequacy (inferiority), 76
 Causes of behavioral and
emotional disorders
• Biological- includes genetic disorders,
brain damage, and malnutrition,
allergies, temperament and damage to
the central nervous system
• Family factors- include family
interactions, family influence, child
abuse, neglect, and poor disciplinary
77
practices at home
• Cultural factors- include some

traditional and cultural negative

practices,

• For example, watching violence

and sexually oriented movies and TV

programs. 78
7. Intellectual
Disability (ID)

79
• Intellectual disability is a disability
characterized by significant limitations
in both intellectual functioning and
in adaptive behavior,
• This disability originates (manifests)
before the age of 18

80
• It is identified based on the following
three criteria:
1. Sub average intellectual
functioning: general mental capacity,
such as learning, reasoning, problem
solving, and so on that measured IQ test
• An IQ test score of around 70 -75
indicates 81
2. Significant limitations exist in two or
more adaptive skill areas
There are three areas adaptive skills:
conceptual, social, and practical skills
Conceptual skills: concerns language and
literacy; money, time, and number
concepts; and self-direction

82
Social skills: includes:
interpersonal skills,
social responsibility,
self-esteem,
gullibility (trustfulness),
innocence (goodness/ blemlessness)
(i.e., suspicion),
social problem solving, and 83
• Practical skills: concerns of activities of
daily living (personal care), occupational
skills, healthcare, travel/transportation,
schedules/routines, safety, use of money,
use of the telephone.
• Learning and Memory: significantly
below average in comparison to peers
without disabilities
84
• Adaptive Skills: The adaptive skills of
people with intellectual disabilities are
often not comparable to those of their
peers without disabilities
• A person with intellectual disabilities
may have difficulty in both learning and
applying skills for a number of reasons,
including a
85
higher level of distractibility;
• The lack or underdevelopment of these
skills (adaptive skills) notably affects:
memory,
rehearsal skills,
organizational ability, and
being in control of the process of
learning

86
• Speech and Language: have delayed
speech, language comprehension and
formulation difficulties
• People with intellectual disabilities may
show delayed functioning on pragmatic
aspects of language, such as
turn taking,
selecting acceptable topics for
87
• Motivation: are often described as
lacking motivation, or outer-directed
behavior

• Past experiences of failure and the

anxiety leads them to learned

helplessness that lead to

dependence on external sources 88of

Levels of support for individuals with
intellectual disabilities

Levels of support range from

intermittent (just occasional or as
needed for specific activities) to
pervasive (continuous in all realms of
living). 89
90
2.
Vulnerability

91
• What is vurnerablity?
• Have you ever heard this term?
• Who are vulnerable in a society?

92
• Vulnerable means being at risk
of being harmed
• Everyone can be harmed, so
being
• vulnerable is part of being human
• In principle, everyone is vulnerable
to some adverse event or
circumstance, but some people are
93
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
94
• Vulnerability can be generally
defined as a complex phenomenon
that refers to the following
dimensions:
• Economic difficulties: lack of
financial power
• Social exclusion: limited social
facilities
• Lack of social support from social
networks: lack of assistance from
social members
• Stigmatization: being a victim of
stereotypes 95
 Causes of Vulnerability
• rapid population growth,
• poverty and hunger,
• poor health,
• low levels of education,
• gender inequality,
• Fragile(breakable) and hazardous
• location, and lack of access to resources
and services, including knowledge and
technological means,
• disintegration of social patterns (social
vulnerability 96
Environmental vulnerability concerns
• land degradation,
• earthquake, flood,
• hurricane, drought, storms,
• water scarcity, deforestation, and the other
threats to biodiversity.

97
 Characteristics of Vulnerable
People
1. Less physically or mentally capable (infants,
older adults, people with disabilities)
2. Fewer material and/or financial resources (low-
income households, homeless)
3. Less knowledge or experience (children, illiterate,
foreigners, tourists)
4. Restricted by society to grow and develop
according to their needs and potentials
98
 Who are vulnerable?
People who are helped by others
are still vulnerable people,
• Children
• Women
• Minorities
• Poverty
• Disabilities
• Age
• Illiteracy and less educated
• Sickness
• Gifted and talented 99
 Who of children are vulnerable?
• Illegally working children
• Children who are pregnant or
become mothers,
• Children born out of marriage,
• Children from a single-parent,
• Delinquent children,
• Homeless children,
100
• Uneducated children,
• Institutionalized children,
• married children,
• Mentally ill children, migrant
children, orphans, sexually
exploited children, street
• Children of war-affected …etc.

101
 Who of women are vulnerable?

• women in developing nations

and those who are living in rural
areas for oppressed by the
culture and do not get access
to education and employment

102
How Gifted and Talentedness are
vulnerable?
• Gifted and talented children are
vulnerable for socioemotional
developments.
• Due to lack of psychological support
they may feel isolation as they are
pulled from their regular
classrooms and given instruction
in separate settings and due to 103
 The end of chapter one
Recatulation:
• The definition of key terms
• The models of disability: medical vs
social
• Causes of disability: environmental
causes
• Types of disability 104
Quiz 5%
105
 correct and FALSE if it is not
correct and write your answer on
a piece
1. The single of paper
variable of Vulnerablity
is age .
2. The manifestation time for
intellectual disability ranges beyond
age eighteen.
3. Vulnerability is an avoidable aspect
of life.
4. Persons with intellectual disability
are self-starters.
5. Pervasive support touche wholistic106

development of ersons with

 Chapter two
Concept of Inclusion

107
 Learning Objectives: you will able to:
• Define inclusion,
• Discuss the concept of inclusion in
education,
• Identify reason regarding shift from
special education and integrated
education inclusion,
• Differentiate the major rationales for
108
inclusion,
• Name major characteristics of

inclusive school and inclusive

classroom environments,

• Point out strategies to implement

inclusion in teaching and learning

processes
109
 Brainstorming
• Have you ever heard the term
inclusion?
• Have you ever used the term
“include me”?
• Can we say ehtiopian service
organazations are inclusive?
• How do you evaluate the
inclusiveness of ethiopian
universities?
• Ethioia has different policies. Do you
say they are inclusive enough? 110

•
 Definition of Inclusion
• Inclusion refers to “an ongoing
process aimed at offering quality
services for all while respecting:
 diversity and the different
needs and
abilities, characteristics and
expectations of the communities111
• Inclusive services at any level are quality
provisions without discrimination or
partiality and meeting the diverse needs
of all persons through increasing:
participation in learning,
employment, services, cultures and
communities, and reducing exclusion
at all social contexts

112
• Inclusive involves changes and
modifications in:
content, approaches, structures and
strategies, inline with a common vision
which covers all people,
• Further, inclusion having a wide range
of strategies, activities and
processes that seek to make a reality of:
113
 the universal right to quality,
• Inclusion acknowledges that learning
begins at birth and continues throughout
life
• i.e. it includes learning in the home, the
community, and in formal, informal and
non-formal situations.
• Therefore, it seeks to enable
communities, systems and structures in
all cultures and contexts:
 to combat discrimination, 114
• The intention behind inclusion is to realize
the goal in the world in:
peace,
tolerance,
sustainable use of resources,
social justice, and where the basic
needs and rights of all are met
 Its definition has the following
115
1) Concepts about learners: because
 Education is a fundamental human
right for all people
 Learning begins at birth and continues
throughout life
 All children have a right to education
within their own community
 Everyone can learn, and any child can
116
2) Concepts about the education
system and schools: becuase
 It is broader than formal schooling
it is flexible, responsive systems
It creates enabling and welcoming
educational environments
It promotes school improvement –
makes effective schools 117
3) Concepts about diversity and
discrimination: because
 It promotes combating discrimination
and exclusionary pressures at any social
sectors
 It enables responding to/embracing
diversity as a resource not as a
problem
118
 It prepares learners for an inclusive
4) Concepts about processes to
promote inclusion: becuase
 It helps to identifying and overcoming
barriers to participation and
exclusionary pressures
 It increases real participation of all
collaboration, partnership between all
stakeholders
119
 It promotes participatory methodology,
5) Concepts about resources
 Promotes unlocking and fully using
local resources redistributing existing
resources
 It helps to perceive people (children,
parents, teachers, members of
marginalized groups, etc) as key
resources
120
 It helps to use appropriate resources and
• McLeskey and Waldron (2000) have
identified inclusion and non-inclusive
practices.
• According to them inclusion includes the
following components:
Students with disabilities and vulnerability
attend their neighborhood schools
Each student is in an age-appropriate general
121
education classroom
Special education supports are provided to
each student with a disability within the
context of the general education classroom
All students receive an education that
addresses their individual needs
No student is excluded based on type or
degree of disability
All members of the school (e.g.,
administration, staff, students, and
parents) promote cooperative/collaborative
122
On the other hand, McLeskey and Waldron
argue that inclusion does not mean:
 Placing students with disabilities into
general education classrooms without
careful planning and adequate support.
 Reducing services or funding for special
education services.
 Placing all students who have disabilities
or who are at risk in one or a few 123
 Isolating students with disabilities
socially, physically, or academically
within the general education school or
classroom.
 Endangering the achievement of general
education students through slower
instruction or a less challenging
curriculum.
 Relegating special education teachers
124
 2. Principles of Inclusion

The fundamental principle of

inclusion is that all persons should
learn, work and live together
wherever possible, regardless of
any difficulties or differences they
may have

125
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.

126
Inclusion begins with the premise
that all persons have unique
characteristics, interests, abilities
and particular learning needs and,
further, that all persons have
equal access education,
127

employment and services

Inclusion implies transition from
separate, segregated learning and
working environments for persons with
disabilities to community -based
systems

Effective transitions from segregated

services to inclusive system requires
careful planning and structural changes to
ensure that persons with disabilities are
provided with appropriate accommodation
and supports that ensure an inclusive 128
learning and working environment
• UNESCO (2005) has provided four major
inclusion principles:
1. Inclusion is a process: never-ending
2. Inclusion is concerned with the
identification and removal of barriers
3. Inclusion is about the “presence,
participation and achievement of
all persons”
129
• “Presence” is concerned with where
persons are provided and how
reliably and punctually they:
 attend; participate in relation to quality of
their experiences

 “Achievement” is about the outcomes

of learning across the curriculum, not
just test and exam results or services
130
4. Inclusion invokes a particular
emphasis on those who may be at risk
of marginalization, exclusion or
underachievement

131
 Rationale for Inclusion
• Implementation of inclusion has number
of rationales
• The major ones include: educational,
social, legal, economic and inclusive
society building foundations

132
 Educational rationality
(foundation)
• Children do better academically,
psychologically and socially in inclusive
settings.
• A more efficient use of education
resources.
• Decreases dropouts and repetitions
• Teachers competency (knowledge, skills,
133
 Social rationality (Foundation)
• Segregation teaches individuals to be
fearful, ignorant and breeds prejudice
• All individuals need an education that will
help them develop relationships and
prepare them for life in the wider
community
• Only inclusion has the potential to
134
reduce fear and to build friendship,
 Legal rational (Foundations)
• All individuals have the right to learn and
live together
• Human being shouldn‘t be devalued or
discriminated against by being excluded
or sent away because of their disability
• There are no legitimate reasons to
separate children for their education
135
 Economic rationality
(Foundation)
• Inclusive has economic benefit, both for
individual and for society
• Inclusive is more cost-effective than the
creation of special schools across the
country
• Children with disabilities go to local
schools/services
• Reduce wastage of repetition and
dropout/service time
• Person with disabilities live with their
family use community infrastructure 136
Foundations for Building Inclusive
Society
• Formation of mutual understanding and
appreciation of diversity
• Building up empathy, tolerance and
cooperation
• Promotion of sustainable development

137
 Factors that Influenced
Development of Inclusion
Inclusiveness originated from three major
ideas:
I. inclusive education/service is a basic
human right;
II. quality education/service results from
inclusion of persons with diverse needs
and ability differences, and
138
III. there is no clear demarcation
• Therefore, separate provisions for such
students cannot be justified.
• Inclusion has got the world‘s
attention because it is supposed to
solve the world‘s major problems
occurring in social, economic,
religious, educational and other areas
of the world
139
 Facilitaters of inclusion
• Inclusive education is facilitated by many
influencing actors.
• Some of the major drivers include:
1. Communities
2. Activists and advocates
3. The quality education and school
improvement movement
4. Special educational needs
movement
5. Involvement of International
agencies 140
Benefits of
Inclusion

141
• Inclusion benefits communities,
families, teachers, and students

142
 1. Benefits for Students with
Special Needs Education
In inclusive settings people will
develop:
• Appropriate models of behavior
• Improved friendships with the social
environment
• Increased social initiations, interactions,
relationships and networks
143
• Gain peer role models for academic,
• Greater access to general curriculum
• Enhanced skill acquisition and
generalization in their learning
• Improved academic achievement which
leads to quality education service
• Attending inclusive schools increases the
probability to participate in a variety
of integrated settings throughout life
144
2. Benefits for persons without
Special Needs
• Increases social interactions with PWDs
• Serves as peer tutors during instructional
activities
• Gain knowledge of a good deal about
tolerance,
• Learn the positive characteristics of
PWDs
145

•
• Have increased appreciation,
acceptance and respect of individual
differences
• Get greater opportunities to master
activities by practicing and teaching
others
• Have increased academic outcomes
• have opportunity to learn to
146
communicate, and deal effectively with
3. Benefits for Teachers and
Parents/Family

147
 Benefits for Society

• Communities become more accepting of

difference

• Learn of meaningful participation in

the economic, social, political and cultural

148
Ultimate Goal of
Inclusion

149
• The goal of inclusive education/service
is to create schools/organizations
where everyone belongs: by creating
a welcoming place for everyone
• An (a) inclusive school/organiation or
culture creates better long-term
outcomes for all
• Persons who brought up in an inclusive
150
environment become ease to create
• A necessary precondition for inclusive
growth is a society
• Inclusive society is the result of
inclusive attitude, culture, norms,
customs, policies

151
 Inclusive Environments
• An inclusive environment is a place that
is adjusted to individuals‘ needs and not
vice versa
• It acknowledges that individual
differences among individuals
• An inclusive environment is also
directed towards developing
culture, policy and practice which
meet pupils‘ diversities,
152

 5. Features of Inclusive
Environment
• it ensures the respect and dignity of
individuals with disabilities
• it meets current accessibility standards to
the greatest extent possible to all people
with special needs
• provides accommodations willingly and
proactively
153
• Persons with disabilities are welcomed
 Barriers to Inclusion
• Problems related with societal
values and beliefs: negative attitude
towards students with disability and
vulnerabilities
• Economic factors: this is mainly
related with poverty of family,
community and society at large
• Lack of taking measures to ensure
154
• Conservative traditions among the
community members about inclusion
• Lack of knowledge and skills among
teachers regarding inclusive education
• Rigid curricula, teaching method and
examination systems that do not
consider students with dives needs and
ability differences
155
•
• Inadequate resources and
inaccessibility of social and physical
environments
• Large class sizes that make teachers
and stakeholders meet students‘ diverse
needs
• Globalization and free market policy
that make students engage in fierce
156
completion, individualism and
 Chapter Three
Identification and Differentiated
services

157
 Learning Outcomes
• Discuss the impact of disability and
vulnerability on daily life of persons with
disabilities and vulnerabilities
• Depict needs of persons with disabilities
and vulnerabilities
• Describe the effects of environment
on the life of persons with disabilities
158
and vulnerabilities
• Depict barriers for inclusive services
provisions in different sectors
• Describe the role technologies in the life
of persons with disabilities
• Relate the concept of inclusiveness to
their specific profession
• Evaluate inclusiveness of services
provision in their specific fields of studies
159
 Impact of

Disability and

Vulnerability on 160
 Factors related to the person
him/her self
• People respond to his/her disabilities in
different ways
• Some react negatively and thus their
quality of life is negatively affected
• Others choose to focus on their abilities
as opposed to their disabilities and
continue to live a productive life
161
• There are several factors that affect the
The most significant factors in
determining a disability's impact on an
individual
• The Nature of the Disability: Disability
can be acquired (a result of an accident,
or acquired disease) or congenital
(present at birth)
• The Individual’s Personality - the
162
• The Meaning of the Disability to
the Individual
• Does the individual define
himself/herself by his/her looks or
physical characteristics?
• If so, he/she is more likely to feel defined
by his/her disability and thus it will have a
negative impact
163
• The Individual's Support System -
The individual‘s support from family, a
significant other, friends, or social
groups.

164
Common effects of a disability may
include but not limited to
 health conditions of the person;
 mental health issues including
anxiety and depression;
 loss of freedom and
independence;
 frustration and anger at having
to rely on other people;
 practical problems including
transport, choice of activities,
accessing buildings;
165
 unemployment;
• People with disabilities and vulnerabilities
live with challenges that impact their
abilities to conduct Activities of Daily
Living (ADL)
• They can limit or restrict one or more
ADLs, including
moving from one place to another (e.g.,
navigation, locomotion, transfer),
interacting with the environment (e.g.,
166
 Economic Factors and
Disability
• economic assets are more likely to
acquire pathologies that may be disabling
• economic status affects whether
pathology will proceed to impairment

167
 Economic factors layers
 The microsystem: (economic status of
the local area of the person with the
disabling conditions),
 The mesosystem (economic status of
the area beyond the immediate
neighborhood, perhaps encompassing the
town), and
 The macrosystem (economic status of
168
 Political Factors and
Disability
• The political system, through its role
in designing public policy, can and
does have a profound impact on the
extent to which impairments
• If the political system is well enforced it
will profoundly improve the prospects of
people with disabling conditions for
169
achieving a much fuller participation in
 Psychological Factors
of Disability
• focuses on the impact of psychological
factors on how disability and disabling
conditions are perceived and experienced
• One's psychological environment,
including personal resources,
personality traits, and cognition
• These constructs affect both the
170
expression of disability and an
Four psychological constructs are:
• three cognitive processes (self-
efficacy, psychological control, and
coping patterns) and
• one personality disposition
(optimism/hopefulness/ brightness)

171
 Detail of the three cognitive
processes
• Self-Efficacy Belief: is the belief of whether or
not a person believes that he or she can
accomplish a desired outcome
• Beliefs about one's abilities affect what a
person chooses to do, how much effort is put
into a task, and how long an individual will
endure when there are difficulties
• Self-efficacy beliefs also affect the person's
affective and emotional responses 172
• Self-efficacy beliefs mediate the
relationship between impairment and
disability such that the individual
would experience better functional
outcomes and less disability
• However, the development of self-
efficacy of the individual is much
affected by the environmental factors
173
Psychological Control
• is akin to self-efficacy beliefs in that
they are thoughts, feelings, and beliefs
regarding one's ability to exert control or
cha nge a situation
• The onset of a disabling condition is
often followed by a loss or a potential
loss of control
174
•
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
• Several coping strategies may be used
when a person confronts a stressful
175
situation including:
• Appraisal is related to self-efficacy in
the sense that one's thoughts and
cognition control how one reacts to a
potentially negative situation

176
Personality Disposition: Optimism
• 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-
177
• 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
• Optimism may reduce symptoms and
178
• 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.

179
 The Family and Disability
• The family can be either an enabling
or a disabling factor for a person
with a disabling condition:
• Provide economic support;
• Emotional support is positively related
to well-being across a number of
conditions
180
Families may also be disabling:
• Because some families promote
dependency
• Families may also not provide needed
environmental services and resources

181
Needs of Persons with
Disabilities and
Vulnerabilities

182
• Needs of persons with disabilities and
vulnerabilities depends on different
factors
• People with disabilities do not all share
a single experience, even of the same
impairment;
• Maslow has identified five categories
of needs, with different priority levels
183
• Survival (physiological), safety,
• Maslow‘s model is also valid for persons
with disabilities and vulnerabilities,
whose needs are similar to those of
ordinary persons.
• Nevertheless, many of these needs are
not fulfilled,
• But person with disabilities and
vulnerabilities seek to fulfill these
184
needs and reach a state of wellbeing.
• Mostly persons 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,

185
• When they 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
186

street safely.
• Social need: is a key element that
disabilities and vulnerabilities would like
to develop continuously.
• For example, a person with a hearing
impairment suffers from a diminution of
social contact, while someone with a
motor disability feels excluded from
social activities.
187
• Esteem: both self-esteem and being
favorably recognized by others
• Esteem is often related to the capability
of achieving things, contributing to a
work activity and being autonomous
• Pwerson with disabilities and
vulnerabilities in a dependent situation
feel the need for increased autonomy,
188
as well as the opportunity to prove their
189
• Persons with disabilities and
vulnerabilities have socio-emotional,
psychological, physical and social
environmental and economic needs
in general
• The following list but not last are basic
needs of persons with disabilities and
vulnerabilities to ensure equality for all
within our society 190
a) Full access to the Environment (towns,
countryside & buildings)
b) An accessible Transport system
c) Technical aids and equipment
d) Accessible/adapted housing
e) Personal Assistance and support
f) Inclusive Education and Training
g) An adequate Income
h) Equal opportunities for Employment
i) Appropriate and accessible Information
j) Advocacy (towards self-advocacy)
k) Counseling 191
Social Needs of Persons
with Disabilities and
Vulnerabilities

192
• Social protection plays a key role in
realizing the rights of persons with
disabilities and vulnerabilities of all ages
• These social protection measures may
include poverty reduction schemes;
cash transfer programs, social and
health insurance, public work
programs, housing programs,
disability pensions and mobility
193
• Traditional disability-related social
welfare schemes have mainly
focused on poverty rather than taking
into account specific challenges faced
by persons with disabilities and
vulnerabilities; particularly active
participation in education, access to
health and employment.
194
• Social protection needs to move beyond

traditional welfare approaches to

intervention systems that promote active

citizenship, social inclusion and

community participation while avoiding

paternalism and dependence

195
The right of persons with disabilities to
social protection is recognized by different
legal documents
 the 1948 Universal Declaration of
Human Rights (UDHR),
 the 1966 International Covenant on
Economic, Social and Cultural Rights
(ICESCR) and, more specifically,
196
 the 2006 UN Convention on the Rights
• Article 28 of the CRPD recognizes the
right of persons with disabilities to an
adequate standard of living and to social
protection, ensuring the enjoyment of
both rights without discrimination on the
basis of ability

197
 Identity and disability
• The relational nature of identity seems to
be of central importance to people with
disabilities
• People with disabilities are not primarily
clients or service users but rather are
known members of their communities
with a shared and, at times,
198
intergenerational history
• 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

199
 Belongingness and disability
• Belonging is a complex concept
involving an attachment to place,
relationships with others, a sense of
safety, common values and a shared
and/or developing history.
• Belonging is also an internal sense of
being at home in one‘s own body and
200
mind.
 Intersectionality
• Social structures and norms
surrounding age are particularly
significant, shaping the kind of lives
people have and their experience of
gender and identity
• “age-appropriate‘ opportunities that
can be facilitated in the person‘s
201
home, family and community
 The Health Care Needs of Persons

with Disabilities and Vulnerabilities

202
• People with disabilities report seeking
more health care than people without
disabilities and have greater unmet
needs
• Health promotion and prevention
activities seldom target people with
disabilities.
• Adolescents and adults with disabilities
203
• Depending on the group and setting,
persons with disabilities may
experience greater vulnerability to
secondary conditions, co-morbid
conditions, age-related conditions,
engaging in health risk behaviors and
higher rates of premature death

204
Disability, vulnerability and the
Environment

205
 brainstorming
• How specific nature of environment
increases or decreases the degree
of disability?
• How society‘s attitudes affect the
services provision for persons with
disabilities?
• How can you decrease the impact of
206
• Understanding about the cause of
disability has undergone profound change
worldwide
• 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
207
provided to people with disabling
• Disability is not inherent in an
individual but is, rather, a relational
concept a function of the interaction of
the person with the social and
physical environments.
• The amount of disability that a person
experiences, depends on both the
existence of a potentially disabling
condition (or limitation) and the
208
Some Enabling and Disabling
Factors in the Physical
Environment

209
• The environmental matter 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 210
a
• Three types of attributes of the
physical environment need to be in
place to support human performance
1. 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
211
2. Accessibility
 Accessibility is related to the ability
of people to get to a place or to use a
device
 Accessibility permits a wheelchair user to
ride abus or a Braille user to read a
document

212
3. Availability of sensory stimulations
• stimulation regarding the environment.
• Sensory stimulation, which can include
visual, tactile, or auditory cues, serves
as a signal to promote responses
• Examples of such cues could include beeping
microwaves, which elicit responses from people
without hearing impairments, or bumpy surfaces
213
on subway platforms, which tell users with visual
 Rural environment, Disability
and Vulnerability
• What does rural living mean for people

with disabilities?

• How far does living rurally facilitate or

create barriers to people with disabilities

214
This topic focus on these points:
• rural environment and life of persons
with disabilities, vulnerabilities and
marginalized groups,
• i.e. how rural landscapes, infrastructure
and communities shaped social
understandings of disability, and
• Again, how these understandings might
215
• 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

216
Creating Welcoming
(Inclusive) Environment

217
External environmental modifications

can take many forms:

 assistive devices,

 alterations of a physical structure,

 object modification, and

 task modification. 218

• 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
219
Examples of Environmental
Modification
1. Mobility aids
 Hand Orthosis
 Mouth stick
 Prosthetic limb
 Wheelchair (manual and/or motorized)
 Canes 220
2. Communication aids
 Telephone amplifier or TDD
 Voice-activated computer
 Closed or real-time captioning
 Computer-assisted note taker
 Print enlarger
 Reading machines
 Books on tape
 Sign language or oral interpreters
 Braille writer
 Cochlear implant
 Communication boards FM,
221
audio-
3. Accessible structural elements
 Ramps Elevators
 Wide doors
 Safety bars
 Nonskid floors
 Sound-reflective building materials
 Enhanced lighting
 Electrical sockets that meet appropriate
reach ranges
 Hardwired flashing alerting systems
Increased textural contrast
222
4. Accessible features
 Built up handles
 Voice-activated computer
 Automobile hand controls
5. Job accommodations
 Simplification of task
 Flexible work hours
 Rest breaks
 Splitting job into parts
 Relegate nonessential functions to others
223
6. Differential use of personnel
 Personal care assistants
 Note takers
 Secretaries Editors
 Sign language interpreters

224
 Impact of the Social and
Psychological Environments on the
Enabling-Disabling Process

225
226
 Disability Inclusive
Intervention and
Rehabilitation Services

227
• Inclusion should lead to increased
participation in socially expected life
roles and activities
• Disability inclusion means provision of
differentiated services for persons with
disabilities and vulnerabilities.
• Differentiated service means a
multiple service delivery model that can
228
• 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.

229
• 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
230
persons with disabilities, while at the
Strategies to Disability
inclusive intervention
and rehabilitation

231
 Prevention
• Prevention of conditions associated with
disability and vulnerability is a
development issue
• A public health approach distinguishes
three types: Primary, secondary and
tertiary

232
• Primary prevention: actions to avoid
or remove the cause of a health problem
in an individual or a population before it
arises.
• Secondary prevention (early
intervention): actions to detect a health
and disabling conditions at an early
stage in an individual or a
population, facilitating cure, or reducing
233
• Tertiary prevention (rehabilitation):
actions to reduce the impact of an
already established disease by
restoring function and reducing disease
related complications (for example,
rehabilitation for children with
musculoskeletal impairment).
234
• Primary prevention issues are consider as
crucial to improved overall health of
countries‘ populations
• Prevention respects the rights and
dignity of people with disabilities
• This is regarded as a multidimensional
strategy that includes prevention of
disabling barriers as well as prevention
235
and treatment of underlying health
Implement effective Intervention
and Rehabilitation

236
• Rehabilitation and 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,
237

personal desires and life plans, and

• Rehabilitation requires goal-based
activities and, more recently,
measurement of outcomes
• The professionals, usually 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 238
• There are different models or theories
rehablitation: such as mediacl aproach
• Medical rehabilitation is often
considered separately, and is focused
on
recognition, diagnosis, and treatment of
health;
 reducing further; 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) 239
• Rehabilitation and interventions are
associated with social participation
(e.g., access to education using
rehabilitation interventions) and career
planning and employment (e.g., longterm
goal of rehabilitation interventions)
• The social justice and civil rights
model of disability is important to
240
understand, and elements must be
 Components of Rehabilitation
Interventions
• Rehabilitation is a process designed to
optimize function and improve the quality
of life of those with disabilities
• Consequently, it is not a simple
process
• It involves multiple participants, and it
can take on many forms
241
• These the components of rehablitation
 Multiple Disciplines
• Rehabilitation interventions usually
involve multiple disciplines.
• Although some focused interventions
may be identified by a single service
—such as
cognitive retraining by a psychologist or
speech pathologist, and
audiologic rehabilitation through hearing-
aid evaluation and
242
• There are a variety of professionals who

participate in an d contribute to the

rehabilitation process within a team

approach

A.Physicians: health profesionals

B. Occupational Therapists: to increase

243
B. Physical Therapists: assess

movement dysfunction and use treatment

interventions such as exercise, functional

training,

C. Speech and Language Therapist:

assess, treat, and help to prevent disorders

244
C. Audiologists: Audiologists identify,

assess, manage, and interpret test

results related to disorders of hearing

D. Rehabilitation Nurses: usually takes

the role of educator and taskmaster

245
E. Social Workers: help patients
navigate the paths between different
levels of care
F. Case Managers: possess skills and
credentials within other health
professions
G. Rehabilitation Psychologists:
involves assessment and intervention
246
H. Neuropsychologists: determine

whether the level and pattern of

performance is consistent with the

clinical history

I. Therapeutic Recreation Specialists:

provide treatment services and recreation

247
K. Rehabilitation Counselors: evaluate
and coordinate the services needed,
provide counseling to assist people in
coping with limitations caused by the
disability
L. Orthotists and Prosthetists:
fabricates and designs custom braces
or orthotics to improve the function of
248

those with neuromuscular or

• The orthotist/prosthetist usually works
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 maneuver
within the built environment and be
socially active
249
M. Additional Rehabilitation
Professionals: nutritionist, spiritual care,
rehabilitation engineer, music therapist,
dance therapist, child-life specialist,
hospital-based school teacher, massage
therapist, kinesiologist, and trainer, among
others.
N. Person with the Disability and His
250

or Her Family: sets evidence

• Community based rehabilitation is a

combination of two important words;

community and rehabilitation.

• Thus in order to get clear concept

about the definition of CBR, let us first

define the two terms separately 251

• 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

252
253
 two important definitions will be
given to CBR are:
• CBR is a strategy that can address the
needs of peoples with disabilities with in
their communities
• CBR is a common sense strategy for
enhancing the quality of life of peoples
with disabilities by improving services
delivery in order to reach all in need by
providing more equitable opportunities254
• CBR focuses on strengthening the

capacity of peoples with disabilities, and

their families.

• CBR focuses on challenging negative

views and barriers in society to enable

equal rights and opportunities.

255
 Major Objectives of Community
Based Rehabilitation
• to ensure that people with disabilities
are empowered to maximize their
physical and mental abilities, have access
to regular services and opportunities and
become active, contributing members of
their communities and then societies.

256
 Implement Technologies for
Disability Inclusion
Inclusiveness and Information
Technology (ICT)
• 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
257
 Inclusiveness and Assistive
Technology
Worldwide the number of persons with
disabilities, vulnerabilities and marginalized
groups is increasing alarmingly because of
• population aging,
• accident, global warming and
climate change,
• medical advancement, humanitarian
258
crises,
 Assistive Technologies (AT)
• Definitions: AT 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. 259
• Assistive technologies: Mobile
systems [phones, wearable electronics,
computers, augmentative and
alliterative communication
(adaptable/configurable interfaces,
tactileinterfaces), vibrotactile displays
reading screen, speech
technologies, augmentative
260
alliterative (repetttive) communication.
• Socialization and entertainment
tools (special games, virtual
companion‘s videoconferences)
• Medication organizers (medication
reminder/ management).
• Speech technology (audio
technology, writing translators, text–
speech translators, transportation
• Shopping tools (Internet access) and
261
 AT and the Marketplace
• AT in the marketplace follows one of two
strategies:
(1) trivialization or (2) specialization
• Specialization is based on the
development of products or services that
are adapted for Persons with disabilities.
• Trivialization considers Persons with
262
 AT and Design Methods
• Numerous design methods have been
suggested to assist in the process of
AT development.
• Most widely known are user centered
design and universal design,

263
• User-centered design is a set of
techniques and processes that enable
developers to focus on users, within the
design process
• meets persons with disabilities
satisfaction
• this design method is expensive in
terms of resources and time
264
• Universal design (also called
design for all) is the design of
products and environments to be
usable by all people
• is guided and constrained by a
number of objectives: accessibility,
adaptability, transgenerational
applicability, and/or universal
265
Recruitment, Training, &
Advancement Opportunities
A. Recruitment:
Effective recruitment of people with
disabilities involves two components:
1. Accessible outreach and hiring
practices: outreach and hiring
resources generally should be equally
accessible to workers with and without
disabilities 266
B. Training:
Training plays a dual role in the creation of
inclusive workplace culture.
• The first: involves the degree to which
people with disabilities have equitable
access to training sites, events, and
materials.
• The second: relates to the training of
267
C. Advancement:
 Is equitable opportunities for
promotion and professional
development, like most employees,
workers with disabilities typically require
access to mentoring

268
 Workplace Accommodations and
Accessibility: Policy & Practice
• Policy plays a critical role in generating
meaningful inclusion of people with
disabilities
• In addition to recruitment, training and
advancement, workplace policies need to
carefully plan for the provision of
reasonable accommodations
• Inclusive
269
workplace culture involves
• Reduced expenses corresponding to
reduced employee turn-over
• Increased worker commitment
• Improved employee health and well-being
• Improved productivity
• Increased employee investment in work
performance
• Reduced perception of discrimination and
270
• Creating an inclusive organizational
culture is challenging but extremely
advantageous
• Some of the benefits of an Inclusive
organization that needs to be considered:
• Higher Job Satisfaction
• Lower Turnover.
• Higher Productivity
271
• Improved Creativity and Innovation
• Improved Problem-Solving
• Increased Organizational Flexibility

272
 Building inclusive community
What is an inclusive community?
An inclusive community is the one does the
following points:
• Respect all its citizens; gives them full
access to resources; and promotes equal
treatment and opportunity
• Work to eliminate all forms of
discrimination
• Engage all its citizens in decision-making
processes that affect their lives
• Value diversity and 273
Here are things an organization can do to
create a more inclusive workplace and,
therefore, a more appealing place to work:
 Appropriately Connect with Employees
 Interact with Different People
 Create Employee Resource Groups
 Place Importance on Inclusion
 Hold Better Meetings
274
 Why is building an inclusive
community important?
• Acts of exclusion and injustice based on
group identity and other factors should
not be allowed to occur and/or continue
• All people have the right to be part of
decisions that affect their lives and the
groups they belong to and
• Diversity enriches our lives, so it is worth
our while to value our community's
275
 Things to be considerd in building
inclusive community
Motivation behind an individual bust be
accounted because it determines the
following things while building IC:
• Types and sequence of strategies
selected: crise versus non-crissis situation
• Resources available
• Amount of support and obstruction
• Rate of progress
• Expected outcomes

276
 Characteristics of an Inclusive
Community
• Integrative and cooperative: brings
people together
• Interactive
• Invested: both the public and private
sectors participate in
• Diverse: welcomes and incorporatse
diversity
• Equitable 277
 Means of establish inclusive
culture

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.
278
There are four key inclusive
leadership behaviors:
1) Empowerment: Enabling stakeholders
equaly
2) Accountability: resposibility for aspects
performances about
3) Courage: Standing up for what you
believe is right 279
 How inclusive culture
establish?
There are five stages in establishing
inclusive culture:
• Consider what you want to achieve and
what the benefits will be
• Undertake an inclusion review of your
workplace
• Decide where work is needed and create
280
 Ten Characteristics of an Inclusive
Organization
• It accepts diversity and inclusion as a way
of life.
• It evaluates individual and group
performance on the basis of
observable and measurable behaviors
and competencies.
• It operates under transparent policies and
procedures.
• It is consistent in its interactions with
everyone.
• It creates and maintains a learning
culture
281
 Inclusive values

Inclusion is most importantly seen as

putting inclusive values into
action. It is a commitment to
particular values which accounts for
a wish to overcome exclusion and
promote participation.

282
The seven Pillars of Inclusion

Access

Values Attitude

Policy Inclusion
&
Choice
opport
unity

Communication Partnership

283
Note: Values are fundamental guides
and prompts to action. They spur us
forward, give us a sense of direction
and define a destination. We know
that we are doing, or have done,
the right thing through
understanding the relationship
between our actions and our
values. For all actions affecting
others are underpinned by values.
Every such action becomes a moral 284
Note: 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.

285
286
Indigenous inclusive values and
practices
• 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 287
What is indigenous inclusion?
• Indigenous inclusion defined as an
organizational state culture which
invites the full participation of
indigenous people into all aspects
• 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. 288
 Features of an indigenous
inclusion:
• Inclusion has been embraced as a
core competency and embedded into
the organizational culture;
• Companies share their organization‘s
experience and achievements with
inclusion and explain how it has helped
their performance;
• Human rights and responsibilities are
289
 Chapter 5
Inclusion for Peace,
Democracy and Development

290
 Chapter Objectives
• Define Peace, Democracy and Development
• Identify sources of exclusionary practices
• Discuss exclusionary practices in the
community
• Discuss respecting divers needs, culture,
values, demands and ideas
• Discus conflict emanated from exclusion
• Explain means and benefits of participation of
the marginalized group of people
• Discuss the democratic principles for inclusive
practices
• Explain the importance of inclusion for
291
psychosocial development
Definition of Peace, Democracy
and Development

292
• Inclusive education/or service is at the
heart of any strategy for peace-
building, democracy and
development.
• It is through inclusive educational/or
services that values, skills and
knowledge which form the basis of
respect for human rights and
293

democratic principles can be

It is through Inclusive education/or service

these things can be enhanced

rejection of violence,

a spirit of tolerance,

understanding and mutual

appreciation among individuals, groups 294

• inclusiveness should be the first
phase towards increasing
participation and fight for social
justice for people with disabilities,
vulnerable and general populations

295
 Inclusion for Peace
• What is peace?
• For this course it is creating mutual
understanding, positive relationship
between individuals and groups
• These groups are living side by side in a
harmony with reciprocated respect or
create societal friendship with all the
diversities without conflict 296
• Human being is interconnected and
should be free from negative force, fear,
hatred, anger, tension, violence stress,
anxiety and any kind of destructions
• Peace makes the mind quiet and calm
prevents anxieties, worries, stress and
fears, and awakens inner strength and
confidence, develop freedom,
happiness, love, joy, justice and
297
• Peace can be achieved through
formal and informal inclusive
education.
• Inclusive education is a foundation
for inclusiveness in all aspects of life

298
• It creates equality and equity among
divers population.
• Diversity refers to in terms of language,
religion, socioeconomic status, culture
and psychology.
• Equal (sameness and
nondiscrimination) and/or equitable
(social justice and fairness )
299
Inclusive education is crucial for:
• promotes the values, attitudes and
behavior inherent in a culture of
peace,
• Promotes conflict prevention and
resolution, dialogue, consensusbuilding
and active non-violence
• Promots sustainable economic and social
300
development by targeting the
• Promoting gender equality in all aspects
• Fostering democratic participation to all
• Advancing understanding, respect for
cultural diversity
• Supporting participatory communication
• Promoting international peace and
security through action

301
• Contrary to the important of inclusive
education exclusion in education create
undesirable result for a nation
• cut people off from full involvement in all
aspects
• As an experience of deprivation, social
exclusion: horizontal inequalities
• Exclusion through horizontal inequalities
undermines social cohesion

302
 Inclusion for Democracy
 Democracy is a great philosophy of
inclusion that born and grown in
inclusive schools.
 It means the rule of the people, by the
people, for the people; and where-
people‖ is to mean all human being,
regardless of the diversities.
 Schools are the ideal place to
303
The democratic values include is to
enhance protected right,
independent quality life for all,
freedom, pursuit of happiness, justice,
the common good, truth, respect and
tolerance for diversity and
partisanship

304
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 aims to develop real
democracy through active
participation by all divers learners
involved in classrooms and
educational institutions
305
 Democratic principles for
inclusive practices
Inclusive education is based on seven
principles:
• Diversity enriches and strengthens all
communities.
• All persons with disabilities different in
their needs, potentials, learning and
working styles;
• Their achievements according to their
306
 Inclusion for Development
• Develoment is state of advancement or
growth a new and advanced idea,
profession, physical, mental, product; or
an event that constitutes a new stage
under changing circumstances.
• Is a process that occurs when social and
material benefits are equitably
307
distributed across divides in society
Development for an individual is that
which tends towards a person realizing
his or her full potential as a human
being through inclusive education and
then inclusive society; to expand the
range of choices for every human being
without discrimination.
Inclusive development consists of
ensuring that all marginalized and308
If there is no inclusiveness in all walks
of life, development cannot be
sustainable. Inclusive and
sustainable development is crucial to
reduce poverty in all its dimensions so
that all members of the society are
benefitted. The goal of inclusiveness
is to prevent social exclusion and
creating more social inclusion that
aim at including all members of society
in the growth process. 309
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
310
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

311
 Cultural Diversity
• 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 are passed down from one
generation to the next.
312

•
• The term “culturally diverse” is often
used interchangeably with the concept
of “multiculturalism”
• Is recognition of the abundant diversity
of cultures; respect for the differences;
acknowledging the validity of different
cultural expressions and
contributions;valuing what other
cultures offer; encouraging the
313

contribution of diverse groups

• Cultural diversity is when population
differences are well represented
within a community

314
The diversity of something is the
fact that it contains many very
different elements. The terms
"race" and "ethnicity" used
interchangeably, but, generally
speaking, the meanings are distinct.
Race is usually seen as biological,
referring to the physical 315
 Benefits of Cultural Diversity
• Increased productivity
• Improved creativity
• Increased profits
• Improved employee engagement
• Reduced employee turnover
• Improved company reputation
• Wider range of skills
• Improves cultural insights
• Reduced Fear, Improved Performance
316
• Put a variety of world views into one
room, and you'll come out the other
side with better ideas
• Boost Your Brand's Reputation
• Global Impact

317
 Religious diversity

• A religious conflict 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 318
a
• Lack of values for differences and poor
management of religious institutions
• Disrespect and unfair treatment other
religions
• Unclear roles as followers of a given
religion
• Inadequate spiritual education and
training or ill thought
• Poor communication with each other
• Lack of collaboration and poor living
environment
• Partiality or lack of equal treatment from
319
 How to Resolve Conflict
• .Agree on a mutually acceptable time and
place to discuss the conflict
• State the problem as you see it and list
your concerns
• Let the other person have his/her say
• Listen and ask questions
• Stick to one conflict at a time — to the
issue at hand
• Seek common ground
• Seek for win-win approaches. sees
conflict resolution as an opportunity to320
come to a mutually beneficial result. It
 Marginalized group of people
• Marginalization is a process that includes
many external force
• Marginal groups can always be identified
by members of dominant society, and will
face irrevocable discrimination.
• Marginalized groups exist nearly
everywhere

321
 Creating friendly environments
for marginalized people
• Tolerate for the differences opinions and
attitudes
• Seek out marginalized voices and
perspectives and provide support
• Confront your own racist thought and
try to be inclusive of all the differences
• Use your privilege to support
marginalized people‘s movements
• Give your time and money, if possible
for the success of inclusive development
• Be proactive/positive about inclusion 322 in
 Chapter 6
Legal frame
work
323
 Chapter Objectives
• Discuss the concept of legal
framework
• Identify international and national
legal frameworks in relation to
inclusiveness
• Discuss legal frameworks and their
implementation
324
 General Overview of Legal
frameworks
• Discrimination against persons with
disabilities has a long history
• 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 325
• The effects of discrimination are
most clearly felt in the sphere of
economic, social and cultural
rights, in the fields of, for instance,
housing, employment, transport,
cultural life and access to public
services
326
 Universal Declaration of
Human Rights
 “All human beings are born free and
equal in dignity and rights”
 However, this is far from being a reality
for persons with disability around the
world.
 This is because people with disabilities‘
living conditions are always worse than
327
those of other citizens.
• However, later the rights of persons with
disability have increasingly been
recognized by international and national
law inline with different inforcing
documents including:
• The Declaration on the Rights of
Mentally Retarded Persons (1971)
• Declaration on the Rights of Disabled
328
Persons (1975)
• legal frameworks regarding persons
with disability suggests some
measures governments should take in
order to ensure that persons with
disability become fully equal citizens.

329
 Legal Frameworks Regarding
Inclusion
• Inclusive in education is the most
effective means of combating
discriminatory Attitudes, creating
welcoming community and building an
inclusive society
• the right to an inclusive education for
persons with disabilities is a
fundamental human right. 330
• 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).
331
International and National
Legal Frameworks

332
333
A) 1948 Universal Declaration of
Human Rights – Article 26
 Everyone has the right to education.
• Education shall be free, at least in the
elementary and fundamental stages.
• Elementary education shall be
compulsory.
• Technical and professional education shall
be made generally available and higher
education shall be equally accessible to334
• 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 335
the
 B) The UN Convention on the
Rights of the Child, 1989 Extracts
from Articles, 2, 23, 28 and 29

336
 Article 2
• States Parties shall respect and ensure
the rights set forth in the present
Convention to each child within their
jurisdiction without discrimination
Article 23
• States Parties recognize that a mentally
or physically disabled child should enjoy
a full and decent life in the community
• Recognize the right of the child to special
337
 Article 28
States Parties recognize the right of the
child to education
(a) Make primary education compulsory
and available free to all;
(b)Encourage the development of
different forms of secondary
education,
338
(c)(c) Make higher education accessible
 Article 29
States Parties agree that the education
of the child shall be directed to:
(a)The development of the child‘s
personality, talents and mental and
physical abilities to their fullest
potential; The development of respect
for human rights and fundamental
freedoms; 339
 C) World Conference on
Education for All, Jomtien, and
1990 World Declaration on
Education for All: Meeting
Basic Learning Needs

340
Article III – Universalizing access and
promoting equity
• “Basic education should be provided to all
children, youth and adults”
• For basic education to be equitable,
all children, youth and adults
• 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 341
 D) The World Programmed of
Action, 1982 and the Standard
Rules, 1993 the World
Programmed of Action Concerning
Persons with Disability
The World Program of Action laid
the foundations for 342
343
 E) The Standard Rules on the
Equalization of Opportunities for
Persons with Disabilities - Rule 6
This consists of rules governing all
aspects of the rights of people
with disabilities.
Rule 6 focuses on education and
344
345
 F) The Salamanca Statement and
Framework for Action on Special
Needs Education, 1994
The Salamanca Statement and
Framework for Action is still a key
international document on the
principles and practice of inclusive
education.
346
• Article 2: “Education systems should
take into account the wide diversity of
children‘s different characteristics”
• Article 3: Governments should “adopt as
a matter of law or policy the principle of
inclusive education”
• Article 4: “human differences are normal
and learning must be adapted to the
347
• 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
348
have”
• 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”

349
G) Convention on the Rights of
Persons with Disabilities, 2006
• Article 24 – Education

H) World Education Forum, Dakar,

2000
• In April 2000, more than 1,100
participants from 164 countries gathered
in Dakar, Senegal, for the World 350
 Education For All:
• “We hereby collectively commit
ourselves to the attainment of the
following goals:

351
 National Laws and Policy
Frameworks
• Ethiopia has signed most of the
international conventions and
declarations protecting the rights of
persons with disabilities.
• There are also national policies on the
rights of persons with disabilities.
• These different national and
352
international policies, conventions
 Constitution of the Federal
Democratic Republic of Ethiopia-
1995: Article 41(5)
• State‘s responsibility for the provision
of necessary rehabilitation and support
services for people with disabilities
Labor Proclamation, No. 377/2003,
amended by Labor Proclamation No.
353
494/2006
 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.
354
Proclamation concerning the Rights
to Employment for Persons with
Disabilities- No. 568/2008
• The proclamation makes null and void
any law, practice, custom, attitude and
other discriminatory situations that limit
equal opportunities for persons with
disabilities
355
 Growth and Transformation Plan
(GTP) 2010-2015
• It focuses on establishing disability as a
cross cutting sector of development
where focus is given to preventing
disability and to providing education
and training, rehabilitation and equal
access and opportunities to persons with
disabilities. 356
 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
357
training and work, as well as full
• The Federal Civil Servant
Proclamation (Proclamation -No
1064/2017: Article 13/2 of
proclamation no 1064/2017
recognizes that:‘
• There shall be no discrimination
among job seekers or civil servants
358
 Chapter 7
Resources Management
for Inclusion

359
• Inclusion demands resources to meet
the need of all members of
communities and to facilitate equal
participants in all sphere of life.
• Our environment, now more so than
before, need to be ready to include
people from different backgrounds,
with differing needs and abilities 360
• Resources are very important to
create inclusiveness
• Resources are for all human being
• All individuals can grow and develop if
they are accessed and provided.
• Primarily understanding the diverse
needs of all people is very important to
plan for the resources
361
•
 Chapter 8

Collaborative (Cooperative)
Partnerships with stakeholders

362
 Chapter objectives
• Define collaboration, partnership and
stakeholder
• Identify key elements of successful
collaboration
• Describe the benefits and challenges of
collaboration for various stakeholders for
the success of inclusion
363
• Discus the strategies for effective co-
• 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.
364
Definition of collaboration,
partnership and stack holder
• Collaboration is defined as the act of
working together to produce or create
something according to the capacities
and abilities of individuals
• It is 'to work with another person or group
in order to achieve accomplish intended
goals.
365
• Collaboration provides every team
member with equal opportunities to
participate and communicate their
ideas.
• Collaboration in the workplace is when
two or more people (often groups) work
together
• The phrase 'putting our heads
366
Key elements of successful
collaboration

Communication Respect.

Delegation
& support

Successful
Collaboration 367
Here are a few qualities that a
successful team possesses
• They communicate well with each
other.
• They focus on goals and results.
• Everyone contributes their fair share.
• They offer each other support.
• Team members are diverse.
• Good leadership.
• They're organized.
• They have fun.
368
 General principles of
collaboration
• Establish clear common goals for the
collaboration.
• Define your respective roles and who
is accountable for what, but accept
joint responsibility for the decisions and
their outcomes
• Take a problem-solving approach
• Establish an atmosphere of trust and
mutual respect for each others‘ expertise.
• Aim for consensus decision-making.
369
 Challenges to Team
Collaboration
• Indecisive decision-makers. Ironic, isn't it?
• "E-fail" This is a little term used for when
email straight up fails.
• Mis (sing) communication. When
collaborating, there is always room for
misinterpretation and miscommunication.
• Process sinking vs. process syncing.
370

•
 Stakeholder
• is any person, organization, social group,
or society at large that has a stake in the
business.
• A business is any organization where
people work together
• Stakeholders can affect or be affected by
the organization's actions, objectives and
371
policies.
The
end
372