Inclusiveness

I. Course information
1.1. Course Title: Inclusiveness
1.2. Credit hours: 2 (4 ECTS)
1.3. Target group: Compulsory for all undergraduate students
1.4. Course code: SNIE 1012
1.5. Contact hours: 48 Hours
1.6. Course offering: A course should be offered only by certified Special
Needs/Inclusive Education Professionals

Chapter 1: Understanding Disabilities and Vulnerabilities

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

Impairment
Impairment means a lack/abnormality of an anatomic, physiological or psychological
structure or function or deviation on a person.
Disability
What is disability?
1. Medical Approach
Disability is pathology (physiological, biological and intellectual). Disability means
functional limitations due to physical, intellectual or psychic impairment, health or psychic
disorders on a person (WHO,1996).
The social definition of disability:

•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.

1
 Medical model: Social model:

Child is faulty Child is valued

Diagnosis and labeling Strengths and needs identified

Impairment is focus of attention Barriers identified and solutions developed

Medical model: Social model:

Segregation and alternative services Resources made available

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

exclusion

Society remains unchanged Society evolves

Causes of disability
Genetic Causes
Environmental
Unknown Causes.
Inaccessible environments
Some type of disabilities:
Some nine major disabilities are listed and briefly discussed in the coming pages below.
1. Visual impairment
Visual impairment in general designates two sub- classifications. These are blindness and
low vision.
 Blindness, total or partial inability to see because of disease or disorder of the eye,
optic nerve, or brain. The term blindness typically refers to vision loss that is not
correctable with eyeglasses or contact lenses.
 The term low vision is used for moderately impaired vision.
2. Hearing Impairment
Define hearing impairment as a generic term indicating a continuum of hearing loss from mild
to profound, which includes the sub-classifications of the hard of hearing and deaf.
 Hard of Hearing: " This term can also be used to describe persons with enough
(usually with hearing aids) as a primary modality of acquisition of language and in
communication with others.
2
  Deaf: Those who have difficulty understanding speech, even with hearing aids but can
successfully communicate in sign language. Cultural definitions of deafness, on the
other hand, emphasize an individual‘s various abilities, use of sign language, and
connections with the culturally deaf community.
3.Specific learning disability

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

Also known as Central Auditory Processing Disorder, this is a condition that adversely
affects how sound that travels unimpeded through the ear is processed or interpreted by the
brain.

2. Dyscalculia

Dyscalculia is a specific learning disability that affects a person‘s ability to understand

numbers and learn math.
3. Dysgraphia
Dyscalculia is a specific learning disability that affects a person‘s handwriting ability and fine
motor skills.
4. Dyslexia
Dyslexia is a specific learning disability that affects reading and related language-based
processing skills.
5. Language Processing Disorder
Language Processing Disorder is a specific type of Auditory Processing Disorder (APD) in
which there is difficulty attaching meaning to sound groups that form words, sentences and
stories.
6. Non-Verbal Learning Disabilities
Non-Verbal Learning Disabilities is a disorder which is usually characterized by a significant
discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills.
7. Visual Perceptual/Visual Motor Deficit
Visual Perceptual/Visual Motor Deficit is a disorder that affects the understanding of
information that a person sees, or the ability to draw or copy.

3
4. Speech and Language Impairments

Speech and language impairment means a communication disorder such as stuttering, impaired
articulation, language impairment, or a voice impairment that adversely affects a child‘s
educational performance.

A. Speech Impairments

There are three basic types of speech impairments: articulation disorders, fluency disorders,
and voice disorders. Articulation disorders are errors in the production of speech sounds that
may be related to anatomical or physiological limitations in the skeletal, muscular, or
neuromuscular support for speech production. Fluency disorders are difficulties with the
rhythm and timing of speech characterized by hesitations, repetitions, or prolongations of
sounds, syllables, words, or phrases. Voice disorders are problems with the quality or use of
one's voice resulting from disorders in the larynx.
B. Language Impairments

There are five basic areas of language impairments: phonological disorders, morphological
disorders, semantic disorders, syntactical deficits, and pragmatic difficulties. Phonological
disorders are defined as the abnormal organization of the phonological system, or a
significant deficit in speech production or perception. 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. Syntactic deficits are characterized by difficulty in acquiring
the rules that govern word order and others aspects of grammar such as subject-verb
agreement. Pragmatic difficulties are characterized as problems in understanding and
using language in different social contexts.
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. Autism is a neurodevelopment disorder defined by
impairments in social and communication development, accompanied by stereotyped patterns
of behavior and interest (Landa, 2007).

4
6. Emotional and Behavioral Disorders
According to Individuals with Disabilities Education Act (IDEA), the term Emotional and
Behavioral Disorders means a condition exhibiting one or more of the following characteristics
over a long period of time and to a marked degree that adversely affects educational
performance
1) An inability to learn that cannot be explained by intellectual, sensory, or health factors;

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

teachers;
3) Inappropriate types of behavior or feelings under normal circumstances;
4) A general pervasive mood of unhappiness or depression; or
5. A tendency to develop physical symptoms or fears associated with personal or school
problems.

7. Intellectual Disability

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

functioning and in adaptive behavior, which covers many everyday social and practical skills.
This disability originates before the age of 18. An individual is considered to have an
intellectual disability based on the following three criteria:
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.
Classification and Characteristics
Physical disabilities:- based on the impact of physical disability on mobility and motor skills.

The physical disability could be broadly classified in to two

I. The neurological system (the brain, spinal cord & nerve) related problems.
II. Musculo skeletal system (t h e muscles, bones and joints) are deficient due to
various causes.
The list of the impairment and associated with musculoskeletal malformation are the
following:
A. Muscular dystrophy: - is an inherited condition accruing mainly in males, in which
the muscles weaken and deteriorate.
B. Arthritis:-is an inflammation of the joints.
C. Amputation:- a small number of children have missing limbs because of congenital
abnormalities or injuiry or disease (malignant bone tumors in the limbs).
5
 Health Impairments
Any disease that interferes with learning can make students eligible for special services.
These disease caused problems are as follow.
1. Heart disease:- 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
2. Cystic fibrosis: - is a hereditary disease that affects the lungs and pancreas.
3. Acquired immune deficiency syndrome (AIDS)

4. Hemophilia: - is a hereditary disease in which the blood clots very slowly or not all.
5. Asthma: is a chronic respiratory condition characterized by repeated explode of
breathing difficulties especially while exhaling.
6. Diabetes: Developmental o r h e r e d i t a r y d i s o r d e r c h a r a c t e r i z e d b y
i n a d e q u a t e secretion or use of insulin
7. Nephrosis & N e p h r i t i s K i d n e y d i s o r d e r s o r d i s e a s e s c a u s e d b y
infections, poisoning, burns, accidents or other diseases
8. Sickle-cell anemia characterized by red blood cells that are distorted and that do not
circulate properly
9. Leukemia: Disease characterized by excessive production of white blood Cells
10. Lead poisoning Disorder caused by ingesting lead-based paint chips or other
substances containing lead
11. Rheumatic fever Disease characterized by painful swelling and inflammation of the joints
that can spread to the hear and central nervous system.
12. Tuberculosis Infectious disease that commonly affects the lungs and may affect other
tissues of the body.
13. Cancer Abnormal growth of cells that can affect any organ system
9. Vulnerability
Vulnerable means being at risk of being harmed. Everyone can be harmed, so being
vulnerable is part of being human. In principle, everyone is vulnerable to some adverse event or
circumstance, but some people are more vulnerable than others. For instance, people with
disabilities are more likely as a group to experience greater vulnerability. They are also often
more severely affected by the vulnerability they experience. Based on the existing literature,
vulnerability can be generally defined as a complex phenomenon that refers to the following
dimensions:

Economic difficulties /lack of financial resources: poverty, low living standards, housing
problems (e.g. too damp, too expensive, too cold or difficult to heat) etc.;
1
 2. Social exclusion: limited access to facilities such as transporatation, schools, libraries
or medical services;
3. Lack of social support from social networks: no assistance from family members,
friends, neighbors or colleagues (referring to practical help as well as emotional
support) like highly gifted individuals;
4. Stigmatization: being a victim of stereotypes, being devalued, and confronted with
disgraceful behavior because of belonging to a particular social or ethnic group;
5. Health difficulties: disadvantages resulting from poor mental health, physical health
or disabilities;
6. Being a victim of crime: in family context especially of violence.
Characteristics of Vulnerable People
The following are thought to be characteristics of vulnerable people (with examples of
groups of potentially vulnerable people):
1. Less physically or mentally capable (infants, older adults, people with disabilities)
2. Fewer material and/or financial resources (low-income households, homeless)
3. Less knowledge or experience (children, illiterate, foreigners, tourists)
4. Restricted by society to grow and develop according to their needs and potentials
Chapter 2: Concept of Inclusion
2.1. Definition of Inclusion

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

education/services for all while respecting diversity and the different needs and abilities,
characteristics and learning expectations of the students and communities and eliminating all
forms of discrimination‖. Inclusion is seen as a process of addressing and responding to the
diversity of needs of all persons through increasing participation in learning, employment,
services, cultures and communities, and reducing exclusion at all social contexts.
This definition has the following components:
1) Concepts about learners
 Education is a fundamental human right for all people
 Learning begins at birth and continues throughout life
 All children have a right to education within their own community
2) Concepts about the education system and schools
 It is broader than formal schooling
 it is flexible, responsive educational systems
 It creates enabling and welcoming educational environments
2
3) Concepts about diversity and discrimination
 It promotes combating discrimination and exclusionary pressures at any social sectors

 It enables responding to/embracing diversity as a resource not as a problem

 It prepares learners for an inclusive society that respects and values difference.

4) Concepts about processes to promote inclusion

 It helps to identifying and overcoming barriers to participation and exclusionary
pressures
 It increases real participation of all collaboration, partnership between all
stakeholders
5) Concepts about resources
 Promotes u n l o c k i n g a n d f u l l y u s i n g l o c a l r e s o u r c e s r e d i s t r i b u t i n g
e x i s t i n g resources
 It helps to perceive people (children, parents, teachers, members of marginalized
groups, etc) as key resources
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.
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.

Furthermore, UNESCO (2005) has provided four major inclusion principles that support
inclusive practice. These include:
1. Inclusion is a process. It has to be seen as a never-ending search to find better ways of
responding to diversity.
2. Inclusion is concerned with the identification and removal of barriers that hinders the
development of persons with disabilities.
3. Inclusion is about the presence, participation and achievement of all persons.
4. Inclusion invokes a particular emphasis on those who may be at risk of
marginalization, exclusion or underachievement.
Rationales for Inclusion and Their Respective Descriptions
Educational Foundations

3
  Children do better academically, psychologically and socially in inclusive
settings.
Social Foundation
 All individuals need an education that will help them develop relationships
and prepare them for life in the wider community.
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.
Economic Foundation
 Inclusive education has economic benefit, both for individual and for society.
 Inclusive education is more cost-effective than the creation of special schools
across the country.
Foundations for Building Inclusive Society
 Formation of mutual understanding and appreciation of diversity
 Building up empathy, tolerance and cooperation
2.3. Factors that Influenced Development 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
6. Involvement of NGOs movements, networks and campaigns
7. Other factors: the current world situation and practical experiences in education.
The current world situation presents challenges such as the spread of HIV/AIDS,
political instability, trends in resource distribution, diversity of population, and social
inclusion.

Benefits of Inclusion
1. Benefits for Students with Special Needs Education
In inclusive settings people will develop:
 Increased social initiations, interactions, relationships and networks
 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
 improved academic achievement which leads to quality education service
2. Benefits for persons without Special Needs Education
Students without special educational needs (SEN) will:
 Learn that students with SEN have many positive characteristics and abilities.

4
  Have chance to learn about many of the human service profession such as special
education, speech therapy, physical therapy, recreation therapy, and vocational
rehabilitation. For some, exposure to these areas may lead to career choices.
 Have increased appreciation, acceptance and respect of individual differences among
human beings that leads to increased understanding and acceptance of diversity
 Get greater opportunities to master activities by practicing and teaching others
 Have increased academic outcomes

3. Benefits for Teachers and Parents/Family

Inclusive education has benefit to teachers. The benefit includes: developing their
knowledge and skills that meet diverse students ‘needs and ability differences to
enhancing their skills to work with their stakeholders; and gaining satisfaction in
their profession and other aspects.
4. Benefits for Society
Introduction of students with disabilities and vulnerabilities into mainstream schools
bring in the students into local communities and neighborhoods and helps break down
barriers and prejudice that prevail in the society towards persons with disability.
Communities become more accepting of difference, and everyone benefits from a
friendlier, open environment that values and appreciates differences in human beings.
Inclusive Environment

An inclusive environment is one in which members feel respected by and connected to one
another. An inclusive environment is an environment that welcomes all people, regardless of
their disability and other vulnerabilities. It recognizes and uses their skills and strengthens
their abilities. An inclusive service environment is respectful, supportive, and equalizing. An
inclusive environment reaches out to and includes individuals with disabilities and
vulnerabilities at all levels — from first time participants to board members.
It has the following major characteristics:
 it ensures the respect and dignity of individuals with disabilities
 it meets current accessibility standards to the greatest extent possible to all people with
special needs
 provides accommodations willingly and proactively
 Persons with disabilities are welcomed and are valued for their contributions as
individuals.

Therefore, successful environment has the following characteristics:

 It develops whole-school/environment processes that promote inclusiveness and
quality provisions and practice that are responsive to the individual needs and diversities

5
 It recognizes and responds to the diverse needs of their individuals and ensuring quality
provisions for all through appropriate accommodations, organizational arrangements,
resource use and partnerships with their community.

 It is committed to serve all individuals together regardless of differences. It is also deeply

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

 It involves restructuring environment, culture, policy, and practice.

 It promoting pro-social activities

 It makes provides services and facilities equally accessible to all people

 It involves mobilizing resources within the community

 It is alert to and uses a range of multi-skilled personnel to assist people in their learning
and working environment.

 It strives to create strong links with, clinicians, caregivers, and staff in local schools,
work place, disability services providers and relevant support agencies within the wider
community.
 It develops social relationships as an equal member of the class. It is also the classroom
responsive to the diversity of individuals ‘academic, social and personal learning needs.
Barriers to Inclusion
• Though many countries seem committed to inclusion their rhetoric, and even in their

legislation and policies, practices often fall short. Reasons for the policy-practice gap in
inclusion are diverse. The major barriers include:
• Problems related with societal values and beliefs- particularly the community and policy
makers negative attitude towards students with disability and vulnerabilities. Inclusion cannot
flourish in a society that has prejudice and negative attitude towards persons with disability.
• Economic factors- this is mainly related with poverty of family, community and society at
large
• Lack of taking measures to ensure conformity of implementation of inclusion practice
with policies
• Lack of stakeholders taking responsibility in their cooperation as well as collaboration
for inclusion
• Conservative traditions among the community members about inclusion

• Lack of knowledge and skills among teachers regarding inclusive education

• Rigid curricula, teaching method and examination systems that do not
consider students with dives needs and ability differences.

• Fragile democratic institutions that could not promote inclusion

• Inadequate resources and inaccessibility of social and physical environments

6
• Large class sizes that make teachers and stakeholders meet students‘ diverse needs

• Globalization and free market policy that make students engage in fierce completion,
individualism and individuals ‘excellence rather than teaching through cooperation,
collaboration and group excellence.
• Using inclusive models that may be imported from other countries.

Chapter 3: Identification and Differentiated services

3.1 Impact of Disability and Vulnerability on daily life
Factors related to the person
People respond to disabilities in different ways. Some react negatively and thus their quality
of life is negatively affected. The following are often considered the most significant factors
in determining a disability's impact on an individual.

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

acquired disease) or congenital (present at birth). If the disability is acquired, it is
more likely to cause a negative reaction than a congenital disability. Congenital
disabilities are disabilities that have always been present, thus requiring less of an
adjustment than an acquired disability.
2. The Individual’s Personality - the individual personality can be typically positive or
negative, dependent or independent, goal-oriented or laissez-faire. Someone with a positive
outlook is more likely to embrace a disability then someone with a negative outlook.
3. The Meaning of the Disability to the Individual - Does the individual define
himself/herself by his/her looks or physical characteristics? If so, he/she is more likely to feel
defined by his/her disability and thus it will have a negative impact.
4. The Individual’s C u r r e n t Life Circumstances - The economic status of the
individual or the individual's caregivers, the individual's education level. If the individual is
happy with their current life circumstance, they are more likely to embrace their disability,
whereas if they are not happy with their circumstances, they often blame their disability.
5. The Individual's Support System - The individual‘s support from family, a significant
other, friends, or social groups. If so, he/she will have an easier time coping with a disability
and thus will not be affected negatively by their disability.
3.2 Political Factors and Disability

7
The political system, through its role in designing public policy, can and does have a
profound impact on the extent to which impairments and other potentially disabling
conditions will result in disability. If the political system is well enforced it will profoundly
improve the prospects of people with disabling conditions for achieving a much fuller
participation in society, in effect reducing the font of disability in work and every other
domain of human activity. The extent to which the built environment impedes people with
disabling conditions is a function of public funds spent to make buildings and transportation
systems accessible and public laws requiring the private sector to make these
accommodations in nonpublic buildings.
3.3 Factors Psychological of Disability
Several constructs can be used to describe one's psychological environment, including
personal resources, personality traits, and cognition. These constructs affect both the
expression of disability and an individual's ability to adapt to and react to it. Each section
provides examples illustrating the influence of these constructs on the experience of disability.
a) Social Cognitive Processes

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

Self-efficacy beliefs are concerned with 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. Under conditions of high self-efficacy, a person's outlook and mental health status
will remain positive even under stressful and aversive situations.
c) Psychological Control

Psychological control, or control beliefs, is akin to self-efficacy beliefs in that they are
thoughts, feelings, and beliefs regarding one's ability to exert control or change a situation.
Self-generated feelings of control improve outcomes for diverse groups of individuals with
physical disabilities and chronic illnesses. Perceptions of control will influence whether
8
 disabling environmental conditions are seen as stressful and consequently whether it becomes
disabling. The individuals control over themselves depends on the provision of the
environments: accessibility or inaccessibility.
d) Coping Patterns

Coping patterns refer to behavioral and cognitive efforts to manage specific internal or external
demands that tax or exceed a person's resources to adjust. The copying strategies may
include the following: seeking information, cognitive restructuring, emotional expression,
catastrophizing, wish-fulfilling fantasizing, threat minimization, relaxation, distraction, and self-
blame
e) Personality Disposition

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

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

The family can be either an enabling or a disabling factor for a person with a disabling
condition. Although most people have a wide network of friends, the networks of people with
disabilities are more likely to be dominated by family members. Even among people with
disabilities who maintain a large network of friends, family relationships often are most
central and families often provide the main sources of support. This support may be
instrumental (errand-running), informational (providing advice or referrals), or emotional
(giving love and support).Families can be enabling to people with functional limitations by
providing such tangible services as housekeeping and transportation and by providing
personal assistance in activities of daily living. Families can also provide economic
support to help with the purchase of assistive technologies and to pay for personal
assistance. Perhaps most importantly, they can provide emotional support. Emotional support
9
 is positively related to well-being across a number of conditions. In all of these areas, friends
and neighbors can supplement the support provided by the family.

3.5 Needs of Persons with Disabilities and Vulnerabilities.

Needs of persons with disabilities and vulnerabilities depends on different factors.

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
l) Appropriate and Accessible Health Care
Social Needs of Persons with Disabilities and Vulnerabilities
Social protection plays a key role in realizing the rights of persons with disabilities and
vulnerabilities of all ages: providing them with an adequate standard of living, a basic level of
income security; thus reducing levels of poverty and vulnerability. These social protection
measures may include poverty reduction schemes; cash transfer programs, social and health
insurance, public work programs, housing programs, disability pensions and mobility grants.
Social protection from a rights-based approach must accommodate the needs of persons with
disabilities and vulnerabilities.
3.6 Gender and disability

The importance of work and the daily activities required of living in the country are paramount
in considering gender. For the male and female with disabilities and vulnerable groups, work is
universally seen as important, whether paid work or voluntary. When the work interests of
men with disabilities are similar to those of others around them, their identity as a ‗man‘
becomes more valuable to the community. However, there are issues around how
masculinity in rural areas is constituted. Finding ways to express this through involvement in
common activities can be difficult. Many of male and females with disabilities have creativity
10
 and skill in finding ways to do things and consequently being able to build friendships with
other men in their communities.
3.7 Intersectionality

Social structures and norms surrounding age are particularly significant, shaping the kind of
lives people have and their experience of gender and identity. They have particular implications
for people‘s attachment to place and their aspirations and desires for the future. Age matters,
too, in terms of the support that family and services can offer in a rural environment and
the types of ‗age-appropriate‘ opportunities that can be facilitated in the person‘s home, family
and community. Being a particular ‗age in a rural landscape has implications for the types of
social relationship that are openly facilitated and enabled.
The wider contextual values and economic and social changes have also impact on the life of
persons with disabilities. Religious values that shape the way disability is constituted in some
countries are a powerful influence on the way people with disabilities are able to live their
lives.
3.8 The Health Care Needs of Persons with Disabilities and Vulnerabilities
People with disabilities are particularly vulnerable to deficiencies in health care services.
Depending on the group and setting, persons with disabilities may experience greater
vulnerability to secondary conditions, co-morbid conditions, age-related conditions, engaging in
health risk behaviors and higher rates of premature death.

A) Secondary conditions: conditions occur in addition to (and are related to) a primary
health condition, and are both predictable and therefore preventable. Examples include
pressure ulcers, urinary tract infections, osteoporosis and pain.
B) Co-morbid conditions: conditions occur in addition to (and are unrelated to) a
primary health condition associated with disability. For example the prevalence of diabetes in
people with schizophrenia is around 15% compared to a rate of 2-3% for the general
population.
C) Age-related conditions: The ageing process for some groups of people with
disabilities begins earlier than usual. For example some people with developmental disabilities
show signs of premature ageing in their 40s and 50s.
D) Engaging in health risk behaviors: Some studies have indicated that people with
disabilities have higher rates of risky behaviors such as smoking, poor diet and
physical inactivity.
11
Barriers to Health Care for Persons with Disabilities and Vulnerable Groups

People with disabilities encounter a range of barriers when they attempt to access health care
including the following.
a) Prohibitive costs: Affordability of health services and transportation
b) Limited availability of services: The lack of appropriate services for people with
disabilities is a significant barrier to health care.
c) Physical barriers: Uneven access to buildings (hospitals, health centers),
inaccessible medical equipment, poor signage, narrow doorways, internal steps, inadequate
bathroom facilities, and inaccessible parking areas create barriers to health care facilities.
d) Inadequate skills and knowledge of health workers: People with disabilities were more
than twice as likely to report finding health care provider skills inadequate to meet their needs,
four times more likely to report being treated badly and nearly three times more likely to
report being denied care.
Addressing for Inclusive Barriers to Health Care

a) Policy and legislation: Assess existing policies and services, identify priorities to reduce
health inequalities and plan improvements for access and inclusion.
b) Financing: Where private health insurance dominates health care financing, ensure that
people with disabilities are covered and consider measures to make the premiums affordable.
c) Service delivery: Provide a broad range of modifications and adjustments
(reasonable accommodation) to facilitate access to health care services
d) Human resources: Integrate disability inclusion education into undergraduate and
continuing education for all health-care professionals.

3.8 Disability, vulnerability and the Environment

Disability is not inherent in an individual but is, rather, a relational concept—a

function of the interaction of the person with the social and physical environments. The
amount of disability that a person experiences, depends on both the existence of a potentially
disabling condition (or limitation) and the environment in which the person lives. For any
given limitation (i.e., potential disability), the amount of actual disability experienced by a
person will depend on the nature of the environment, that is, whether the environment is
12
 positive and enabling (and serves to compensate for the condition, ameliorate the limitation,
or facilitate one's functional activities) or negative and disabling (and serves to worsen the
condition, enhance the limitation, or restrict one's functional activities).
The physical and social environments comprise factors external to the individual, including
family, institutions, community, geography, and the political climate. Added to this
conceptualization of environment is one's intrapersonal or psychological environment, which
includes internal states, beliefs, cognition, expectancies and other mental states. Thus,
environmental factors must be seen to include the natural environment, the human made
environment, culture, the economic system, the political system, and psychological factors.

Some Enabling and Disabling Factors in the Physical Environment

Type of Type of Environment
Factor Natural Environment Built Environment
Dry climate Ramps
Enabling

Flat terrain Adequate lighting

Clear paths Braille signage
Snow Steps
Disabling

Rocky terrain Low-wattage lighting

High humidity Absence of flashing light alerting systems

The environments comprise of:

A/the Natural environment

The natural environment may have a major impact on whether a limitation is disabling. For
example, a person who has severe allergies to ragweed or mold, which can trigger disabling
asthma, can be free of that condition in climates where those substances do not grow.

B) The human made Environment

The physical environment is a complex interaction of built-in objects. Built objects are
created and constructed by humans and vary widely in terms of their complexity, size, and
purpose. Built objects are created for utilitarian reasons and also for an outlet for creativity. For
instance, built objects such as dishwashers and computers have the potential to enhance human
performance or to create barriers.

13
 Creating Welcoming (Inclusive) Environment

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

1. Mobility aids

 Hand Orthosis
 Mouth stick
 Prosthetic limb
 Wheelchair (manual and/or motorized)
 Canes
 Crutches
 Braces
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, audio-induction loop, or infrared systems
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

4. Accessible features
14
  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

6. Differential use of personnel

 Personal care assistants

 Note takers
 Secretaries Editors
 Sign language interpreters

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

The social environment is conceptualized to include cultural, political, and economic factors. The
psychological environment is the intrapersonal environment. This section examines how both
affect the disabling process.
Definition of Culture

Definition of culture includes both material culture (things and the rules for producing them) and nonmaterial
culture (norms or rules, values, symbols, language, ideational systems such as science or religion, and arts such
as dance, crafts, and humor). Nonmaterial culture is so comprehensive that it includes everything from
conceptions of how many days a week has or how one should react to pain to when one should seek medical
care or whether a hermaphroditic person is an abomination, a saint, or a mistake.
Both the material and nonmaterial aspects of cultures and subcultures are relevant to the enabling-disabling
process. However, for our purpose we will focus primarily on the role of nonmaterial culture in that process.
Cultures have an impact on the types of pathologies that will occur as well as on their recognition as pathologies.
However, if a pathology is not recognized by the culture (in medical terms, diagnosed), the person does not
begin to progress toward disability (or cure).

15
 Enabling and Disabling Factors

Element of Social and Psychological Environment

Type of
Factor
Culture Psychological Political Economic
Expecting people Having an Mandating relay Tax credits to hire people with
with disabling active systems in all states disabling conditions
conditions to be coping strategy
Enabling

productive
Expecting everyone Cognitive Banning discrimination Targeted earned income tax
to know sign restructuring against people who can Credits
language perform the essential
functions of the job
Stigmatizing people Catastrophizing Segregating children Economic disincentives to get
with disabling with mobility off Social Security Disability
Disabling

conditions impairments in schools Income benefits

Valuing physical Denial Voting against No subsidies or tax credits for

Beauty paratransit system purchasing assistive technology

Pathway from Pathology to Impairment to Functional

Limitation

16
3.11 Disability Inclusive Intervention and Rehabilitation Services

A „One-size-fits-all‟ approach to provide services for persons with disabilities and

vulnerability groups is no longer enough.

Including people with disabilities in everyday activities and encouraging them to have roles
similar to peoples who do not have a disability is disability inclusion. This involves more
than simply encouraging people; it requires making sure that adequate policies and practices
are in effect in a community or organization. Inclusion should lead to increased participation
in socially expected life roles and activities—such as being a student, worker, friend,
community member, patient, spouse, partner, or parent. Disability inclusion means provision
of differentiated services for persons with disabilities and vulnerabilities. Differentiated
service means a multiple service delivery model that can satisfy the most needs of persons
with disabilities and vulnerabilities. Socially expected activities may also include engaging in
social activities, using public resources such as transportation and libraries, moving about
within communities, receiving adequate health care, having relationships, and enjoying other
day-to-day activities. To reach ambitious targets for the general population, as well as
targeted care for persons with disabilities and vulnerable groups, we need differentiated
service delivery.
Persons with disabilities and vulnerabilities are often excluded (either directly or indirectly)
from development processes and humanitarian action because of physical, attitudinal and
institutional barriers. The effects of this exclusion are increased inequality, discrimination
and marginalization. To change this, a disability inclusion approach must be implemented.
The twin-track approach involves: (1) ensuring all mainstream programs and services are
inclusive and accessible to persons with disabilities, while at the same time (2) providing
targeted disability-specific support to persons with disabilities.
Strategies to Disability inclusive intervention and rehabilitation
Prevention
Prevention of conditions associated with disability and vulnerability is a development issue.
Attention to environmental factors – including nutrition, preventable diseases, safe water and
sanitation, safety on roads and in workplaces – can greatly reduce the incidence of health
conditions leading to disability. A public health approach distinguishes:

17
 i) Primary prevention – actions to avoid or remove the cause of a health problem in an
individual or a population before it arises. It includes health promotion and specific
protection (for example, HIV education).
ii) Secondary prevention (early intervention) – actions to detect a health and disabling
conditions at an early stage in an individual or a population, facilitating cure, or
reducing or preventing spread, or reducing or preventing its long-term effects (for
example, supporting women with intellectual disability to access breast cancer
screening).

iii) Tertiary prevention (rehabilitation) – actions to reduce the impact of an already

established disease by restoring function and reducing disease related complications
(for example, rehabilitation for children with musculoskeletal impairment).
Implement Disability Inclusive Project/ Program
The following tips will help to overcome the challenges as a key considerations for including
persons with disabilities in all program and project cycle management stages of Assessment,
Planning, Implementation and Monitoring, and Reporting/Evaluation.
A) Education and vocational training –Inclusive Education realize the universal right to
education for all, meaning all mainstream education services need to be supporting
children and persons with disabilities.
B) Health – vulnerable groups and persons with disabilities have the same health-care
needs as all other peoples and health sector services can also play an important
prevention and early identification role to ensure children and persons with impairments
have timely access to health services and referral rehabilitation support.
C) Relief and social services – the two-way link between poverty and disability means that
vulnerable group and peoples with disabilities and their families need to be able to
access relief support.
D) Infrastructure and camp improvement, shelter, water and sanitation and
environmental health – universal design concepts must be considered in all
infrastructure and construction programs and projects.
E) Livelihoods, employment and microfinance – vulnerable groups and people with
disabilities face numerous barriers to achieving an independent livelihood, it is crucial
that specific sectors responsible for livelihood programs and projects to make accessible
to all vulnerable and people with disabilities.

18
 F) Protection – marginalized groups and people with disabilities may face risks and
vulnerabilities to experiencing violence, exploitation, abuse, neglect and violation of
rights and therefore need to be specifically considered and included in protection
programs and projects.
G) Humanitarian and emergency response – the disproportionate effect of emergency
and humanitarian situations on vulnerable groups and people with disabilities should be
reflected in the design and implementation of the humanitarian projects.

Components of Rehabilitation Interventions

Rehabilitation is a process designed to optimize function and improve the quality of life of
those with disabilities. Consequently, it is not a simple process. It involves multiple
participants, and it can take on many forms. The following is a description of the individual
components that, when combined, comprise the process and activity of rehabilitation.
Multiple Disciplines
Physicians
Occupational Therapists
Physical Therapists
Speech and Language Therapist
Audiologists
Rehabilitation Nurses
Social Workers
Case Managers
Rehabilitation Psychologists
Neuropsychologists
Therapeutic Recreation Specialists
Rehabilitation Counselors
Orthotists and Prosthetists
Additional Rehabilitation Professionals

Person with the Disability and His or Her Family

. Community-Based Rehabilitation
The idea of CBR is that, even if people learn very slowly, or has problems seeing or hearing,
or finds it hard to move about, they should still be respected for being men and women, girls

19
and boys. In addition, for the purpose of our discussion two important definitions will be
given:

1. Community based rehabilitation is a strategy that can address the needs of peoples
with disabilities with in their communities (WHO, UNESCO, 2004).

2.Community based rehabilitation is a common sense strategy for enhancing the quality of
life of peoples with disabilities by improving services delivery in order to reach all in need
by providing more equitable opportunities and by promoting and protecting their rights .

3. The joint position paper by WHO, ILO, UNICEF and UNESCO of the 2004 define CBR
in a rather flexible and broad manner in the following way: Community based rehabilitation
is a strategy within general community development for rehabilitation, equalization of
opportunities and social inclusion of all children and adults with disabilities

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

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

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

participation of people with disabilities
D. The establishment of a system for program management

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

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

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

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

Major Objectives of Community Based Rehabilitation

The major objective of community based rehabilitation is to ensure that people with
disabilities are empowered to maximize their physical and mental abilities, have access
to regular services and opportunities and become active, contributing members of their
communities and then societies.
3.12 Implement Technologies for Disability Inclusion
20
Inclusiveness and Information Technology (ICT)
Inclusiveness and Information Technology examines the extent to which regulatory
frameworks for information and communication technologies (ICTs) safeguard the rights of
persons with disabilities and vulnerabilities as citizenship rights. Effective access to
information is crucial in facilitating the participation of citizens in civil society. Accessibility
concerns in the information and communications technologies (ICTs) sector have become
particularly important, given the increased role played by ICTs in everyday life. For persons
with disabilities and vulnerabilities, technological developments such as the proliferation of
the Internet and the provision of services for accessing digital television such as audio
description (video description), closed signing, and the availability of subtitles (captions) in
live broadcasts enabled by speech-to text technologies can make an important contribution to
facilitating independent living. Unfortunately, persons with disabilities and vulnerabilities
still face significant barriers in accessing ICTs. These barriers include, inter alia, poorly
designed Web sites (e.g., with graphics not readable by computerized screen readers, with
information that can be accessed only by the use of the mouse rather than the keyboard),
limited availability of subtitles on webcasts, the use of multiple remote controls for digital
television, and difficult to navigate on-screen displays.

Assistive Technologies (AT)

Surgery, generic therapy, rehabilitation, human assistance, and the use of assistive
technology (AT) help disabled people cope with their disabilities. Surgery (medical
intervention) helps decrease deficiency and, in some cases, restores capability. Genetic
therapy attempts to remediate genes responsible for a given disease or disorder.
Unfortunately, such assistance is not always available and not necessarily cost-effective. AT
can increase the autonomy, independence, and quality of life for Persons with disabilities
and vulnerabilities and can also enable the integration of social, professional, and
environmental aspects of life for Persons with disabilities and vulnerabilities populations.
AT and Daily Living of Persons with disabilities and Vulnerabilities
Assistive technology affords Persons with disabilities and vulnerabilities greater equality of
opportunity, by enhancing and expanding their communication, learning, participation, and
achievement with higher levels of independence, wellbeing, and quality of life. Such
assistive technologies are essential for helping Persons with disabilities and vulnerabilities
with severe physical, sensorial, or mental limitations to become more independent, and to

21
improve their quality of life. Typically, AT works by compensating for absent or
nonfunctional skills, by maintaining or enhancing existing abilities. Persons with disabilities
and vulnerabilities utilize AT to enhance the performance of their daily living tasks,
including communication, vision, hearing, recreation, movement, seating and mobility,
reading, learning, writing, and studying, as well as controlling and accessing their
environment.
AT and User Needs: A Classification Scheme
Examples of AT user needs and classification
A. People with Communication Disabilities refers to be multiple difficulties including:
Speech mechanism problem, Language processing, Hearing, Vision, Motor skills
Needs & Barriers: Safety Technologies, Self-care and medication management, social
needs socialization, access to information technology, communication and interaction
with environment, access to public administration and facilities (authorities, banks,
public services), shopping recreation and leisure problems with speech, writing, esteem
independence and employment.
Assistive technologies: Mobile systems [phones, wearable electronics, computers,
augmentative and alliterative communication (including I/O interfaces)
(adaptable/configurable interfaces, tactile interfaces), vibrotactile displays reading
screen, speech technologies, augmentative–alliterative communication. Socialization and
entertainment tools (special games, virtual companion‘s videoconferences).
B. People with Cognitive Disabilities: The impairments may include: Cognition, memory
loss and forgetfulness
Needs & Barriers are survival, hygiene (toileting, bathing, laundry); feeding (food
preparation,

eating, drinking), remembering, housekeeping—home cleaning, safety, safety technologies,

safety of environment, self-care and medication management, social needs, socialization,
navigation, access to information technology, education, communication and interaction
with environment, shopping, esteem, independence, employment, recreation and leisure

Assistive technologies may include Mobile systems (phones, wearable electronics, and
computers), socialization and entertainment tools (special games, virtual
companions, videoconferences), augmentative and alliterative communication (including
22
 I/O interfaces), adaptable/configurable interfaces, organizer and reminder assistants
for timekeeping), medications, (appointments, hygiene, etc., electronic
organizers, medication reminder/management, procedure assistants, transportation
public transportation facilities) Communication aids (communicators, multimedia
procedure, assistants, large-screen programmable phones, electronic information
organizers, electronic mail)
C. People with Motor Disabilities impairment include Upper-limbs difficulties/ dexterity,
lower- limb deficiencies
Needs & Barriers are the need for mobility, working in the inaccessible environment
Assistive technologies may include orthotics (cognitive orthotics), smart environments,
home control, shopping tools (internet access) and education tools
AT and the Marketplace
Markets for assistive technologies follow the general marketing rule that products introduced
into a market influence the demand and growth of markets for such products. This
relationship between Persons with disabilities and Vulnerabilities and AT in the
marketplace follows one of two strategies: (1) trivialization or (2) specialization, which
are discussed as follows:
Specialization is based on the development of products or services that are adapted for
Persons with disabilities. In practice, the AT industry considers Persons with disability
populations as solvent autonomous markets.
Trivialization considers Persons with disabilities as an augmentation of the market for
devices used by people without disabilities. In this strategy, industry does not target
Persons with disabilities and Vulnerabilities populations directly.
3.13 Implement Inclusive Job Opportunities and Employment
The right to work is fundamental to being a full and equal member of society, and it applies
to all persons, regardless of whether or not they have a disability. A decent job in the
open labor market is a key bulwark against poverty. It also enables people to build self-
esteem, form social relationships, and to gain skills and knowledge. Moreover, a
productive workforce is essential for overall economic growth. Barriers to employment
thus not only affect individuals‘ lives, but the entire economy.
Barriers of employment

The major types of barriers are described below.

23
A) Attitudes and Discrimination
B) Accessibility
C) Education and Training
D) Social Networks
E) Women Disabilities
F) Legal Barriers
G) Inflexible Work Arrangements
H) Dismissal on the Basis of Disability
I) The Benefit Trap
Strategies to Improve Employment for Persons with Disabilities and Vulnerabilities
A) Anti-Discrimination Legislation
B) Vocational Education and Training
C) Wage Subsidies
D) Supported Employment
F) Workers’ Compensation
G) Quota Systems
H) Sheltered Workshops
I) Private Sector Initiatives
J) Employer Networks
K) Support Disability-Inclusive Business
L) Social Enterprises
M) Support Persons with Disabilities in the Workplace
N) Building a More Inclusive Society
O) Boost Education and Training Opportunities
P) Break Down Attitudinal Barriers and Challenge Discrimination
Q) Improve Data Collection on Disability and Employment

24
Chapter 4: Promoting Inclusive Culture
4.1 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 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
1. Workplace Accommodations and Accessibility: Policy & Practice
1. Universal Design
Universal design refers to the construction of structures, spaces, services, communications
and resources that are organically accessible to a range of people with and
without disabilities, without further need for modification or accommodation.
2. Recruitment, Training, & Advancement Opportunities
A. Recruitment:
Effective recruitment of people with disabilities involves two components:
1. Accessible outreach and hiring practices and
2. Targeted recruitment of workers with disabilities.
Accessible outreach and hiring practices essentially entail making sure that outreach
materials, networking and recruitment sites, communications, and application processes
all include a range of accessible options, or are free of barriers that might inhibit people
with disabilities from participating.
Targeted recruitment involves specific outreach to people with disabilities. Although
making general recruitment practices more accessible goes a long way towards building

25
 an inclusive hiring structure, individual employers are not always able to overcome
existing barriers for instance, when recruiting via externally sponsored job fairs
that are not accessible.
B. Training: The first consideration involves the degree to which people with disabilities
have equitable access to training sites, events, and materials.
The second concern relates to the training of managers, particularly middle management,
and human resources staff, to work effectively with all people, including those with
disabilities.
C. Advancement: Research demonstrates that in order to have equitable opportunities for
promotion and professional development, like most employees, workers with disabilities
typically require access to mentoring.
3. Workplace Accommodations and Accessibility: Policy & Practice
Policy plays a critical role in generating meaningful inclusion of people with disabilities. In
addition to recruitment, training and advancement, workplace policies need to carefully
plan for the provision of reasonable accommodations
These are some of the benefits of an Inclusive organization that needs to be considered:
- Higher Job Satisfaction
- Lower Turnover.
- Higher Productivity
- Higher Employee Morale
Improved Creativity and Innovation
- Improved Problem-Solving
- Increased Organizational Flexibility.
Inclusive education, when practiced well, is very important because all children are able to
be part of their community and develop a sense of belonging and become better prepared
for life in the community as children and adults. It provides all children with
opportunities to develop friendships with one another.
4.3 Building inclusive community
An inclusive community:
- Does everything that it can to respect all its citizens, gives them full access to resources,
and promotes equal treatment and opportunity.
- Works to eliminate all forms of discrimination.
- Engages all its citizens in decision-making processes that affect their lives.
26
- Values diversity and
- Responds quickly to racist and other discriminating incidents.
An inclusive society aims at empowering and promoting the social, economic, and political
inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion,
economic, or other status.
 Characteristics of an Inclusive Community
Inclusive communities do have the following set of characteristics
Integrative and cooperative
Interactive:
Invested
Diverse
Equitable:
Accessible and Sensitive
Participatory:
Safe
Means of establish inclusive culture
There are four key inclusive leadership behaviors:
Empowerment: Enable team members to grow and excel by encouraging them to solve
problems, come up with new ideas and develop new skills.
Accountability: Show confidence in team members by holding them responsible for aspects
of their performance that are within their control.
Courage: Stand up for what you believe is right, even when it means taking a risk.
Humility: Admit mistakes, learn from criticism and different points of view, and overcome
your limitations by seeking contributions from team members.
How inclusive culture establish?
There are five stages in establishing inclusive culture:
1. Consider what you want to achieve and what the benefits will be.
2. Undertake an inclusion review of your workplace
3. Decide where work is needed and create an action plan
4. Communicate the plan with staff and put the plan into action.
5. Review, monitor and evaluate the plan’s impact and use what you find to plan future
action
Ten Characteristics of an Inclusive Organization
27
1. It accepts diversity and inclusion as a way of life.
2. It evaluates individual and group performance
3. It operates under transparent policies and procedures.
4. It is consistent in its interactions with everyone
5. It creates and maintains a learning culture.
6. It has a comprehensive and easily accessible system of conflict resolution at all levels.
7. It recognizes that it is part of the community that it serves.
8. It lives its mission and core values.
9. It values earned privilege over unearned privilege.
10. It accepts and embraces change.
Inclusive values

28
4.7Indigenous 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.
What is indigenous inclusion?
Indigenous inclusion defined as an organizational state that is embraced as a cultural norm,
with enterprise-wide workplace strategies as well as a culture which invites the full
participation of indigenous people into all aspects of business operations.
Features of an indigenous inclusion:
1. Inclusion has been embraced as a core competency and embedded into the
organizational culture;
2. Companies share their organization‘s experience and achievements with inclusion and
explain how it has helped their performance;
3. Human rights and responsibilities are promoted and respected. Employees are free of
concerns related to basic equity issues;
4. Comprehensive Indigenous procurement, recruitment and corporate social
responsibility strategies have been developed as part of an enterprise-wide
coordinated approach;
5. Indigenous people are employed and retained in all areas of the organization including
the senior leadership and executive positions;
6. There are significant revenues and jobs gained by Indigenous people and businesses
through the organization‘s supply chain;
7. Indigenes community sustainable gains have been realized as a result of the
relationships built between the company and the community;
8. High levels of Indigenous employee engagement are seen and experienced in the
organization;
9. Leadership has put into place the resources needed to sustain its Indigenous inclusion
strategy and it may have introduced an inclusion policy framework or statement;
10. Indigenous inclusion is integral to the mission and vision of the organization.

29
 Chapter 5: Inclusion for Peace, Democracy and Development
Definition of Peace, Democracy and Development

Inclusion for Peace

Peace can be defined as creating mutual understanding, positive relationship between
individuals and groups. These groups may include culturally, linguistically, economically
and biologically heterogeneous groups.

Inclusive education is a foundation for inclusiveness in all aspects of life. It creates equality
and equity among divers population. Diversity refers to in terms of language, religion, socio-
economic status, culture and psychology. Equal (sameness and nondiscrimination) and/or
equitable (social justice and fairness ) distribution of resources within the system; equal
and/or equitable both in terms of locations and numbers, in relation to resources such as
money, trained and qualified professionals, teaching and learning materials, school buildings,
and school furniture.

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
Put a variety of world views into one room, and you'll come out the other side with
better ideas
30
  Boost Your Brand's Reputation
 Global Impact
 In the same vein, workplace diversity boosts creativity
 Schools‘ cultural diversity enriches the educational experience
 Through culturally diverse classroom and in a cooperative learning, students
have the opportunity to learn from people with different backgrounds and
upbringings, leading to increased innovation and collaboration
 It helps dispel negative stereotypes and personal biases about different groups.
Inclusion for Democracy
Definition
Democracy is a great philosophy of inclusion that born and grown in inclusive schools. It
means the rule of the people, by the people, for the people; and where ―people‖ is to mean
all human being, regardless of the diversities. Democratic schools are an educational ideal
in which democracy is both a goal and a method of instruction.
Inclusion Education for Democracy
Inclusive education for democracy has not been established as a central purpose for
schooling in Ethiopia. Schools are the ideal place to promote democracy. One of the
most important tasks of schools should be helping students to realize the
values of democracy. The democratic values include is to enhance protected right,
independent quality life for all, freedom, pursuit of happiness, justice, the common
good, truth, respect and tolerance for diversity and partisanship
Democratic principles for inclusive practices
Inclusive education is based on seven principles:
 Diversity enriches and strengthens all communities.
 All persons with disabilities different in their needs, potentials, learning and working
styles;

 Their achievements according to their potentials are equally valued, respected and
celebrated by society
 All learners are enabled to fulfill their potential by taking into account individual
requirements and needs
Inclusion for Development
Definition
The word development is widely used to refer to a specified state of advancement or growth
a new and advanced idea, profession, physical, mental, product; or an event that constitutes a
new stage under changing circumstances. Development is a positive growth or change in

31
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‖ (Hikey, 2015),
others focus on the ―voice and power to the concerns and aspirations of otherwise excluded
groups‖ (Johnson and Anderson 2012). Inclusive development also has an ―integral focus on
the achievement of equity and the rights of citizenship‖ (Hickey, 2013).

Inclusive education for Development

The meaning of development for an individual is that which tends towards a person
realizing
his or her full potential as a human being through inclusive education and then
inclusive society; to expand the range of choices for every human being without
discrimination.
Respecting divers needs, culture, values, demands and ideas
These include race, ethnicity, age, ability, language, nationality, socioeconomic status,
gender, religion, or sexual orientation. The group is diverse if a wide variety of groups are
represented. Cultural diversity has become a hot-button issue when applied to the
workplace. For this reason, we've created a list of the biggest diversity issues in the
workplace.
 Acceptance and Respect
 Accommodation of Beliefs
 Ethnic and Cultural Differences

Gender Equality
 Physical and Mental Disabilities
 Generation Gaps
 Language and Communication

Diversity may happen in the Workplace

 Ethnicity (language and cultural differences)
 Age and Generation differences
 Gender and Gender Identity
 Religious and Spiritual Beliefs
 Disability and Ability
32
  Socioeconomic Status and Background
- Poor and rich
- Educated and uneducated
- Highly educated and less educated
- Rural vs. urban history
- Married and unmarried
- Hard worker and non hard worker
- Mental health problems…

Chapter 6: Legal frame work

General Overview of Legal frameworks

Discrimination against persons with disabilities has a long history and persons with
disabilities are regularly excluded from participation in society and denied their human
rights. Discrimination against the disabled can take many forms, ranging from limited
educational opportunities to more subtle forms, such as segregation and isolation because of
physical and social barriers. The effects of discrimination are most clearly felt in the sphere
of economic, social and cultural rights, in the fields of, for instance, housing, employment,
transport, cultural life and access to public services. The obstacles the disabled face in
enjoying their human rights are often the result of exclusion, restriction, or preference, and,
for instance, when the disabled do not have access to reasonable accommodation on the basis
of their limitations, their enjoyment or exercise of human rights may be severely restricted. In
order for disabled persons to freely enjoy their fundamental human rights, numerous cultural
and social barriers have to be overcome; changes in values and increased understanding at all
levels of society has to be promoted, and those social and cultural norms that perpetuate
myths about disability have to be put to rest.
Legal Frameworks Regarding Inclusion
Inclusive in education is the most effective means of combating discriminatory Attitudes,
creating welcoming community and building an inclusive society. They are essential to the
enjoyment and exercise of human right. Thus, the right to an inclusive education for persons
with disabilities is a fundamental human right. It emerged first in general guarantees set
forth in the Universal Declaration on Human Rights and then in more detailed expression
in the International Covenant on Economic and Cultural Rights (ICESCR). Other
international instruments express the link between the right to education and the needs of
persons with disabilities.
33
 In addition, states have specific obligations under international law to respect, protect and
fulfill the right to inclusive education for persons with disabilities. The obligation to respect
requires States to refrain from denying or limiting equal access to inclusive education for
persons with disabilities. This right should be guaranteed by law.
International and National Legal
Frameworks
International Legal Framework
Key International Instruments and other Documents that Promote Inclusion

 1948 Universal Declaration of Human Rights – Article 26

 1960 UNESCO Convention against Discrimination in Education – Articles 1, 3 and 4
 1965 International Convention on the Elimination of All Forms of Racial Discrimination –
Article 5
 1966 International Covenant on Economic, Social and Cultural Rights – Article 13
 1966 International Covenant on Civil and Political Rights – Articles 18 and 19
 1973 ILO Convention on the Minimum Age for Employment – Article 7
 1979 Convention on the Elimination of All Forms of Discrimination Against Women – Article
10
 1982 World Program of Action Concerning Disabled Persons proposals for implementation,
national action, part 2
 1989 Convention on the Rights of the Child – Articles 23, 28 and 29
 1989 ILO Convention Concerning Indigenous and Tribal Peoples,Articles 26, 27, 28, 29, 30 and
31
 1990 The World Declaration on Education for All, Jomtien
 1993 The Standard Rules on the Equalization of Opportunities for Persons with Disabilities
 1994 The Salamanca Statement and Framework for Action on Special Needs Education
 1999 ILO Convention on the Worst Forms of Child Labor – Article 7
 1999 Salamanca Five Years on Review
 2000 World Education Forum Framework for Action, Dakar
 2000 Millennium Development Goals focusing on Poverty Reduction and Development
 2002 EFA Global Monitoring Report: EFA
 2004 EFA Global Monitoring Report: Gender and Education for All – the leap to quality
 2005 EFA Global Monitoring Report: Education for All – the quality imperative
 2006 EFA Global Monitoring Report: Literacy for Life
 2006 Convention on the Rights of Persons with Disabilities
 2007 EFA Global Monitoring Report: Strong Foundations – early childhood care and education
 2008 EFA Global Monitoring Report: Education for All by 2015
The following are some of the major international legal frameworks that support inclusion of
people with disabilities and vulnerabilities.
A) 1948 Universal Declaration of Human Rights –
Article 26
(1) Everyone has the right to education. Education shall be free, at least in the elementary
and fundamental stages.
(2) Education shall be directed to the full development of the human personality and to
the strengthening of respect for human rights and fundamental freedoms.

34
B) The UN Convention on the Rights of the Child, 1989 Extracts from Articles, 2, 23, 28 and
29
Article 2
child within their jurisdiction without discrimination of any kind, irrespective of the child‘s or
his or her parent‘s or legal guardian‘s race, color, sex, language, religion, political or other
opinion, national, ethnic or social origin, property, disability, birth or other status.
Article 23
1. States Parties recognize that a mentally or physically disabled child should enjoy a full and
decent life,
2. Recognize the right of the child to special care......subject to available resources.
3. recognizing the special needs of a disabled child...taking into account the financial resources of
the parents or others caring for the child
Article 28
1. States Parties recognize the right of the child to education and with a view to achieving this
right progressively and on the basis of equal opportunity, they shall, in particular: (a) Make
primary education compulsory and available free to all; (b) Encourage the
development of different forms of secondary education, including general and vocational
education, make them available and accessible to every child;(c) Make higher education
accessible to all;(d) Make educational and vocational information and guidance available and
accessible to all children; (e) Take measures to encourage regular attendance at schools and the
reduction of drop-out rates.
Article 29
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; respect for the child‘s parents, his or her own cultural identity; Parents have
a prior right to choose the kind of education that shall be given.
C) World Conference on Education for All, Jomtien, and 1990 World Declaration on
Education for All: Meeting Basic Learning Needs
Article III – Universalizing access and promoting equity
D) The World Programmed of Action, 1982 and the Standard Rules, 1993 the World
Programmed of Action Concerning Persons with Disability
This originated from the International Year of Disabled Persons in 1981, a landmark period
in the history of disability rights. The World Program of Action laid the foundations for
inclusive education by stating that:
35
  The education of disabled persons should as far as possible take place in the general
school system.
 Responsibility for their education should be placed upon the educational authorities.
(Note, in many countries the education of disabled children was under the authority of
other ministries such as health or social welfare, or none at all)
 Laws regarding compulsory education should include children with all ranges of
disabilities, including the most severely disabled
 Educational services for disabled children should be individualized, locally accessible
and comprehensive.

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

Disabilities - Rule 6
This consists of rules governing all aspects of the rights of people with disabilities. Rule 6
focuses on education and agrees with Jomtien that people with disabilities should be
educated as ―an integral part of the educational system‖, and that States should have
responsibility for the education of people with disabilities.

F) The Salamanca Statement and Framework for Action on Special Needs Education,
1994
The Framework gave rise to the thinking and practice from a different perspective – not
from disabled activists, but from the professionals working in schools, trying to find ways to
enable all children to learn together. A key difference is that, rather than talking about a
particular group (for example children with disabilities or girls) and their rights, in
Salamanca the focus was on diversity of children‘s characteristics and educational needs.
G) Convention on the Rights of Persons with Disabilities, 2006
Article 24 – Education
States Parties recognize the right of persons with disabilities to education. With a view to
realizing this right without discrimination and on the basis of equal opportunity,
States Parties shall ensure an inclusive education system at all levels and lifelong learning
H) World Education Forum, Dakar, 2000
Education For All: Meeting Our Collective Commitments-this was the text adopted by the
World Education Forum Dakar, Senegal, 26-28 April 2000 7. ―We hereby collectively
commit ourselves to the attainment of the following goals:
i) Expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable and disadvantaged children;

36
ii) ensuring that by 2015 all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to and complete free
and compulsory primary education of good quality;
iii) Ensuring that the learning needs of all young people and adults are met through
equitable access to appropriate learning and life skills programs;
iv) Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for
women, and equitable access to basic and continuing education for all adults
V. eliminating gender disparities in primary and secondary education by 2005, and
achieving gender equality in education by 2015, with a focus on ensuring girls‘ full and
equal access to and achievement in basic education of good quality; and
vi)Improving all aspects of the quality of education and ensuring excellence of all so that
recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy and essential life skills
I) 1960 UNESCO Convention against Discrimination in Education – Articles 1, 3 and 4
Article 1

1. For the purposes of this Convention, the term `discrimination' includes any distinction,
exclusion, limitation or preference which, being based on race, color, sex, language,
religion, political or other opinion, national or social origin, economic condition or birth,
has the purpose or effect of nullifying or impairing equality of treatment in education
2. For the purposes of this Convention, the term `education' refers to all types and levels of
education, and includes access to education, the standard and quality of education, and the
conditions under which it is given.
Article 3
In order to eliminate and prevent discrimination within the meaning of this Convention, the
States Parties thereto undertake:
(a) To abrogate any statutory provisions and any administrative instructions and to
discontinue any administrative practices which involve discrimination in education;
(b) To ensure, by legislation where necessary, that there is no discrimination in the
admission of pupils to educational institutions;
(c) Not to allow any differences of treatment by the public authorities between nationals,
except on the basis of merit or need, in the matter of school fees and the grant of

37
 scholarships or other forms of assistance to pupils and necessary permits and facilities for
the pursuit of studies in foreign countries ;
(d) Not to allow, in any form of assistance granted by the public authorities to educational
institutions, any restrictions or preference based solely on the ground that pupils belong to a
particular group;
(e) To give foreign nationals resident within their territory the same access to education as
that given to their own nationals.
Article 4
The States Parties to this Convention undertake furthermore to formulate, develop and apply
a national policy which, by methods appropriate to the circumstances and to national usage,
will tend to promote equality of opportunity and of treatment in the matter of education and
in particular:
(a) To make primary education free and compulsory; make secondary education in its
different forms generally available and accessible to all; make higher education equally
accessible to all on the basis of individual capacity; assure compliance by all with the
obligation to attend school prescribed by law;
(b) To ensure that the standards of education are equivalent in all public educational
institutions of the same level, and that the conditions relating to the quality of the education
provided are also equivalent;
(c) To encourage and intensify by appropriate methods the education of persons who have
not received any primary education or who have not completed the entire primary education
course and the continuation of their education on the basis of individual capacity;
(d) To provide training for the teaching profession without discrimination.

National Laws and Policy Frameworks

1. Constitution of the Federal Democratic Republic of Ethiopia-1995: Article 41(5) of the
Constitution sets out the State‘s responsibility for the provision of necessary
rehabilitation and support services for people with disabilities. This provision, which is
found in the socio- economic rights of citizens, does not ensure the equal employment
opportunity of PWDs. Rather, it conveys a message that PWDs are among those who
deserve assistance since they are incapable of engaging in productive life.
2. Labor Proclamation, No. 377/2003, amended by Labor Proclamation No. 494/2006: It states that
it is unlawful for an employer to discriminate against workers on the basis of
nationality, sex, religion, political outlook or on any other conditions.
38
3. The Federal Civil Servant Proclamation- No. 515/2007: It offers for special preference in the
recruitment, promotion, and deployment, among others, of qualified candidates with
disabilities. This provision is applicable to government offices only.

4. Proclamation concerning the Rights to Employment for Persons with Disabilities- No.
568/2008: The proclamation makes null and void any law, practice, custom, attitude and
other discriminatory situations that limit equal opportunities for persons with
disabilities.
5. Framework Document- 2009: provides for Special Needs Education (SNE) in Technical
and
Vocational Education and Training
(TVET).
6. Building Proclamation- No. 624/2009: provides for accessibility in the design and
construction of any building to ensure suitability for physically impaired persons.
7. Proclamation on Definition of Powers of Duties of the Executive Organs of the
Federal
Democratic Republic of Ethiopia, No. 691/2010: This provides for conditions of equal
opportunities and full participation of persons with disabilities and those living with
HIV/AIDS.
8. Growth and Transformation Plan (GTP) 2010-2015: It focuses on establishing disability
as a cross cutting sector of development where focus is given to preventing disability
and to providing education and training, rehabilitation and equal access and opportunities to
persons with disabilities.

9. National Plan of Action of Persons with Disabilities - (2012-2021): The documents aim at
making Ethiopia an inclusive society.
10. Proclamation concerning the Rights of Disabled P e r s o n s t o E m p l o y m e n t -No.101/1994:
This document was the only legislation in Ethiopia which specifically provides for the
employment of disabled persons. The Proclamation aims to protect and promote the rights of
disabled persons to appropriate training, employment opportunities and salary, and to
prevent any workplace discrimination.
11. The Federal Civil Servant Proclamation (Proclamation -No 1064/2017: Article 13/2
of proclamation no 1064/2017 recognizes that:‘ There shall be no discrimination
among job seekers or civil servants in filling vacancies because of their ethnic origin, sex,
religion, political outlook, disability, HIV/AIDS or any other ground.‘ Therefore, there can

39
 be no discrimination against persons with disabilities during job recruitment on the basis of
their disability.
12. Labor Proclamation-1156/2019: This proclamation controls the private sector
employment relationship. Article 15 of the proclamation outlaws discrimination on the basis
of disablement.
13. Organization of Civil Society Proclamation -No. 1113/2019: This proclamation is a newly
enacted legislation replacing its predecessor proclamation 621/2009. It regulates issues
concerning formation, registration, activities and dissolution of civil society organization.
Agency for civil society organization has been also established to facilitate and monitor the
activities of civil society organization.

14. The Revised higher institutions proclamation- No. 1152/2019: This proclamation has been
enacted in replacement of its predecessor proclamation 650/2009. This proclamation has
incorporated some rights entitling students with disabilities. According to article 51 of such
proclamation. accordingly the institutions shall: make, to the extent possible, their
facilities and programs amenable to use with relative ease for students with physical
disabilities; shall, to the extent that situations and resources permit, relocate classes, develop
alternative testing procedures, and provide different educational auxiliary aids in the
interest of students with physical disabilities and learning disabilities; consider building
designs, campus physical landscape, computers and other infrastructures of institutions shall
take into account the interests of physically disabled students; shall ensure that students with
physical challenges get academic assistance, including tutorial sessions, exam time and
submission date deadline extensions; shall provide additional resources, as necessary, to
maintain the speed and need of education, the allocation of additional resources, is necessary.
The details shall be determined by a directive

15. Advertisement Proclamation -No. 759/2012: It focuses on regulating commercial

advertisement are made. According to article 7/4 of this proclamation, advertisement which
undermines the dignity and emotional feeling of a physically disabled person is immoral.

16. Definition of Powers and Duties of the Executive Organs of the Federal Democratic
Republic of Ethiopia Proclamation -No. 1097/2018: It mainly focuses on addressing common
responsibility of ministries in general and the specific duty for ministry of labor and social
affair in Creating conditions whereby persons with disabilities, the elderly, and segments of

40
society vulnerable to social and economic problems benefit from equal opportunities
and full participation (article10/4
17. Developmental Social Welfare Policy 1997: It specifically targets people with disabilities
and sets out to safeguard their rights and to promote opportunities for vocational
rehabilitation.
18. The FDRE Education and Training Policy of 1994: This document recognizes that
special attention must be provided for those with special needs. However, it does not have
any clear recognition for reasonable accommodation
19. The FDRE special needs/inclusive education strategy 2012: This document focuses on
inclusive education policy, strategies and responsibilities of stakeholders.

Chapter 7: Resources Management for Inclusion

1. Dear student, Please list resources important for people with diversities in Education.

Provisions of Resources
The resource should be considered for people with disabilities in workplaces, social
gatherings, recreational and in schools that help them to feel comfortable, secure and work at
their independent and team activities.
Resources for school children
All concerned bodies should be inclusive in their planning, budgeting and taking action for
the education of persons with disabilities. In the school settings resource rooms are very
important at.
School based resource room
The resource room is a classroom where a special education program can be delivered to a
student with a disability and learning difficulty. It is for those students who belong to a
regular class but need some special instructions in an individualized or small group setting
for a portion of the day. It is typically a large room in the main school building with lots of
facilities for children with special needs. This program includes remedial, compensatory and
developmental instruction, which is provided in small groups for usually three to five hours
per week
Human resources in schools
 Sign language interpreter
 Braille specialist
 Mobility and orientation expert
 Special needs educators
41
  Speech and language therapist
 Physiotherapist
 Behavioral therapists…etc
School based material resources

 LCD and/or Smart Board

 E - Chart
 Various magnifying lenses
 Slate and styles
 Perkins Braille writer
 White Cane
 Blind folder
 Tuning fork
 Audiometer
 Hearing aids (various type)
Sign language books and videos
 Various instructional videos related this unit
 Braille atlases
 Molded plastic, dissected and un-dissected relief maps
 Relief globs
 Land form model
 Abacus
 Raised clock faces
 Geometric area and volume aids
 Write forms for matched planes and volumes
 Braille rulers
 Raised-line check books
 Signature guide
 Longhand-writing kit
 Script letter – sheets and boards
 Talking calculator
 Closed-circuit television

42
  Computer software for various students with special needs; for example Jawse
for blind and sign language software for deaf
 Orthosis, Prosthosis, Environmental accessibilities

- Ramps
- Elevators
- Wheel chairs
Accommodations
Accommodations are adjustments that teachers and school personnel make to maximize
learning and social well-being for individual students.

Chapter 8: Collaborative (Cooperative) Partnerships with

stakeholders
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. Each individual‘s
collaboration is based on his knowledge and skills. A person should not be discriminated
due to mismatch with other people‘s abilities; because he has his own quality in other
perspectives.

Collaboration enables individuals to work together to achieve a defined and

common business purpose. It exists in two forms:
 Synchronous, where everyone interacts in real time, as in through telephone,
email, online meetings, through instant texts messages, or via Viber, and
 The team sees value in working together as the common goal gives them a
meaningful reason to work together, along with receiving mutual benefits for
the institution as well as the team.
Here are a few qualities that a successful team possesses.
1. They communicate well with each other. ...
2. They focus on goals and results. ...
3. Everyone contributes their fair share. ...
4. They offer each other support. ...
5. Team members are diverse. ...
6. Good leadership. ...
7. They're organized. ...
8. They have fun.

43
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.
What are the advantages of collaboration?
 Higher employee productivity
 The advantages of collaboration can also be seen in terms of individual output.
 Creating a sense of teamwork and building bonds encourages team members to work
for the collective rather than just themselves
Benefits of collaboration
 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.

Cooperativeness

Cooperation is one of the components of collaboration. As an

adjective, cooperative describes working together agreeably for a common purpose or goal
as in cooperative play or cooperative employee.
As a noun, a cooperative is a jointly- owned business or enterprise where members
pool their resources to purchase, do work, and/or distribute things. Cooperativeness helps

44
individuals to willing learn from each other. It requires interdependence, which can take one
or more forms that help to create inclusiveness:
Goal interdependence:
1. the group has a single goal

2. Reward interdependence: the whole group receives acknowledgement for

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

The following steps will help you and your group to work effectively together.

1. Have clear objectives

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

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. Be both affected by a business and affect a business.
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. 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.

45
 Stakeholders are usually parties who have a stake in a project and have a great influence
on its success or failure.
What are the benefits of stakeholder participation?
 Provide all stakeholders with full opportunities to share their views, needs and
knowledge on flood management.
 Build consensus through bringing together a diverse range of stakeholders to share
needs, information, ideas and knowledge and harmonize the objectives of individual
groups to reach common societal goals.
What are the main features of a partnership?

Participants described the right partnership behaviors principally as being effective co-
ordination and chairing, and a set of personal skills and qualities including good listening,
clear communication, honesty, patience, enthusiasm, acceptance and love.
A strategic alliance implies that: the success of the alliance impacts one or more major
business or service goals. The success of the alliance develops or reinforces a core
competency, especially one which provides a competitive advantage and / or blocks a
competitive threat
Strategies for community involvement inclusive development

 Commit to participation of all persons with diversities

Establish non-discriminative effective communication with all people with divers

back ground
 Expect to do most of the work yourself following the inclusive principle
 Tap into local networks, culture and indigenous experiences of inclusiveness
 Use all possible communication channel including sign language for deaf people

Roles of Stakeholders in a Project

Approach/Methods/Strategies of learning and Teaching

Approach/Methods/Strategies

This section is flexible to involve the instructor‘s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are

46
listed below. The instructor can select among this and add his own that he/she feels
appropriate.
 Interactive lectures
 Cooperative learning
 Brainstorming
 Discussion
 Role play
 Independent/self learning
 Field visits
 Individual and group assignments and presentation
 Seminars
 Individual and group presentations
 Special needs/inclusive education expert consultancy

Assessment and Evaluation Methods

Dear students, for each contents you will complete getting started activities, read selected
materials complete course works and group assignments. Assessment of the students would
be a continuous process.

. To meet the learning outcome aforementioned and enhance teachers‘ quality, the
special needs/inclusive education instructors will have the following major
responsibilities.
 Advise students on all the aspects of the course
 Provide the students with the syllabus and other materials well ahead of the delivery of
it
 Conduct the interactive lectures as per the plan
 Facilitate students‘ individual assignments, group assignments, field
works, practicum, seminars, presentations, and collaborative learning
 periodically assess the students‘ work
 Provide the students with timely feedbacks on their graded and ungraded
academic works
 Follow on students‘ progress and communicate to the students
 Keep student records on the whole work of the students

47
48
49
50
51
.


1.
166
167
168
169

47
48
49
50
51