HARAMBE UNIVERSITY

COURSE TITLE : INCLUSIVENESS

COURSE CODE:SNIE 1021
Credit hour:2(4ECTS)

INSTRUCTOR :MOHAMMED AHMED

Chapter One
Definitions of terminologies
 Impairment,
 Disability,
 Handicap,
 Segregation,
 Mainstreaming,
 Integration,
 Inclusion
Impairment
 a lack/abnormality of an anatomic, physiological or psychological structure
or function or deviation on a person.
 It refers to any loss or abnormality of physiological, psychological or
anatomical structure or function.
 It is the absence of particular body part or organ.
 It could also a condition in which the body exists but doesn‘t function.
 such as eyes that do not see well, arms and legs that are deformed, or a
brain not developing in a typical way etc.
 Disability
 The term disability is ambiguous as there is no single agreement on the concept
(Mitra, 2006) It is not synonymous with AKAL-GUDATENGA (የአካል ጉዳተኛ) meaning
impairment
 Disability is any restriction or lack (resulting from an impairment) of ability to
perform an activity in the manner or within the range considered normal for a
human being.
 It is incapacity recognized by law as limiting or preventing, for example, mobility.

 A disability exists when an impairment limits a person’s ability to perform

certain tasks (e.g., walk, see, etc)

 It can be also be defined as a functional limitation

 Handicap is a disadvantage for a given individual,
resulting from impairment or a disability, that limits or
prevents the fulfillment of a role that is normal for that
individual (in relation to age, sex, social and cultural
factors)

 A person with a disability is not handicapped,

unless the disability leads to educational, personal,
social, vocational, or other problems.

 it is a disadvantage that a person with a disability

or impairment encounters when interacting with
the environment.

 It is a physical or attitudinal constraint imposed

upon a person, regardless of whether that person
has a disability or not
 It is defined as “the loss or limitation of
opportunities to take part in the normal life of
the community on an equal level with others
due to physical or social barriers”.
NOTE:
 a disability may pose a handicap in one
environment but not in another.
 People with disabilities may experience
handicap regardless of their disability because
of other people’s negative attitude
 Although the terms impairment , disability ,
and handicap are sometimes used
interchangeably, they are not synonymous.
Examples of impairment, disability and handicap

Impairment deformed inner ear

Disability inability to hear or understand verbal
communication
1
Handicap Unable to attend school because the teachers
do not know how to work with children who are
deaf
2 Impairment Paralysed muscle
Disability Difficulty walking, inability to use one hand
Handicap Unable to obtain employment because there is
no adequate public transport and because
potential employers do not wish to hire some
one with a disability
3 Impairment Mild mental retardation
Disability Difficulty learning
Handicap Unable to attend school because the teachers
do not know how to work with children who
have mental retardation
 Movement from segregation to
inclusion
Segregation
 Educational placement where children with disabilities are educated in
separate school environment or in a special needs class
Integration
 Placement of children with disability in educational programs that also serve
children without disability.
 It refers, to the education of pupils with special needs in ordinary schools.
 cont...
Mainstreaming
 the return of children with disability previously educated exclusively in
segregated settings to regular classroom, for all or part of the school day.
Inclusion
 a shift in services from simply trying to fit the child into 'normal settings'; it is
a supplemental support for their disabilities on special needs and promoting
the child's overall development in an optimal setting.
Inclusiveness
 It involves changes and modifications in content, approaches, structures
and strategies, with a common vision that covers all children of the
appropriate age range and a conviction that it is the responsibility of the
regular system to educate all children (UNESCO, 2009).
 a shift in services from simply trying to fit the child into 'normal settings'; it
is a supplemental support for their disabilities on special needs and
promoting the child's overall development in an optimal setting.
Inclusion is About : Inclusion IS NOT about:

 Welcoming diversity  Reforms of special

 Benefiting all learners, not education alone;

only targeting the excluded  Responding only to
 Children in school who diversity;
may feel excluded
 Meeting the needs of
 Providing equal access to children with disabilities
education by provision of only; and
support
 Meeting one child’s needs
at the expense of another
11

child.
Disability models
 Models are assumptions/views /ideology
Medical model
 Disability is pathology (physiological, biological and intellectual).
 Disability means functional limitations due to physical, intellectual or psychic
impairment, health or psychic disorders on a person (WHO,1996).
 The medical definition has given rise to the idea that people are individual
objects to be treated‖, changed" or improved" and made more normal‖.
Social models
 Disability largely depends on the context and is a consequence of
discrimination, prejudice and exclusion.
 Emphasizes the shortcomings in the environment and in many organized
activities in society, for example on information, communication and
education, which prevent persons with disabilities from participating on
equal terms.
 Medical vs social model
Social
 Child is valued


Medical
Faulty
 Strengths and needs identified

 Diagnosis and labeling  Barriers identified and solutions

developed
 Impairment is focus of attention
 Social model :

 Medical model:  Resources made available

 Segregation and alternative services  Diversity welcomed; child is
welcomed
 Re-entry if normal enough or  Society evolves
permanent exclusion
 Society remains unchanged
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, which is totally
unacceptable now days.
Cont…
 In general, disability can be caused by the following factors:
 Genetics
 Environmental
 Unknown Causes
 Inaccessible environments
Genetics
 Abnormalities in genes and genetic inheritance can cause intellectual
disability in children.
 Down syndrome is the most common genetic condition.
 Sometimes, diseases, illnesses, and over-exposure to x-rays can cause a
genetic disorder
Environmental
 Poverty and malnutrition in pregnant mothers can cause a deficiency in
vital minerals and result in deformation issues in the unborn child
 The use of drugs, alcohol, tobacco, the exposure to certain toxic
chemicals and illnesses, toxoplasmosis, cytomegalovirus, rubella and
syphilis by a pregnant mother can cause intellectual disability to the child.
 This can cause damage to the brain of the child. Toxic material such as
lead and mercury can damage the brain too.
 Unfortunate life events such as drowning, automobile accidents, falls and
so on can result in people losing their sight, hearing, limbs and other vital
parts of their body and cause disability
Inaccessible environment
 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.
Inaccessible Env’t cont..
 For example, if a school is built with a ramp in addition to stairs, it makes
it easy for people with wheelchairs to move about freely.
 This way, their impairment is not made worse.
 Lack of education, support services, health and opportunities for people
with impairment can cause additional disability to people with disabilities
and even people with no disability
Unknown Causes
 The human body is a phenomenal thing.
 Scientists have still not figured out what and how some things in the
body, cells, brain, and genes come about.
 Humans have still not found all the answers to all the defects in the
human body
1. Visual impairment

 A generic term indicating a continuum of vision loss

from mild to profound, which included the sub
classifications of the low vision and blindness.
 VI occurs when any part of the optical system is
defective, diseased, or malfunctions.
 VI can also occur when the central nervous system is
damaged
Blindness
 Total or partial inability to see because of disease or disorder of the eye,
optic nerve, or brain.
 The term blindness typically refers to vision loss that is not correctable
with eyeglasses or contact lenses.
 Blindness may not mean a total absence of sight, however.
 Some people who are considered blind may be able to perceive slowly
moving lights or colors.
 A visual acuity of 20/200 or less, is considered as legal blindness
Low vision

 is used for mild through 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.

 a person who has low vision has visual acuity falling

between 20/70 and 20/200 in the better eye with
correction.
Activities 10%

1. How can we educate people with visual impairment?

2. What will be the consequences if we do not educate
them?
3. What will be the consequences if we excludes them
from all walks of life?
4. What support they demand for education, work and
living daily life?
5. What is your role as an individual and group to create
inclusiveness?
2. Hearing Impairment

 A generic term indicating a continuum of hearing loss

from mild to profound.
 Includes the sub-classifications of the hard of hearing
and deaf.
1. Hard of hearing

 It is a less severe hearing loss

 can process information from sounds
 usually profit from amplification provided by
hearing aids.
2. Deafness

 It is a severe disability.
 It prevents understanding speech through the
ear.
 have little functional hearing, even with a
hearing aid; but can successfully communicate in
sign language.
 do not use hearing as a primary sense for
getting information.
 Activities
1. How can we educate people with hearing impairment?
2. What will be the consequences if we do not educate them?
3. What will be the consequences if we excludes them from all walks of
life?
4. What support they demand for education, work and living daily life?
5. What is your role as an individual and group to create inclusiveness?
3. Specific learning
disability
A disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken or written, that may manifest
itself in the imperfect ability to listen, think, speak, read, write, spell, or
to do mathematical calculations.
 Includes such conditions as perceptual disabilities, brain injury, minimal
brain dysfunction, dyslexia, and developmental aphasia.
Specific learning disability
 The term 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 economic
disadvantage.
 Learning disabilities should not be confused with learning problems which
are primarily the result of visual, hearing, or motor handicaps; of
intellectual disability; of emotional disturbance; or of environmental,
cultural or economic disadvantages.
Cont…
 people with learning disabilities are of average or above average
intelligence.
 often appears to be a gap between the individual‘s potential and actual
achievement.
 referred to as ―hidden disabilities .
 the person looks perfectly ―normal‖ and seems to be a very bright and
intelligent person, yet may be unable to demonstrate the skill level
expected from someone of a similar age.
 cannot be cured or fixed; it is a lifelong challenge
Cont…
 However, with appropriate support and intervention, people with learning
disabilities can achieve success in school, at work, in relationships, and in
the community.
 Types of Specific Learning
Disabilities
Auditory Processing Disorder (APD)
 is a condition that adversely affects how sound that travels unimpeded
through the ear is processed or interpreted by the brain.
 Individuals with APD do not recognize subtle differences between sounds
in words, even when the sounds are loud and clear enough to be heard.
 They can also find it difficult to tell where sounds are coming from, to
make sense of the order of sounds, or to block out competing background
noises.
Dyscalculia
is a specific learning disability that affects a person‘s ability to understand
numbers and learn math.
 Individuals with this type of LD may also have poor comprehension of math
symbols, may struggle with memorizing and organizing numbers, have
difficulty telling time, or have trouble with counting.
Dyslexia

 is a specific learning disability that affects reading and related language-

based processing skills
 can affect reading fluency; decoding, reading comprehension, recall,
writing, spelling, and sometimes speech and can exist along with other
related disorders.
 is sometimes referred to as a Language-Based Learning Disability.
Language Processing Disorder
 is a specific type of Auditory Processing Disorder (APD) in which there is
difficulty attaching meaning to sound groups that form words, sentences
and stories.
 affects the interpretation of all sounds coming into the brain, a Language
Processing Disorder (LPD) relates only to the processing of language
 LPD can affect expressive language and/or receptive language.
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.
 has trouble interpreting nonverbal cues like facial expressions or body
language, and may have poor coordination
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
 seen in people with learning disabilities such as Dysgraphia or Non-verbal
LD, it can result in missing subtle differences in shapes or printed letters,
losing place frequently, struggles with cutting, holding pencil too tightly,
or poor eye/hand coordination.
4. Communication disorder

 It is disorder that adversely affects the child's ability to talk, understand,

read, and write.
 can be divided into two groups: speech impairments and language
impairments
Speech Impairments

 Speech is the vocal production of language and vocal systems are parts of
the respiratory system used to create voice.
 Disordered speech is significantly different from the usual speech of
others, and it detracts from the communicative abilities of the speaker.
There are three types of speech disorders:
 Articulation disorders
 Fluency disorders
 Voice disorders
Articulation disorders

 Articulation disorders are errors in the production of speech sounds that

may be related to anatomical or physiological limitations in the skeletal,
muscular, or neuromuscular support for speech production.
 This includes:
 Omissions: (bo for boat)
 Substitutions: (wabbit for rabbit)
 Distortions: (shlip for sip)
Fluency disorders

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

 Stuttering: rapid-fire repetitions of consonant or vowel sounds especially

at the beginning of words, prolongations, hesitations, interjections, and
complete verbal blocks
 Cluttering: excessively fast and jerky speech
Voice disorders

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

There are five basic areas of language impairments:

 phonological disorders,
 morphological +
 semantic disorders,
 syntactical deficits, and
 pragmatic difficulties.
Phonological disorders

 defined as the abnormal organization of the phonological system, or a

significant deficit in speech production or perception.
 Apraxia of speech is a specific phonological disorder where the student
may want to speak but has difficulty planning what to say and the motor
movements to use.
 Morphological disorders are defined as difficulties with morphological
inflections (inflections on nouns, verbs, and adjectives that signal
different kinds of meanings).
Semantic disorders

 are characterized by poor vocabulary development, inappropriate use of

word meanings, and/or inability to comprehend word meanings
 These students will demonstrate restrictions in word meanings, difficulty
with multiple word meanings, excessive use of nonspecific terms, and
indefinite 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 students produce shorter and less elaborate sentences
with fewer cohesive conjunctions than their peers.
Pragmatic- difficulties are characterized as problems in understanding and
using language in different social contexts.
 These students may lack an understanding of the rules for making eye
contact, respecting personal space, requesting information, and
introducing topics
5. Autism

 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.
 is pervasive developmental disorder characterized by lack of normal
sociability, impaired communication and repetitive obsessive behavior
such as politeness, turn-taking (Young & Nettlebeck , 2005)
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.
 is a neurodevelopment disorder defined by
impairments in social and communication development,
accompanied by stereotyped patterns of behavior and
interest.
 is pervasive developmental disorder characterized by
lack of normal sociability, impaired communication and
Linked to Profound Learning Disability (PLDs)
 Autism…
 The term autism comes from Greek auto, meaning “self,” and refers
to an abnormal withdrawal from the world outside oneself.
 is often associated with abnormalities in the functioning of the brain
and that the disorder may have a genetic basis in most cases.
 is marked by serious difficulties in interacting and communicating
with other people.
 Other symptoms may include constantly repeating certain actions or
behaviors, or having intense interests restricted to only particular
things or topics.
 Symptoms of autism usually appear before the age of three and can
last the rest of a person’s lifetime.
 is at least four times more common in boys than in girls.
 A child with Autism:
a) Does not babble, point, or make meaningful gestures by 1 year of
age
b) Does not speak one word by 16 months
c) Does not combine two words by 2 years
d) Does not respond to name
e) Loses language or social skills
 In general, the diagnosis of autism—officially called “autistic
disorder” (AD)—is based upon the American Psychiatric
Association’s definition of three symptoms areas: (1) social difficulties,
(2) communication difficulties, and (3) restrictive interests or
repetitive behaviors.
 Symptoms from all three of these areas must be present before the
age of three to make a diagnosis of autism.
 Autism …Social difficulty
 Symptoms of social difficulty are usually the first signs of
autism.
 Normally an infant should respond to others with a social
smile within the second or third month of life. Lack of
such a smile during this period is often the earliest
indication of autism.
 Infants who are later diagnosed with autism also make
poor eye contact and do not imitate caregiver sounds or
gestures.
 Children with autism typically do not share their
enjoyment with others. For example, toddlers with
autism may smile or laugh in response to a noisy toy, but
they will not bring this toy to the caregiver.
 Autism …Social difficulty
 Another early sign of problems in social communication is
a lack of gestures, including pointing.
 As they get older, children with autism often fail to
develop typical friendships or even typical relationships
with siblings or parents.
 They may also seem unaware of the feelings of other
people or fail to comfort a person who is upset
 Autism…Communication difficulty
 Children with autism have difficulties with communication,
including both gestures and speech.
 Often children with autism have a delay in speech and in severe
cases sometimes do not speak at all.
 They also fail to use gestures to replace words
 When children with autism are able to speak, they may repeat back
exactly what is said to them, a behavior that is called echolalia
 Sometimes they will quote whole conversations or a dialog from a
movie.
 Frequently, children with autism misuse pronouns. For example,
they may say, “You want a cookie?” to indicate that they want a
cookie. As they get older, children with autism will be unable to
have conversations with others..
 Unusual behavior
 The restricted interests or repetitive behaviors that often occur in
autism are sometimes the least obvious symptoms when children are
toddlers. These symptoms usually become a larger problem around
the age of four or five.
 Frequently, children with autism will insist on doing things in exactly
the same way or on following the same routine from day to day. As a
result, they may become very upset in response to a minor change.
 Children with autism may also repeat body movements, such as
spinning, rocking, or flapping hands
 When upset or excited, they may also harm themselves by skin-biting
or head-banging. They may also show significant aggression toward
other people or inanimate objects, or may have episodes of extreme
anger or frustration.
Unusual behavior
6. Emotional and Behavioral
Disorders
 a condition exhibiting one or more of the following characteristics over a
long period of time and to a marked degree that adversely affects
educational performance

1. An inability to learn that cannot be explained by intellectual, sensory, or

health factors;
2. An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers;
3. Inappropriate types of behavior or feelings under normal circumstances;
4. A general pervasive mood of unhappiness or depression; or
5. tendency to develop physical symptoms or fears associated with personal
or school problems.
Classification of behavioral and
emotional disorders
Kauffman (1993) conclude that emotion or behavioral disorders fall into two
broad classifications:
 Externalizing Behavior: also called under controlled disorder, include such
problems disobedience, disruptiveness, fighting, tempers tantrums,
irresponsibility, jealous, anger, attention seeking etc…
 2) Internalizing Behavior: also known as over controlled disorders, include
such problems anxiety, immaturity, shyness, social withdrawal, feeling of
inadequacy (inferiority), guilt, depression and worries a great deal
Causes of behavioral and emotional
disorders
 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 practices at home.
 Cultural factors- include some traditional and cultural negative practices,
for example watching violence and sexually oriented movies and TV
programs.
 Environmental factors- include peer pressure, living in impoverished
areas, and schooling practices that are unresponsive to individual needs.
 7. Children with Intellectual delay/mental retardation

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

functioning and in adaptive behaviour,

American Association on Mental Retardation (AAMR):

 MR referred to significantly sub average general intellectual functioning existing
concurrently with deficits in adaptive behavior and manifested during developmental
period.
 Sub average general intellectual functioning is a score on standardized intelligence test
lower than that obtained by 97 to 98% of persons of the same age.
 The IQ is obtained by dividing the individual's Mental Age (MA) by his chronological Age
(CA) of individual and then multiplying by 100 to get rid of the decimal.
Intellectual Disability…

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

concepts; and self-direction.
 Social skills—interpersonal skills, social responsibility, self-esteem,
gullibility, innocence (i.e., suspicion), social problem solving, and the
ability to follow rules/obey laws and to avoid being victimized.
 Practical skills—activities of daily living (personal care), occupational
skills, healthcare, travel/transportation, schedules/routines, safety, use
of money, use of the telephone.
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).
 Intermittent (Only as needed,
 Limited (As needed, but sometimes continuing )
 Extensive (Usually continuing)
 Pervasive (May be lifelong )
8. Physical disability/Orthopedic
Impairment and Health impairment
 Physical disability is a condition that interferes with the individual‘s
ability to use his or her body.
 Many but not all, physical disabilities are orthopedic impairments.
 The term orthopedic impairment generally refers to conditions of
muscular or skeletal system and sometimes to physical disabling
conditions of the nervous system.
Physical disability/Orthopedic
Impairment and Health impairment
 Physical disabilities:- based on the impact of physical disability on mobility
and motor skills, it is divided into three. These are:-
 A. Mild physical disability:- these individuals are able to walk without aids
and may make normal developmental progress.
 B. Moderate physical disability:- individuals can walk with braces and
crutches and may have difficulty with fine-motor skills and speech
production.
 C. Severe physical disability:-these are individuals who are wheel-chair
dependent and may need special help to achieve regular development
Cont..

 The physical disability could be broadly classified in to two

 I. The neurological system (the brain ,spinal cord & nerve) related
problems.
 II. Muscular skeletal system ( the muscles, bones and joints) are deficient
due to various causes.
 Neurological system example (cerebral palsy or a traumatic brain injury,
spinal cord injury or deformity, Epilepsy)
 Musculoskeletal system(Muscular dystrophy, Arthritis, Amputation,
9.Health Impairments

 Health impairment is a condition that requires ongoing medical

attention. It includes asthma, heart defects, cancer, diabetes,
hemophilia. HIV/AIDS, etc.
 Any disease that interferes with learning can make students eligible for
special services
 Heart disease:- this is common among young people. It is caused by
improper circulation of blood by the heart some of the disorders are
congenital )present at birth);others are the product of inflammatory heart
disease.
 Cystic fibrosis:- is a hereditary disease that affects the lungs and pancreas
Health Impairments…

 Hemophilia:- is a hereditary disease in which the blood clots very slowly or

not all. The disorder is transmitted by sex-linked recessive gene and
nearly always occurs in males.
 Asthma: is a chronic respiratory condition characterized by reappeared
episode of breathing difficulties especially while exhaling.
 Diabetes: Developmental or hereditary disorder characterized by
inadequate secretion or use of insulin
10.Vulnerability

 Vulnerable means being at risk of being harmed. Everyone can be

harmed, so being vulnerable is part of being human.
 Everyone can be harmed, so being vulnerable is part of being human. In
principle, everyone is vulnerable to some adverse event or
circumstance, but some people are more vulnerable than others.
Characteristics of Vulnerable People

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

examples of groups of potentially vulnerable people):
 Less physically or mentally capable (infants, older adults, people with
disabilities)
 Fewer material and/or financial resources (low-income households,
homeless)
 Less knowledge or experience (children, illiterate, foreigners, tourists)
 Restricted by society to grow and develop according to their needs and
potentials
vulnerable people
Women
 Particularly women in developing nations and those who are living in rural
areas are vulnerable for many backward traditional practices.
Children
 Children are vulnerable for psychological and physical abuse This include
illegally working children, children who are pregnant or become mothers,
children born out of marriage, children from a single-parent, delinquent
children, homeless children, HIVinfected children, uneducated children
Minority
 Some people are vulnerable due to their minority background.
 Particularly, ethnic (cultural and linguistic minority), religious minority.
 These people are political and socially discriminated
vulnerable people…
 Poverty: People are vulnerable for many undesirable phenomena due to
poverty. This may be resulted in, poor households and large households,
inequality, absences of access to health services, important resources for
life, lack of access to education, information, financial and natural
resources and lack of social networks
 Disabilities: People with disabilities very much vulnerable for many kind of
risks.
 This includes abuses, poverty, illiteracy, health problems, psychological and
social problems
 Illiteracy and less education: People with high rates of illiteracy and lack
quality educational opportunities are vulnerable for absence all kinds of
developments
vulnerable people…
 Sickness: Uncured health problems for example people living with HIV/AIDS
are much vulnerable for psychosocial problems, poverty and health
 Gifted and Talentedness: Gifted and talented children are vulnerable for
socio-emotional developments.
 Due to lack of psychological support they may feel isolation as they are
pulled from their regular classrooms and given instruction in separate
settings and due to myths and expectations of themselves and the public
Quiz-5%

 In what area do children with autism has a deficit?

 What are the criteria needed while defining intellectual
disability?
Chapter Two
concept
 of
process of education
regular classrooms
inclusion
that is aimed at meeting students‘ diverse needs in

 focuses not only students with special educational needs but also students
without special needs.
 is based on the concept of respecting diversity and the different needs and
abilities,
 eliminating all forms of discrimination in educational, social, economic and
other aspects of life.
concept of inclusion …
 originated from three major ideas:
 inclusive education is a basic human right;
 quality education results from inclusion of students with diverse needs and
ability differences, and
 there is no clear demarcation between the characteristics of students with
and without disabilities and vulnerabilities.
 Its philosophy centers on enabling communities, systems and structures in
all cultures and contexts to fight discrimination, celebrate diversity,
promote participation and overcome barriers to learning and participation
for all people (persons with and without special educational needs).
concept of inclusion …
 It is part of a wider strategy promoting inclusive development, with the
goal of creating a world where there is peace, tolerance, and sustainable
use of resources, social justice, and where the basic needs and rights of all
persons are met.
 evolved from special and integrated education based on the notion that
both special needs and integrated/mainstreaming education do not address
unique needs, characteristics of students with in regular schools classrooms.
The concept of inclusion is all
about:
learners
 the education system and schools
 diversity and discrimination
 processes to promote inclusion
 resources
Concepts about learners

 Education is a fundamental human right for

all people
 Learning begins at birth and continues
throughout life
 All children have a right to education
within their own community
 Everyone can learn, and any child can
experience difficulties in learning
 All learners need their learning supported
child-focused teaching benefits all children.
Concepts about the education
system and schools
 It is broader than formal schooling
 it is flexible, responsive educational systems

 It creates enabling and welcoming educational

environments
 It promotes school improvement – makes
effective schools

 It involves whole school approach and

collaboration between partners.
 Concepts about diversity and
discrimination

 It promotes combating discrimination and

exclusionary pressures at any social sectors

 It enables responding to/embracing

diversity as a resource not as a problem

 It prepares learners for an inclusive society

that respects and values difference.
Concepts about processes to
promote inclusion
o It helps to identifying and overcoming barriers
to participation and exclusionary pressures

o It increases real participation of all

collaboration, partnership between all
stakeholders

o It promotes participatory methodology, action

research, collaborative enquiry and other
related activities
Concepts about resources

 Promotes unlocking and fully using local resources

redistributing existing resources

 It helps to perceive people (children, parents, teachers,

members of marginalized groups, etc) as key resources

 It helps to use appropriate resources and support within schools

and at local levels for the needs of different children, e.g.
mother tongue tuition, Braille, assistive devices.
 It is cost-effective in resource usage
 Rationale of inclusion
Educational 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, collaboration, satisfaction.
Social 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 reduce fear and to build friendship, respect
and understanding
 Rationale of inclusion…
Legal Foundations
 All individuals have the right to learn and live together.
 Human being shouldn‘t be devalued or discriminated against by being
excluded or sent away because of their disability.
 There are no legitimate reasons to separate children for their education
Economic Foundation
 has economic benefit, both for individual and for society
 is more cost-effective than the creation of special schools across the
country.
 Rationale of inclusion…
 Children with disabilities go to local schools
 Reduce wastage of repetition and dropout
 Children with disabilities live with their family use community
infrastructure
 Better employment and job creation opportunities for people with
disabilities
Foundations for Building Inclusive Society
 Formation of mutual understanding and appreciation of diversity
 Building up empathy/compassion, tolerance and cooperation
 Promotion of sustainable development
Benefits of inclusion
 it has benefits to students with and without special educational needs,
parents, teachers and society at large.
 Benefits for Students with Special Needs Education
 Appropriate models of behavior. They can observe and imitate socially
acceptable behaviors of the students without special needs
 Improved friendships with the social environment
 Gain peer role models for academic, social and behavior skills
 Increased achievement of individualized educational program (IEP) goals
 Greater access to general curriculum
 Enhanced skill acquisition and generalization in their learning
 Benefits of inclusion….
Benefits for persons without Special Needs Education
 Have a variety of opportunities for interacting with their age peers who
experience SEN in inclusive school settings.
 serve as peer tutors during instructional activities
 Gain knowledge of a good deal about tolerance, individual difference, and
human exceptionality.
 Learn that students with SEN have many positive characteristics and
abilities
 Get greater opportunities to master activities by practicing and teaching
others
 learn about many of the human service profession such as special
education, speech therapy, physical therapy,..
Benefits of inclusion for
society….
break down barriers and prejudice that prevail
persons with disability.
in the society towards

 Communities become more accepting of difference, and everyone benefits

from a friendlier, open environment that values and appreciates differences
in human beings.
 Meaningful participation in the economic, social, political and cultural life
of communities own cost effective non-segregated schooling system that
services both students with and without special needs education.
 Benefits of IE…

Benefits for Teachers Benefits for Parents

 opportunities to learn new ways to  Learn more about how their
teach different kinds of students children are being educated in
schools with their peers in an
 gain new knowledge, such as the
inclusive environment
different ways children learn and
can be taught.  Become personally involved and
feel a greater sense of
 develop more positive attitudes
accomplishment in helping their
and approaches towards different
children to learn
people with diverse needs.
 Feel valued and consider
 can experience greater job
themselves as equal partners in
satisfaction
providing quality learning
 opportunities to explore new ideas opportunities for children
Barriers of inclusion
 Though many countries seem committed to inclusion their rhetoric (décor
language), and even in their legislation and policies, practices often fall
short. Reasons for the policy-practice gap in inclusion are diverse.
 Problems related with societal values and beliefs
 Economic factors- this is mainly related with poverty of family, community
and society at large
 Lack of taking measures to ensure conformity of implementation of
inclusion practice with policies
 Lack of stakeholders taking responsibility in their cooperation as well as
collaboration for inclusion
Barriers of inclusion..
 Conservative traditions among the community members about inclusion
 Lack of knowledge and skills among teachers regarding inclusive education
 Rigid curricula, teaching method and examination systems that do not
consider students with divers needs and ability differences.
 Fragile/not strong democratic institutions that could not promote inclusion
 Inadequate resources and inaccessibility of social and physical environments
Barriers of inclusion..
 Large class sizes that make busy teachers and stakeholders meet students‘
diverse needs
 Globalization and free market policy that make students engage in
fierce/brutal completion, individualism and individuals‘ excellence rather
than teaching through cooperation, collaboration and group excellence.
 Using inclusive models that may be imported from other countries.
 Opportunities of Inclusive Education

 Legislations and policy frameworks

 Associations and civic societies
 School-based awareness and in-services training program
International Legal and Policy Issues
 Universal Declaration Of Human Rights (UDHR)
 Convention On The Rights Of The Child
 The UN Convention on the rights of persons with disabilities
 Convention Against Discrimination In Education
 World Declaration On Education For All (EFA)
 United Nations Standard Rules Of Equalization Of Opportunities For
Persons With Disabilities
 Salamanca Framework For Action
Universal Declaration Of
Human Rights (UDHR)
 This declaration ensures three important rights;
 Right to education (fundamental human rights; rights
that are universal, indivisible, interconnected and
interdependent)
 Right to equalization of opportunities
 Right to participate in society
Convention On The Rights
Of The Child
 States the rights of all children to basic quality primary
education
 Make primary education compulsory and available free
to all (UPE).
 It assures the rights of the child to education based on
his or her needs, abilities and pace of effective learning
Convention Against
Discrimination In Education
 To combat discriminatory treatment in education

 promote the opportunity of addressing their learning

needs,

 children in disadvantaged situations or who experience

conditions of risk, disability have the right to education
of the same quality and standard
World Declaration On
Education For All (EFA)
 This declaration confirms that every human being
including children, youth, adults, females, street
children, immigrants, children with disability,… have
right to quality and equity in education.
U N Standard Rules Of Equalization Of
Opportunities For Persons With Disabilities

Every individual has equal opportunity for participation

 Accessibility
 Education
 Employment
 Income maintenance and social security
 Family life and personal integrity (marriage, parenthood, sexual
relationship)
 Culture
 Recreation and sports
 Religion
 Salamanca Frame Work For

Action
It was declared in an international conference on special needs education
held in Salamanca, Spain in 1994.
 The conference emphasized the following principles:
 The right of children including those with temporary and permanent special
education needs to attend school.
 The right of all children to attend school in their home community
 The right of children to participate in a child-centered education meeting
individual needs
 The right of all children to participate in quality education that is meaningful
for each child.
National Documents
The Ethiopian Constitution
The Education and Training Policy
Higher Education Proclamation

The Special Needs Education strategy Program

(2006)
ESDP IV-2010-2015

Growth & Transformation Plan

 Building code (Article) 624/2009:

Proclamation on the Rights of Disabled Persons to Employment (1994),

Characteristics of Inclusive Classrooms
(ICR)
 Classroom Rules
 Instruction that Fits the Student
 Supports in the Mainstream
 Natural Support Networking Encouraged
 Classroom Accommodation
 Empowerment
 Promote Understanding of Individual Differences
 Flexibility
Characteristics

of
ICR start with a philosophy Inclusive
that Classrooms
all children belong
mainstream of school and community life.
and can learn in the

(ICR)
Specific characteristics
1. Classroom Rules:
 Within the rules of an ICR the rights of each member are typically
communicated.

 CR rules should reflect the philosophy of fair and equal treatment and
mutual respect
Cont’d…
2. Instruction that Fits the Student:
 Students are not expected to achieve a predefined, standard classroom
curriculum
 Their needs should be considered
 adjustment and/or expansion is needed when necessary, to meet their
needs.
3. Supports in the Mainstream:

 Services and supports are provided in the

regular classroom
 Services should be brought to the student
Cont’d…
3. Natural Support Networking Encouraged

 Student support each other through peer

tutoring, cooperative learning

 Teachers and other school personnel working

together and supporting each other

 Cooperation and collaboration are encouraged

than competitive or independent activities
Cont’d…..
4. Classroom Accommodation
 supports should be arranged in the way that all students can be benefited
5. Empowerment

 Teachers should not take all classroom

responsibilities
 Students should be empowered so that they can
support each other
 Students should take responsibility for their
own learning
Cont’d….
5. Promote Understanding of Individual Differences
 Guide students to understand and utilize their
inherent individual differences.
5. Flexibility

 There are no simple or universal answers that

address concerns in all settings at all times.

 a key element in classroom operation is flexibility.

 Flexibility does not imply a lack of structure or

direction, but an acceptance and adaptation to
change when deemed necessary.
 Chapter 3: Identification

and Differentiated services
The onset of disability is accompanied by a complex series of shocks to the
individual and to everyone around him.
 The impact of disability and vulnerability take many form. The immediate
effects are often physical pain, limitation of mobility, disorientation,
confusion, uncertainty and a disruption of roles and patterns of social
interaction.
 Peoples with disabilities and vulnerabilities have survival (physiological),
safety, social, esteem, and self actualization (fulfillment) needs like persons
without disabilities.
 Impact of Disability and
Vulnerability
Factors related to the person
on daily life
 People respond to disabilities in different ways. Some react negatively and
thus their quality of life is negatively affected.
 Others choose to focus on their abilities as opposed to their disabilities and
continue to live a productive life.
Economic Factors and Disability
 There is clear evidence that people with few economic assets are more likely
to acquire pathologies that may be disabling
 Lack of resources can adversely affect the ability of an individual to
function with a disabling condition
 Impact of Disability and
Vulnerability on
Political Factors and Disability
daily life…
 The political system, through its role in designing public policy, can and does
have a profound impact on the extent to which impairments and other
potentially disabling conditions will result in disability.
 If the political system is well enforced it will profoundly improve the
prospects of people with disabling conditions for achieving a much fuller
participation in society, in effect reducing the font of disability in work and
every other domain of human activity.
 Needs of Persons with
Disabilities and Vulnerabilities
 Analyzing the human beings, Maslow has identified five categories of needs,
with different priority levels, in the following order: survival (physiological),
safety, social needs, esteem, and self-actualization (fulfillment).
 Maslow‘s model is also valid for persons with disabilities and vulnerabilities,
whose needs are similar to those of ordinary persons.
 Nevertheless, many of these needs are not fulfilled, so disabilities and
vulnerabilities seek to fulfill these needs and reach a state of wellbeing.
 Persons with disabilities and vulnerabilities have socio-emotional,
psychological, physical and social environmental and economic needs in
general.
Needs of Persons with
Disabilities and Vulnerabilities…

Abraham‘s Maslow
PWDS need…
 Full access to the Environment (towns, countryside & buildings)
 An accessible Transport system
 Technical aids and equipment
 Accessible/adapted housing
 Personal Assistance and support
 Inclusive Education and Training
 An adequate Income
 Equal opportunities for Employment
 Appropriate and accessible Information
 Advocacy (towards self-advocacy)
 Counseling
 Appropriate and Accessible Health Care
chapter Four: Promoting Inclusive
Culture
Definition of Inclusive Culture
Inclusion is a sense of belonging, connection and
community at work. And inclusive organizations help
people feel welcomed, known, valued and encouraged to
bring their whole, unique selves to work.
Culture is the ideas, customs, and social behavior of a
particular people or society.
An organization‘s culture is the culmination of the
priorities, values and behaviors, which support their
employees in how they work singularly, in teams and with
clients.
An inclusive culture involves the full and successful
integration of diverse people into a workplace or industry.
Dimensions of Inclusive culture

There are three dimensions/ elements of an inclusive culture:

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

 Does everything that it can to respect all its

citizens, gives them full access to resources,
and promotes equal treatment and opportunity.
 Works to eliminate all forms of discrimination.
 Engages all its citizens in decision-making
processes that affect their lives.
 Values diversity and
 Responds quickly to racist and other
discriminating incidents.
Characteristics of an Inclusive
Community
Integrative and cooperative: inclusive communities bring
people together and are places where people and organizations
work together.
Interactive: inclusive communities have accessible community
spaces and open public places as well as groups and organizations
that support social interaction and community activity, including
celebrating community life.
Invested: inclusive communities are places where both the public
and private sectors commit resources for the social and economic
health and well-being of the whole community.
Cont..

Diverse: inclusive communities welcome and incorporate diverse

people and cultures into the structures, processes and functions of
daily community life.
Equitable: inclusive communities make sure that everyone has
the means to live in decent conditions (i.e. income supports,
employment, good housing) and the opportunity to develop one‘s
capacities and to participate actively in community life.

Accessible and Sensitive: inclusive communities have an array

of readily available and accessible supports and services for the
social, health, and developmental needs of their populations and
provide such supports
Cont..

Participatory: inclusive communities encourage and support the

involvement of all their members in the planning and decision-
making that affects community conditions and development,
including having an effective voice with senior levels of
government and Safe: inclusive communities ensure both
individual and broad community safety and security so that no
one feels at risk in their homes or moving around the
neighborhood and city.
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
 It has a comprehensive and easily accessible system of
conflict resolution at all levels.
 It recognizes that it is part of the community that it
serves.
chapter five; Inclusion for Peace,
Democracy and Development
Inclusive education
 is at the heart of any strategy for peace-building,
democracy and development.
 It is through inclusive educational that values, skills
and knowledge which form the basis of respect for
human rights and democratic principles can be
developed.

 It is through Inclusive education that the rejection

of violence, and a spirit of tolerance, understanding
and mutual appreciation among individuals, groups
and nations can be enhanced.
Inclusion for Peace

 is defined as creating mutual understanding, positive

relationship between individuals and groups.
These groups may include culturally, linguistically,
economically and biologically heterogeneous groups.
Peace make the mind quiet and calm prevents
anxieties, worries, stress and fears, and awakens inner
strength and confidence, develop freedom, happiness,
love, joy, justice and gratitude.
Peace can be achieved through formal and informal
inclusive education.
Sources of Conflict

 Spiritual sources of conflict

 Result of original ancestor‘s separation from God and
negative influence from evil spiritual forces
 Individual sources of conflict
 Disunity within the individual and confusion of values
 Family sources of conflict
 Family dysfunctions affect succeeding generations.
 National/international sources of conflict
 National policies affect future generations and can lead
to conflict within or between nations
Historical Sources of Conflict

• National crimes burden future generations

• Ethnic/religious resentments accumulate

•Individual Choice: To resolve or repeat past

conflicts- rethinking the past and the future
Sustaining Peace
It is important to expand formal and informal inclusive
education with the aim of creating inclusive society with the
following competencies in young and adult populations:
Skills of shifting the truth from propaganda or bias that
surrounds them in every culture
Respect for the wise use of resources and appreciation for more
than just the materialistic aspects of quality of life
Respect for different points of view and the ability to see the
world through the eyes of others
Skills to resolve conflict in non-violent ways
The desire and ability to participate in shaping society, in their
own community, their nation and the world.
Inclusion for Democracy

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.

Brings democratic values to education and can

include self-determination within a community of
equals, as well as such values as justice, respect and
trust of diversities
Inclusion Education for
Democracy

The most important function of democratic

education is to make the democracy natural
attitude and way of thinking of man by
developing the thought of democracy in human
mind.
In democratic classroom teachers treat all
students equally, provide them support according
to the needs and potentials, share power with
students and supporting them in managing their
own behaviors.
Teachers should promote engagement in a
democracy, by teaching students how democracy
Democratic principles for inclusive
practices

 Diversity enriches and strengthens all

communities.
 All persons with disabilities different in their
needs, potentials, learning and working styles;
 Their achievements according to their
potentials are equally valued, respected and
celebrated by society
 All learners are enabled to fulfill their potential
by taking into account individual requirements
and needs.
Inclusion for Development

Development is a positive growth or change

in economical, social and political aspects of
a country.

Any kind of development should be

inclusive. Some scholars define inclusive
development as a process that occurs when
social and material benefits are equitably
distributed across divides in society.
Inclusive education for Development

The most important function of democratic education is to make

the democracy natural attitude and way of thinking of man by
developing the thought of democracy in human mind.
In democratic classroom teachers treat all students equally,
provide them support according to the needs and potentials, share
power with students and supporting them in managing their own
behaviors.
Teachers provide us with as much knowledge as possible.
Teachers should promote engagement in a democracy, by teaching
students how democracy works and how important their role is in
it.
Students who have no understanding of how the democracy
functions are unlikely to become engaged citizens who vote.
Importance of Inclusion

 It is important to support people learn, productive,

successful and live independently, be successful
without helping them too much.
 Inclusiveness when practiced well is very important
because:
 All people are able to be part of their community
and develop a sense of belonging and become
better prepared for life in the community as
children and adults.
 It provides better opportunities for learning.
Cont...

 Inclusion values diversity and the unique

contributions, where everybody brings to
the milieu.

 In a truly inclusive setting, every individual

feels safe and has a sense of belonging.

 A person who participates in setting life

goals and take part in decisions that affects
them.
Cont..

 The opportunity to participate in the

typical experiences in life; to be with
other people and form friendships and
develop other social skills; for natural
lifelong learning in real situations and
access to inclusion models
 The inclusion model is also beneficial
because it prepares individuals today
and in the future
Chapter six: Legal frame
work
Legal frameworks are one of the drivers for the rights of persons with
disabilities and vulnerabilities
 They have influence on especially educational rights of these people with
their peers.
 Legal frameworks are supposed to serve people with disabilities needs by
keeping equal rights and creating equal opportunity of learning for all
such as children and youth in the mainstreamed classrooms.
 Moreover, it is believed to create academic and social inclusion, and
maintain friendship among persons with and without disabilities and
vulnerabilities.
 Legal frame work …
 Besides, legal frameworks are thought to help the persons with disabilities
and vulnerabilities to exploit their potential to the optimum possible
level.
 International national legal frameworks are written in the form of public
laws and acts, declarations, conventions and frameworks.
 These legal frameworks focus on various issues (social, educational,
occupational, vocational etc) of children, youth and adults with
disabilities.
 Legal frame work …
 The Ethiopian government has endorsed almost all of the conventions and
declarations.
 But studies showed that various challenges are facing their
implementations.
 As a result, there is mismatch between practice and these frameworks
implantation.
 There also national legal frameworks mainly in the form of laws and
policies that promote persons with disabilities and vulnerabilities equal
participation in education, social welfare, economy and other areas of
life.
 Legal frame work …
 Although Ethiopia has lots of laws, polices and others international legal
frameworks ratified by the country, there is gap in implementation and
practices that promote equality of people with disabilities and
vulnerabilities equal participation in social, educational, occupational,
vocational and other aspects of life.
 Chapter Seven:
Resources Management for
Inclusion
 Resources are very important to create inclusiveness. Resources are for all
human being; though the attention if much given for persons with
disabilities
 All individuals can grow and develop if they are accessed and provided.
Primarily understanding the diverse needs of all people is very important
to plan for the resources.
 Kinds of
Resource
Human resources in schools
 Sign language interpreter
 Braille specialist
 Mobility and orientation expert
 Special needs educators
 Speech and language therapist
 Physiotherapist
 Behavioral therapists…etc
Kinds of Resource …
School based material resources
 LCD and/or Smart Board
 E - Chart
 Various magnifying lenses
 Slate and styles
 Perkins Braille writer
 White Cane
 Blind folder
 Tuning fork
 Audiometer
 Hearing aids (various type)
Material Resource …

 Sign language books and videos

 Various instructional videos related this unit
 Braille atlases
 Molded plastic, dissected and un-dissected relief maps
 Relief globs
 Land form model
 Abacus
 Raised clock faces
 Geometric area and volume aids
 Write forms for matched planes and volumes
Material Resource …

 Braille rulers
 Raised-line check books
 Signature guide
 Longhand-writing kit
 Script letter – sheets and boards
 Talking calculator
 Closed-circuit television
 Computer software for various students with special needs; for example
Jawse for blind and sign language software for deaf
 Orthosis
 Prosthosis
Material Resource …
Environmental accessibilities
 Ramps
 Elevators
 Wheel chairs
Chapter Eight:
Collaborative(Cooperative)Partnerships with
stakeholders
 An individual or an institute cannot do everything they want for the
success of inclusiveness.
 They require collaboration and partnership.
 Collaborative is becoming an effective team player for the intended
success.
 Collaboration referred to as collaborative consultation, cooperative
planning, implementation, assessment, co-teaching and any kind of team-
based services or community of practice.
 It has potential to create synergy – where the whole is greater than the
sum of the parts.
Collaborative(Cooperative) Partnerships with
stakeholders…
 Collaboration is defined as ―the act of working together to produce or
create something according to the capacities and abilities of individuals.
 Each individual‘s collaboration is based on his knowledge and skills.
 Collaboration in the workplace is when two or more people (often groups)
work together through idea sharing and thinking to accomplish a common
goal.
 It is simply teamwork taken to a higher level.
Key elements of successful collaboration

The relationship includes a commitment to:

 mutual relationships and goals;
 a jointly developed structure and shared responsibility;
 mutual authority and accountability for success; and
 sharing of resources and rewards.
Key elements of successful collaboration

What factors are helping or hindering your collaboration efforts?

 There are four most important elements of teamwork to help you build a
team that will lead your company to success.
 Respect.
 Communication.
 Delegation.
 Support.
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 – with a sense that all those in the
collaborative arrangement share ownership of the problem and its solution.
 Establish an atmosphere of trust and mutual respect for each others‘
expertise.
 Aim for consensus decision-making.
 Ask for and give immediate and objective feedback to others in a
nonthreatening and non-judgmental manner.
 Give credit to others for their ideas and accomplishments
 Develop procedures for resolving conflicts and manage these processes
skillfully.
 Better still, anticipate possible conflicts and take steps to avoid them as far as
possible.
 Arrange periodic meetings to review progress in the collaborative
arrangements
What are the advantages of collaboration?
 Higher employee productivity
 can be seen in terms of individual output.
 encourages team members to work for the collective rather than just
themselves
 Greater efficiency and less duplicated effort.
 Access to additional resources or lower costs through sharing resources
such as office space, administration or other aspects of an organization‘s
operation.
 Improved service coordination across agencies, with better pathways or
referral systems for service users.
Challenges to Team Collaboration
 Indecisive decision-makers. Ironic, isn't it? ...
 "E-fail" This is a little term used for when email straight up fails. ...
 Mis (sing) communication. When collaborating, there is always room for
misinterpretation and miscommunication.
 Process sinking vs. process syncing.
 Too many cooks.
 Negative Nancy
Stakeholder
 A stakeholder is any person, organization, social group, or society at large
that has a stake in the business.
 Thus, stakeholders can be internal or external to the business. A stake is a
vital interest in the business or its activities
 A business is any organization where people work together.
 In a business, people work to make and sell products or services.
 A business can earn a profit for the products and services it offers.
Stakeholder …
 The word business comes from the word busy, and means doing things. It
works on regular basis.
 All human being can participate in any kind of business equally without
discrimination based on their disability, culture, language, religion,
gender, rural, urban and the like.