Addis Ababa University

College of Education and Behavioral Studies

Special Needs/Inclusive Education

Course Title: Inclusiveness

Course Code: SNIE 1012

October /2024

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 Chapter One

1. Concepts and Principles of Inclusion

1.1. Definition

Inclusion means that all people are entitled to full membership of the human
family. Fundamentally, inclusion is the principle that:

- We are all entitled to participate fully in all aspects of society;

- We all have the same rights and responsibilities;
- We all have something to contribute.

It is the principle which demands valued recognition of all people and the
entitlement of all meaningful interaction, involvement and engagement in every
part of the complex and multifaceted societies we live in. Inclusion is the right of
the individual and the responsibility of society as a whole. Inclusion requires the
removal of barriers and social structures which impede participation. It requires
proactive policy making, lateral thinking and on-going commitment. The principle of
inclusion accepts group of people or the segments of the society such as persons
with disability as human diversity.

Inclusion is not a one-time project, rather it is a process which is ultimately

intended to pass through or achieve the following organically linked steps or
processes:

- Developing Inclusive plan or policy/legal frameworks;

- Developing Inclusive culture with in communities and institutions; and
- Evolving inclusive practice.

There are three dimensions need to be considered for the effective implementation
of inclusive services that accommodate the special needs of persons with disabilities
and other vulnerable groups. These are:

- Create non-discriminatory attitude within communities towards Persons with

disabilities and other vulnerable groups;
- Develop accessible and or barrier free physical as well as service
environments for equal participation of Persons with disabilities and other
vulnerable groups in socio-economic and political activities; and

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 - Empower physical and psychosocial capacity of Persons with disabilities and
other vulnerable groups.

In accordance to the description of (WHO, 2001) regarding environment in

reference to disability, it includes both the physical and service environments as
listed briefly below:

- Technology and product;

- Natural environment and human made change to it;
- Social support and relationships;
- Attitude;
- Policy, system and services.

In sum, inclusion refers to the practice or policy of ensuring that all individuals,
regardless of their differences (such as race, gender, ability, age, socioeconomic
background, etc.), feel valued, respected, and able to participate fully in society,
organizations, or environments. In an inclusive setting, everyone has equal access
to opportunities and resources, and their unique perspectives and needs are
acknowledged and supported.

Inclusion often goes hand-in-hand with diversity, as it emphasizes creating

environments where diverse individuals feel welcome and empowered to contribute
without discrimination or bias. It applies to various contexts, including workplaces,
schools, communities, and social settings.

1.2. Principles of Inclusion

The principle of inclusion is simple. It is the opposite of exclusion and also

alienation. It is the principle that says that whatever benefits accrue to members of
a society are the heritage of all people, not just those who are able-bodied. The
principles of inclusion guide how we can foster such environments. Here are some
key principles of inclusion.

Respect for Diversity

- Recognize and value individual differences, including culture, race, gender,

ability, age, religion, disability and socioeconomic background.
- Promote diverse perspectives and celebrate what makes each person unique.

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 Equal Access and Opportunity

- Ensure that everyone has access to the same opportunities, resources, and
support systems.
- Remove barriers that might prevent full participation for some individuals or
groups such as persons with disabilities, women, orphans etc.

Active Participation

- Create spaces where everyone is encouraged and facilitated to contribute

and be involved.
- Actively seek input from underrepresented or marginalized groups to ensure
their voices are heard.

Supportive Environment

- Foster an environment where individuals feel safe, supported, and respected.

- Address discrimination, harassment, and bias to maintain an inclusive
atmosphere.

Collaboration and Partnership

- Promote teamwork, shared decision-making, and partnerships that are

inclusive of all stakeholders.
- Encourage collaborative efforts that benefit all from diverse perspectives.

Adaptability and Flexibility

- Be willing to adjust policies, practices, and environments to meet the needs

of all individuals.
- Accommodate different learning styles, communication needs, and
accessibility requirements.

Continuous Learning and Improvement

- Engage in ongoing learning about inclusion, diversity, and equity issues.

- Regularly assess and improve practices to ensure they remain inclusive as
society and norms evolve.

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In conclusion, these principles apply to various sectors; including education, the
workplace, community settings, and beyond, helping create environments where
everyone can thrive.

1.3. Elements of Inclusion

As discussed above, inclusion promotes equal participation of individuals in all

aspects of public life and development engagements regardless of their difference
in gender, ethnicity, religion, language, disability, socioeconomic background and
political thoughts. For instance, All children should have the opportunity to learn
together, have equal access to the general education system, and receive individual
accommodation where needed based on the type of their impairment or other
differences.

Hence, the following key elements of inclusion should be considered in practicing

inclusion.

Equity

Ensuring fair treatment, opportunities, and access to resources for everyone, while
recognizing and addressing specific needs and disparities

Diversity

Embracing and valuing differences such as race, gender, age, ability, disability,
religion, socioeconomic status, etc.

Belonging

Creating an environment where everyone feels accepted, valued, and part of the
community or team.

Respect

Acknowledging and honoring the dignity, experiences, and perspectives of all

individuals.

Collaboration

Fostering teamwork and collective problem-solving by valuing the contributions of

every member

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 Representation

Ensuring diverse voices are present and involved in decision-making processes at

all levels.

Accessibility

Designing environment processes systems that are usable and inclusive for all
people, regardless of ability or disability. This includes Universal Design, Reasonable
Accommodation, non-discrimination, acceptability and adaptability.

Cultural Competence

Developing the awareness, knowledge, and skills to engage effectively with people
from different cultures and backgrounds

Open Communication

Encouraging dialogue, listening to diverse perspectives, and addressing concerns or

challenges related to inclusion.

Accountability

Holding individuals and organizations responsible for creating and maintaining an

inclusive environment, including addressing biases and discrimination

In sum, these elements together foster a culture where everyone can contribute
fully and feel valued within the community or organization by eliminating all forms
of discrimination

1.4. Features of Inclusion and Inclusive Environment

The key features of inclusion encompass a range of principles and practices that
ensure equitable participation and representation for all individuals. The following
are the core features of inclusion.

Diversity Representation

Inclusion recognizes and values the presence of individuals from diverse

backgrounds, including differences in race, gender, culture, abilities, disabilities,
sexual orientation, age, and socioeconomic status.

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 Equal Access

Everyone should have access to opportunities, resources, and support systems

without facing barriers related to discrimination or bias. This includes education,
employment, healthcare, and other social services.

Respect and Dignity

Individuals are treated with respect and dignity, regardless of their differences.
Inclusive environments foster mutual respect and empathy.

Participation and Belonging

Inclusion ensures that all individuals feel they belong and are able to fully
participate in decision-making processes, social activities, and organizational
functions. Their contributions are recognized and valued.

Non-Discrimination

Inclusive environments actively work against discrimination and bias, whether

intentional or unconscious. This requires policies and practices that promote
fairness and challenge inequality.

Support for Individual Needs

Inclusion recognizes that individuals have unique needs and may require different
levels of support to thrive. This might include accommodations for disabilities,
flexible work arrangements, or language support.

Cultural Competence

Organizations and communities that practice inclusion foster an understanding of

and respect for cultural differences. This requires ongoing learning and adaptation
to ensure policies and practices are sensitive to diverse cultural perspectives.

Collaboration and Teamwork

Inclusion encourages collaboration, where people from different backgrounds and

experiences work together effectively. Inclusive environments emphasize
teamwork, communication, and the sharing of ideas.

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 Empowerment and Voice

In inclusive spaces, individuals are empowered to express their opinions, ideas, and
concerns. Everyone’s voice is heard, and feedback is valued and acted upon.

Accountability and Continuous Improvement

Inclusive organizations are committed to holding themselves accountable for

maintaining inclusive practices. This involves continuous assessment, addressing
gaps, and improving policies to foster a more inclusive environment.

These features together create environments where diversity is embraced, and

everyone feels respected, supported, and valued. This kind of environment is
known as inclusive environment characterized by different approaches and features.
Inclusive environment is characterized by the following features that revolve around
the formation of accommodative and barrier free atmosphere.

Inclusive environment is, therefore, social, physical and institutional/service

environment that:

- Members of the society or a certain group such as family feel respected by

and connected to one another.
- Welcomes all people, regardless of their difference in disability, gender,
language, religion, ethnicity, socioeconomic background and other forms of
vulnerabilities recognizing and using their potential skills and abilities.
- Is respectful, supportive, and equalizing.
- Reaches out to and includes individuals with disabilities and other vulnerable
groups at all levels of services and community life.
- Is adjusted to individuals’ needs.
- Acknowledges individual difference believing that it is a source of richness
and diversity, and not a problem.
- Encourages continuous process of changes directed towards strengthening
different ways of participation of all members of the community.
- Develop culture, policy and practice which meets pupils’ diversities, towards
identifying and removing obstacles in public life and services.
-

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 1.5. Why is Inclusion Important

Inclusion is important for several reasons, as it benefits individuals, organizations,

and society as a whole as listed hereunder.

Promotes Equality and Fairness

 Inclusion ensures that everyone has equal access to opportunities, resources,

and decision-making, regardless of their background or characteristics. This
reduces systemic inequalities and promotes fairness.

Enhances Innovation and Creativity

 Diverse perspectives foster creativity and innovation. Inclusive environments

allow people from different backgrounds, with unique experiences and ideas,
to contribute, leading to more innovative problem-solving and better
decision-making.

Boosts Engagement and Productivity

 When individuals feel valued and included, they are more likely to be
engaged, motivated, and productive. This leads to higher performance in
educational settings, workplaces, and communities.

Improves Social Cohesion

 Inclusion fosters a sense of belonging, reduces discrimination and social

tension, and encourages respect and understanding between different
groups. This promotes social harmony and cooperation

Reflects Moral and Ethical Values

 Inclusion aligns with the principles of human dignity and respect. It is a

moral imperative to ensure that everyone has the opportunity to thrive, free
from prejudice or exclusion.

Better Outcomes for All

Whether in education, health, or employment, inclusion leads to better outcomes

for individuals and communities. Inclusive policies and practices address systemic

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barriers and ensure that marginalized or disadvantaged groups can fully participate
and succeed.

On the other hand, the rationale for inclusion can be justified by the following
foundations taking their advantages into account.

Educational Foundations

 Children do better academically, psychologically and socially in inclusive

settings.
 A more efficient use of education resources.
 Decreases dropouts and repetitions.
 Teachers’ competency (knowledge, skills, collaboration, satisfaction).

Social Foundation

 Segregation teaches individuals to be fearful, ignorant and breed prejudice.

 All individuals need an education that will help them develop relationships
and prepare them for life in the wider community.
 Only inclusion has the potential to reduce fear and to build friendship,
respect and understanding.

Legal Foundations

 All individuals have the right to learn and live together.

 Human being shouldn’t be devalued or discriminated against by being
excluded or sent away because of their disability.
 There are no legitimate reasons to separate children for their education.

Economic Foundation

 Inclusive education has economic benefit, both for individual and for society.
 Inclusive education is more cost-effective than the creation of special schools
across the country.
 Children with disabilities go to local schools.
 Reduce wastage of repetition and dropout. Children with disabilities live with
their family and use community infrastructure.

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  It facilitates better employment and job creation opportunities for persons
with disabilities.

In sum, inclusion is a key to creating equitable, diverse, and thriving environments

where everyone has the chance to succeed and contribute to their fullest potential.

Chapter Two
2. The Challenges for Inclusion and the Historical and Societal
Context of Exclusion for Persons with Disabilities and other
Marginalized Groups
2.1. Understanding Disability and Vulnerability
2.1.1. Disability

Regardless of the existence of a number of groups of people in a society who are

marginalized and excluded from socioeconomic and political activities due to
different impediments, the following rationales signify our understanding and
involvement in the issues related to disability.

Firstly, nowadays there is a conviction that impairment is a human diversity,

naturally occurring event, a fact of life and a reality in any society.

Secondly, More than one billion persons in the world have some form of disability.
This corresponds to about 15% of the world’s population (World Health
Organisation [WHO, 2011]). The majority of people with disabilities (80%) live in
low‐ and middle‐income countries and disability is believed to affect
disproportionately the most disadvantaged sector of the population (Banks, Kuper,
& Polack, 2017). It is estimated that 17.6% of the total population of Ethiopia live
with various types of impairments (WHO, 2011).

Thirdly, even though disability became a human right issue that laid the adoption
of the UN Convention on the Rights of Persons with Disabilities in 2006, People
with disabilities are more likely to experience a range of exclusions, including from
employment, education, health care access and social participation (WHO, 2011).
For instance, Even though Ethiopia ratified this Convention on June 1st/2010, in
accordance to the Federal Ministry of Education Annual Statistical data of
2022/2023, more than 89% of school age children with disabilities are out of
school.

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Fourthly, it is believed that development is all inclusive and participatory. Hence
no development of a given country can be achieved without the participation of
persons with disabilities.

However, people with disabilities are more likely to experience poverty because
disability causes poverty, but also because people who are poor are more likely to
become disabled (WHO, 2011). In 2004, the World Bank estimated the global GDP
loss due to disability to be between $1.71 trillion and $2.23 trillion annually (Metts
& Mondiale, 2004). Hence, globally inclusive development was promoted believing
that it includes and involves everyone, especially those who are marginalized and
often discriminated against (United Nations Development Programme, 2010).

On the other hand, understanding the concept of disability varies between cultures
and evolves with in a culture over time. People are using the two key terms,
impairments and disability interchangeably but there is a visible conceptual
distinction between these terms as described hereunder:

Impairment
Impairment is the “purely factual absence of or loss of functioning in a body part.”
Hence, the term impairment is used to notify the physical condition of a person
such as visual, physical, hearing, and intellectual disabilities. It may result in
activity limitation based on the degree/ severity, type and onset of the impairment.
The issue of disability and impairment is not yet being appropriately understood
and treated by the society particularly in the low-income countries including
Ethiopia. As a result, the cause of impairment is not properly comprehended due to
the reason that people still believe that impairment is caused by curse, sin and
wrath of God.
Even though some causes of impairment are still unknown, scientific research
conducted on the issue confirmed that the cause of impairment is classified into 2
major categories as described hereunder.
Biological
Under this category of the cause of impairment, genetically induced factors are
commonly known reasons. These include:

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 - Abnormalities in genes and genetic inheritance that may cause intellectual
disability, down syndrome and other multiple impairments on children.
- Sometimes, diseases, illnesses, and over-exposure to x-rays can cause a
genetic disorder.
- Pre-term and underweight birth also may result in different forms of
impairment.

Environmental

The adverse effect of poverty and starvation such malnutrition, lack of access to
health care and treatment etc. may cause impairment to the child during pre- and-
postnatal period. The use of drugs, alcohol, tobacco, the exposure to certain toxic
chemicals and illnesses, toxoplasmosis, cytomegalovirus, rubella and syphilis by a
pregnant mother can cause intellectual disability and other types of impairment to
the child. Childhood diseases such as a whooping cough, measles, and chicken pox
may lead to meningitis and encephalitis. This can cause damage to the brain of the
child. Toxic material such as lead and mercury can damage the brain too.
Unfortunate life accident such as drowning, car accidents, falls, landmines, war, etc.
can result in people losing their sight, hearing, limbs and other vital parts of their
body.

Regardless of the existence of a number of types of impairments, the commonly

known and major kinds of impairments caused by the factors stated above are
listed below.

- Visual impairment (Generic terminology for blindness and low vision).

- Hearing Impairment (Generic terminology for deafness and hard of hearing).
- Specific Learning Disability (Dyslexia, Dysgraphia and Dyscalculia).
- Speech and Language Impairments including fluency disorder
- Autism Spectrum Disorder
- Emotional and Behavioral Disorders
- Intellectual Disability
- Physical Impairments
- Health related impairments such as: chronic Heart disease, HIV AIDS,
Asthma, and Diabetes.

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 - Multiple Impairment such as Deaf blindness

Disability
Disability is an umbrella term, covering impairments, activity limitations and
participation restrictions. The Preamble to the United Nation Convention on the
Rights of Persons with Disabilities (UNCRPD) acknowledges that disability is “an
evolving concept,” but also stresses that “disability results from the interaction
between persons with impairments and attitudinal and environmental barriers that
hinder their full and effective participation in society on an equal basis with others.”
An impairment becomes disabling when individuals are prevented from participating
fully in society because of social, political, economic, environmental, or cultural
factors.

2.1.2. Evolution of the Concept of Disability (Model of Disability)

As disability is an evolving concept, it became the point of discourse among

concerned scholars, social scientists, disability movement advocates and politicians.
The last three decades have been crucial for defining disability versus impairment
and for the development of disability rights in the United States and worldwide.
Important progress was observed in understanding disability as a civil rights issue
which became a foundation for realizing that our world was designed without regard
for disability (Kristiansen, Vehmas, Shakespeare, 2009, and Carlson, Murray,
2021). Hence, disability gradually became undeniable agenda to be mainstreamed
in international and domestic policy and legal frameworks including human rights
instruments considering the fact that disability is social and political construct and
impairment is the individual issue. However, people’s attitude towards persons
with disabilities affected negatively and positively the life of persons with disabilities
that resulted in exclusion and inclusion of persons with disabilities in all aspects of
life of the society respectively. In order to understand how disability is currently
viewed, is helpful to look at the way the concept of disability or the views and
treatments of people towards persons with disabilities have been evolved overtime
as described below.

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 Charity Model

According to the Charity model, people may view persons with disabilities as lacking
capacity to live independently or live together with other people without disabilities,
with the implication that they must be ‘cared for’ in separate facilities from the rest
of the community and that they are unable to make their own decisions.

Diagram: PWDs outside of society and society giving to PWDs

Medical Approach

According to the Medical model, people may believe that persons with disabilities
need to be ‘cured’ or need to be treated through medical interventions before they
can actively join or participate in the community. In practice, this means that most
persons with disabilities cannot access equally opportunities for participation in
society.

Diagram: PWDs outside of society and PWDs should adapt to fit Society

Social Approach

The social model introduces a very different thinking: disability is recognized as the
consequence of the interaction of the individual with an environment that does not
accommodate individual’s differences. Under the Social model, the focus is on
removing barriers so that persons with disabilities have the same opportunities to

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participate as others. Society needs to change to eliminate physical, social and
communication barriers that hinder participation in the community. With the social
model, disability is not a “mistake” of an individual with disability, but rather an
element of diversity within a society.
Oliver cited in (Shakespeare & Watson, 2002), described the ideological and or
theoretical perspective of social model as follows

In our view, it is society which disables physically

impaired people. Disability is something imposed on top
of our impairments by the way we are unnecessarily
isolated and excluded from full participation in society.
Disabled people are therefore an oppressed group in
society. To understand this it is necessary to grasp the
distinction between the physical impairment and the
social situation, called ‘disability’, of people with such
impairment. Thus we define impairment as lacking all or
part of a limb, or having a defective limb, organism or
mechanism of the body and disability as the disadvantage
or restriction of activity caused by a contemporary social
organisation which takes little or no account of people
who have physical impairments and thus excludes them
from participation in the mainstream of social activities.

Diagram: PWD as part of society

PWD

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 Rights-Based Approach

The human Rights-based model of disability builds on the social approach by

acknowledging persons with disabilities as subjects of rights and the State and
others as having responsibilities to respect these persons. Under the Rights-based
model, persons with disabilities are recognized as having the right to equal
opportunities and participation in society. Accordingly, everyone has a responsibility
to promote, protect and ensure that this right is actualized. Further, persons with
disabilities are viewed as having the capacity to claim their rights and make
decisions that affect their lives.

2.2. Vulnerability
2.2.1. Definition and Types of Vulnerability

The term vulnerability refers to state of being exposed to the possibility of being
attacked or harmed, either physically or emotionally. Accordingly, vulnerable
groups belong to the people who are physically and emotionally hurt and attacked
as a result of various forms of social injustice and malpractices. In other words,
Vulnerability refers to the susceptibility or weakness that can be exploited or
harmed. The term is used in various contexts, as described below.

Emotional or Psychological Vulnerability

This Refers to a person's openness to being emotionally hurt or affected. It can

occur when individuals express their feelings or put themselves in situations where
they could be emotionally impacted.

Social or Economic Vulnerability

This also describes the condition of individuals or groups that are at higher risk of
facing difficulties due to social, economic, or environmental factors, such as
poverty, inequality, or lack of resources.

Physical Vulnerability

This kind of vulnerability is usually attributed to natural disasters and geographical

location of a certain area. Hence, in disaster management, this refers to the extent
to which a person, system, or structure is at risk of being physically harmed by

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external threats, like natural disasters. Vulnerability is classified into the following,
but not limited categories as discussed below:

Physical Vulnerability
The physical vulnerability of an area also depends on its geographic proximity to
the source and origin of the disasters e.g. if an area lies near the coast lines, fault
lines, unstable hills etc.

Economic Vulnerability
Economic vulnerability of a community can be assessed by determining how varied
its sources of income are, the ease of access and control over means of production
(e.g. farmland, livestock, irrigation, capital etc.), adequacy of economic fall back
mechanisms and the availability of natural resources in the area.

Social Vulnerability
- The degree to which social factors (poverty, lack of education, social
exclusion) make certain groups more susceptible to harm, Examples:
Vulnerability of marginalized communities, people with disabilities, or elderly
individuals in crisis situations.
- A socially vulnerable community has weak family structures, lack of
leadership for decision making and conflict resolution, unequal participation
in decision making, weak or no community organizations, and the one in
which people are discriminated on racial, ethnic, linguistic or religious basis.
Attitudinal Vulnerability

Community, which has negative attitude towards change and lacks initiative in life
resultantly become more and more dependent on external support. This brings
about disunity and individualism in the society. Thus, they become victims of
conflicts, hopelessness and pessimism which reduce their capacity of coping with a
disaster.

Emotional/Psychological Vulnerability

 This vulnerability refers to a state of sense or experience in which individuals

feel open to emotional harm or distress. Examples: Fear of rejection,
expressing deep emotions, or trusting others.

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 Cultural Vulnerability

 This kind of vulnerability can be described as the risk of losing cultural

identity or practices due to external influences or suppression. Examples:
Indigenous communities losing their languages or traditions due to
colonization or globalization.
2.2.2. Causes of Vulnerability

Even though the causes of vulnerability vary depending on the context such as
social, physical, economic and other domains, the following factors can contribute
for vulnerability across different domains stated above.

Economic Factors

a) Poverty: Individuals with low income or financial instability are more

vulnerable to risks like unemployment, health crises, and inadequate
housing.
b) Unemployment: Lack of stable employment increases vulnerability to
economic shocks and limits access to resources.
c) Inequality: Economic disparities between groups can make certain
populations more vulnerable to harm or exploitation.

Social Factors

a) Social Exclusion: Marginalized groups, including minorities or people with

disabilities, often face higher levels of vulnerability due to exclusion from
social, political, or economic opportunities.
b) Lack of Education: Lower educational attainment can limit access to
opportunities and increase vulnerability to exploitation or harm.
c) Cultural Norms: Cultural factors like gender roles or discrimination can
make certain groups more vulnerable, especially women with disabilities.

Environmental Factors

a) Geographic Location: People living in areas prone to natural disasters

(earthquakes, floods, droughts) or extreme weather conditions are more
physically vulnerable.

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 b) Climate Change: Environmental degradation, rising sea levels, and extreme
weather events increase vulnerability, especially for coastal and agricultural
communities.
c) Pollution and Habitat Destruction: Industrial activities that pollute air,
water, and soil can make people and ecosystems vulnerable to health
hazards and loss of biodiversity.

Health Factors

a) Chronic Illness or Impairment: Individuals with pre-existing health

conditions are more vulnerable to additional health risks.
b) Limited Healthcare Access: Inadequate access to healthcare services
increases vulnerability to preventable diseases and health complications.
c) Aging Population: Older individuals often have higher vulnerability due to
weakened immune systems, mobility issues, and limited income.

Psychological Factors

a) Trauma or Abuse: Past trauma or experiences of abuse can make

individuals emotionally or psychologically vulnerable.
b) Mental Health Issues: Conditions like depression, anxiety, or post-
traumatic stress disorder (PTSD) can increase a person's emotional
vulnerability.
c) Lack of Social Support: Individuals who lack strong social networks or
relationships are more vulnerable to stress, isolation, and mental health
challenges.

Political and Institutional Factors

a) Weak Governance: In countries or regions with weak governance,

corruption, or poor law enforcement, individuals are more vulnerable to
exploitation, human rights violations, and violence.
b) War and Conflict: Armed conflicts, political instability, and violence increase
vulnerability, especially for civilians in war-torn areas.

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 c) Lack of Legal Protection: Absence of legal frameworks protecting certain
groups (e.g., labor laws, human rights) can lead to increased exploitation
and vulnerability.

Demographic Factors

a) Age: Children and the elderly are often more vulnerable to harm,
exploitation, or health risks.
b) Gender: Women and girls in some societies face increased vulnerability due
to gender-based violence, discrimination, or unequal access to resources.
c) Migration Status: Refugees and migrants are more vulnerable due to legal
uncertainties, lack of resources, and social exclusion.

These factors can be used as instruments to identify vulnerable groups who need
due attention on the part of the rest of the society and government. Vulnerable
groups, therefore, refer to individuals or populations who are at a higher risk of
experiencing harm, marginalization, or adverse outcomes due to factors such as
social, economic, health, or environmental conditions. These groups often lack the
resources, opportunities, or protections needed to cope with risks or crises
effectively. Some common vulnerable groups include:

Children

Why Vulnerable: Children depend on adults for care and protection, making them
more susceptible to abuse, neglect, exploitation (such as child labor), and
malnutrition.

Risks: Child abuse, trafficking, lack of access to education, and poor health
outcomes.

Elderly

Why Vulnerable: Aging individuals often face declining physical health, social
isolation, and financial instability, making them vulnerable to neglect, abuse, and
health complications.

Risks: Elder abuse, poverty, loneliness, chronic illness, and limited mobility.

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 Persons with Disabilities

Why Vulnerable: Individuals with physical, intellectual, or mental disabilities may

face discrimination, limited access to resources, and difficulty in securing education,
employment, healthcare and other public services.

Risks: Social exclusion, prejudice and bias, poverty, abuse, deprivation of their
rights and lack of accessibility to services and infrastructure.

Women and Girls

Why Vulnerable: Gender inequality, cultural norms, and discrimination can make
women and girls vulnerable to violence, exploitation, and unequal access to
education, healthcare, and employment.

Risks: Gender-based violence, domestic abuse, early marriage, human trafficking,

and unequal pay.

Ethnic and Racial Minorities

Why Vulnerable: Prejudice, racism, and systemic discrimination can lead to social
exclusion, economic inequality, and restricted access to rights, services, and
opportunities for ethnic and racial minorities.

Risks: Racism, poverty, police violence, limited access to education, and healthcare
disparities.

Refugees, Migrants, and Displaced Persons

Why Vulnerable: People who are displaced due to conflict, persecution, or

environmental disasters often face legal uncertainties, lack of basic resources, and
difficulty integrating into new societies.

Risks: Statelessness, exploitation, human trafficking, poor living conditions, and

lack of access to basic services like healthcare and education.

People Living in Poverty

Why Vulnerable: Individuals in poverty often lack access to basic necessities like
food, shelter, healthcare, and education, making them more susceptible to
exploitation and harm.

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Risks: Homelessness, malnutrition, health problems, exploitation, and
unemployment.

People with Chronic Illnesses or Weakened Immune Systems

Why Vulnerable: Individuals with serious or chronic illnesses, such as HIV/AIDS,

cancer, or diabetes, may face health complications and stigmatization, especially if
resources for their care are limited.

Risks: Health complications, social stigma, reduced access to healthcare, and

financial strain due to medical costs.

Homeless Population

Why Vulnerable: Homeless individuals often lack stable housing, access to

healthcare, and employment, leaving them exposed to harsh environmental
conditions, violence, and exploitation.

Risks: Poor health, violence, exploitation, substance abuse, and mental health
issues.

Rural Populations

Why Vulnerable: People living in rural areas may face geographic isolation, lack of
infrastructure, limited access to education, healthcare, and employment
opportunities.

Risks: Poverty, limited healthcare, poor transportation, and economic

disadvantage.

Prisoners or Formerly Incarcerated Individuals

Why Vulnerable: Incarcerated individuals and those recently released often face
stigmatization, limited opportunities for employment, and inadequate access to
social services.

Risks: Recidivism, social isolation, poverty, and mental health challenges.

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 Victims of Human Trafficking

Why Vulnerable: People trafficked for forced labor or sexual exploitation are often
stripped of their autonomy and subjected to violence, abuse, and severe
deprivation.

Risks: Physical and sexual abuse, exploitation, trauma, and lack of legal protection.

2.3. Historical background of the inclusion of persons with disabilities

applied in education

In the postindustrial period legislations and litigations created opportunities for

children with disabilities to access education in public schools. The following
modalities were applied to teach children with disabilities.

Specialized and or Residential Schools

These schools were established with an intention to provide educational services in

specialized approach only for children with disabilities. Consequently, schools for
the deaf, schools for the blind etc. came into being as separate institutions
throughout 19th and 20th century.

Mainstreaming

In the 1960 and 70s special needs education classes were established in public
schools with an intention to create least restrictive environment for children with
disabilities.

Integration

The approach was introduced and applied in 1970s with an objective to integrating
students with disabilities in general class setting without the change of regular
school/education system. In this situation, students with disabilities are required to
fit the system. This approach is characterized by the following realities:

- System stays the same;

- Round pegs for round holes;
- Change the child to fit the system;
- Make the square peg round;
- Child must adapt or fail.

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 Diagram: Integration:

Inclusive Education

This approach was applied as of the last quarter of 20th century focusing on regular
education system change to fit the special educational needs of students with
disabilities as discussed in the next section in detail. This approach is characterized
by the following factors:

- Flexible system;
- Children are different;
- All children can learn: (Different abilities, Ethnic Groups, Size, Age,
Background, Gender, Persons with disabilities);
- Change the system to fit the child.

Diagram: Inclusive

2.4. Barriers for Inclusion of Persons with Disabilities

The categories of barriers that persons with disabilities encounter, which are
often exacerbated for those living in rural areas or poor urban settings, include
the following:

1. Institutional barriers, which include legislation, practices, or

processes that actively prohibit or fail to facilitate access for persons

24
 with disabilities.
2. Physical barriers, which prevent access for persons with disabilities to
physical environments such as buildings, roads, transportation, and
various indoor and outdoor facilities such as schools, housing, medical
facilities, sporting venues and workplaces.
3. Informational barriers, which prevent access for persons with
disabilities, particularly for those with visual or intellectual
impairments, to both the form and content of information that may be
provided on websites, brochures, books, television, among many other
ways that information is presented in society.
4. Communication barriers, which make it difficult to participate fully
in society. Communication barriers for persons with disabilities can
include the failure to provide sign language interpretation for deaf
persons, inaccessible technology such as television without captioning,
or websites that are inaccessible to screen readers used by blind
persons.
5. Attitudinal barriers, including negative attitudes and lack of
understanding about disability issues of people in society, which
present some of the most pervasive barriers to equal access for
persons with disabilities.
6. Cultural barriers, which may prevent persons with disabilities from
participating fully and having access to community life. Cultural
barriers may include myths and stereotypes about disability that are
rooted in culture and that generate

In many cases persons with disabilities face a multitude of barriers, which

compound challenges to the achievement of rights and inclusion in development.
For example, in this holistic view of accessibility, challenges a person may face in
relation to employment may include challenges in accessing employment,
inaccessible transportation, inaccessible buildings, inaccessible workspace and
inaccessible human resource policies, among others.

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 Chapter Three

3. The Special Needs/ Requirements of Persons with Disabilities

and other Vulnerable Groups

3.1. Sources and areas of Special Needs/ Requirements of Persons with

Disabilities and other Vulnerable Groups

What are the special needs of persons with disabilities and the
interventions needed?

The sources of special needs for persons with disabilities arise from various factors
related to their physical, sensory, cognitive, or emotional impairments. These
impairments can be congenital, acquired, or the result from environmental factors.

Persons with disabilities have diverse needs that can vary widely depending on the
nature and extent of their disabilities. These needs often fall into the following
categories:

Accessibility

Physical Accessibility: Accessible infrastructure like ramps, elevators, and

automatic doors in buildings, accessible public transport, and accessible housing.

Digital Accessibility: Websites, software, and apps designed to be usable by

individuals with visual, auditory, or motor impairments (e.g., screen readers, voice
recognition software).

Communication Accessibility: Alternative forms of communication, such as sign

language interpreters, Braille, or text-to-speech systems.

Healthcare and Rehabilitation

Specialized Medical Care: Access to healthcare professionals trained in dealing

with various disabilities, including regular check-ups, therapies, and medical
equipment.

Rehabilitation Services: Physical, occupational, and speech therapy, as well as

mental health support, to improve functional abilities and independence.

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 Education and Learning

Inclusive Education: Schools and educational institutions with adapted curricula,

learning aids, and assistive technologies to accommodate students with physical,
intellectual, or learning disabilities.

Specialized Support Staff: Teachers, aides, and counselors who are trained to
work with disabled students.

Learning Materials: Braille books, large-print materials, and digital learning tools
for students with vision or hearing impairments, and tailored lesson plans for those
with intellectual disabilities.

Employment and Economic Empowerment

Workplace Accommodations: Adjustable workspaces, flexible working hours,

accessible technology, and inclusive hiring practices.

Skills Training: Vocational and life skills training that is adapted to their abilities.

Legal Protections: Employment laws and policies that protect against

discrimination and ensure fair treatment in the workplace.

Social Inclusion and Community Participation

Inclusive Recreation: Accessible public spaces, sports facilities, and events,

ensuring people with disabilities can participate in cultural, recreational, and social
activities.

Support Networks: Peer support groups, community programs, and organizations

focused on disability rights and integration.

Assistive Devices and Technology

Mobility Aids: Wheelchairs, walkers, crutches, and other devices to assist with
mobility.

Hearing and Vision Aids: Hearing aids, cochlear implants, glasses, or magnifying
devices.

Communication Devices: Text-to-speech devices, augmentative and alternative

communication (AAC) systems.

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 Legal and Social Protections

Legal Rights: Laws Disability Acts Proclamations like the Americans with
Disabilities Act (ADA) in the U.S. or similar legislation globally, like the UN
Convention on the Rights of Persons with Disabilities which ensure equal rights and
non-discrimination.

Financial Assistance: Disability benefits, grants, and pensions to support living

expenses, medical needs, and assistive technologies.

Transportation

Accessible Transport: Public transportation systems that accommodate people

with wheelchairs, visual or hearing impairments, or other mobility issues, including
Para-transit services.

Personal Assistance and Support

Caregivers and Personal Assistants: Support for daily activities such as

dressing, eating, and personal hygiene. This is highly important service particularly
for those with multiple and severe impairments such as intellectual disability.

In conclusion, addressing these special needs helps promote independence, dignity,

and inclusion for persons with disabilities in all aspects of life.

In addition, it is significant to understand that persons with disabilities are not

homogeneous in their special needs/ requirements due to the factual differences
related to:

 Personal experience of individuals with impairments;

 The type of impairments;
 The severity /degree of the impairments; and
 The onset of the impairments (Congenital and acquired).

Hence, professionals as per their discipline should give response differently to the
needs of persons with disabilities considering these factors.Analyzing the human
beings, Maslow has identified five categories of needs, with different priority levels,
in the following order:

 Survival (physiological);

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  Safety;
 Social needs;
 Esteem; and
 Self-actualization (fulfillment).

Maslow’s model is also valid for persons with disabilities and other vulnerable
groups, whose needs are regular and or similar to those of ordinary persons. It is
obvious that survival is a priority need for persons with disabilities due to the
existing disabling condition such as lack of opportunity to participate in
socioeconomic and political activities and community life as well.

Diagram: Abraham’s Maslow Hierarchy

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 What are the special needs of vulnerable groups and the interventions
needed?

Vulnerable groups face a variety of challenges and require special needs that
address their specific circumstances, often relating to social, economic, physical, or
psychological vulnerabilities. These groups may include children, the elderly,
refugees, marginalized communities, and individuals facing poverty or health
challenges. The special needs of these groups can be categorized as follows:

Children

Protection and Safety: Children are vulnerable to abuse, exploitation, and

neglect, so they need safe environments, legal protections, and child welfare
services.

Education: Access to quality education that is inclusive and adaptable to various

learning needs, including special education for children with disabilities or learning
difficulties.

Healthcare: Pediatric healthcare services, including vaccinations, nutritional

support, and access to developmental screenings to ensure healthy growth.

Psychosocial Support: Emotional and psychological support, especially for

children in conflict zones, foster care, or those who have experienced trauma.

Elderly

Healthcare: Access to geriatric healthcare, chronic disease management, and

long-term care facilities to address conditions like dementia, arthritis, and mobility
issues.

Social Support: Elderly individuals often face isolation, so they require social
engagement opportunities, community services, and caregiver support.

Mobility and Accessibility: Accessible housing, transportation, and assistive

devices (e.g., walkers, hearing aids) to maintain independence.

Financial Security: Many elderly individuals are at risk of poverty, so they need
financial assistance, pensions, or subsidized healthcare and housing.

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 Women and Girls

Gender-Based Violence Protection: Women and girls, especially in conflict zones

or under patriarchal systems, need protection from gender-based violence,
including access to safe shelters, legal aid, and counseling services.

Reproductive Health: Access to maternal healthcare, family planning, and sexual

health services to ensure safe pregnancies and reproductive rights.

Economic Empowerment: Women, especially in marginalized communities, need

opportunities for economic independence, including access to education, vocational
training, and employment.

Legal Rights and Equality: Many women face systemic discrimination, so they
require legal protections that ensure equal rights and access to justice.

Persons with Disabilities

Accessibility: Persons with disabilities need physical and digital accessibility,

including ramps, accessible public transport, and assistive technologies.

Healthcare and Rehabilitation: Specialized medical care, rehabilitation services,

and mental health support tailored to their specific disabilities.

Inclusive Education and Employment: Access to inclusive education and

employment opportunities, as well as accommodations in schools and workplaces.

Legal Protections: Laws protecting them from discrimination and ensuring equal
opportunities in all aspects of life.

Victims of Conflict and Violence

Physical and Mental Health Services: Victims of war, domestic violence, or

abuse require immediate medical care and long-term mental health services.

Shelter and Safety: Safe spaces, shelters, and relocation services for those
fleeing violence.

Legal Support: Access to justice, legal aid, and support services to hold
perpetrators accountable and provide protection for victims.

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Reintegration Programs: For victims of war or violence, reintegration into society
often involves vocational training, education, and community-building activities.

In sum, addressing the special needs of these vulnerable groups requires targeted
policies, resources, and services that focus on reducing their vulnerability,
promoting their rights, and ensuring their safety and well-being.

3.2. Factors that Determine the Special Needs/ Requirements of Persons

with Disabilities

The special needs/ requirements of persons with disabilities are emanated from the
impact of disability. The response of persons with disabilities to their exposure to
disabling environment also determines the type of their special needs/
requirements. For instance, people respond to disability in different ways. Some
react negatively. Thus, in this situation the quality of life of persons with disabilities
will be negatively affected. Others prefer to focus on their abilities as opposed to
their disabilities and continue to live a productive life.

The following are the core factors in affecting the life of persons with disabilities and
determining the impact of disability on an individual.

The Nature of the Impairment

Impairment can be acquired as a result of an accident, or disease that may be
congenital or acquired (pre-natal, or post-natal). If the impairment is acquired, it is
more likely to cause a negative reaction than a congenital impairment. The
acquired impairment requires more rehabilitation service than congenitally occurred
impairments.

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 impairment than someone with a negative outlook.
Someone who is independent will continue to be independent and someone who is
goal-oriented will continue to set and pursue goals.

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 The Meaning of the Impairment to the Individual
The question here is that 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
impairment and thus it will have a negative impact.

The Individual’s Current Life Circumstances

The influence of this situation manifests through the following factors:

- The condition that the individual is independent or dependent on others

(parents) in his/her living;
- The economic and academic status of the individual with disability or his/her
caregivers;
- The situation whether the individuals with impairments are happy with their
current life circumstance and accept their impairment, or not happy with
their circumstances and they often blame their impairment.

Economic Factors
The lack of resources can adversely affect the ability of an individual to function
with a disabling condition. For example, someone with an amputated leg who has
little money or poor health insurance may not be able to obtain a proper prosthesis,
in which case the absence of the limb may then force the individual to withdraw
from jobs that require these capacities.

Similarly, economic resources can limit the options and abilities of someone who
requires personal assistance services or certain physical accommodations. The
individual also may not be able to access the appropriate rehabilitation services to
reduce the degree of potential disability either because they cannot afford the
services themselves or cannot afford the cost of specialized transportation services.

The advanced economy of the communities and the country at large significantly
make available enabling environment in infrastructure, public services and job
opportunities for the participation of PWDs. In the countries having advanced
economy, governments may apply disability compensation policy.

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 Political Factors

The political system, through its role in designing public policy, can and does have a
profound impact on the extent to which 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. Thus, the political good will of the government that
manifests at policy and implementation level creates enabling environment for full
and effective participation of persons with disabilities in all aspects of life of the
society by reducing the impact of the impairment and forms of impediments.

The Family Support

The individual’s support from family, a significant other, friends, or social groups
contribute to minimize the impact of impairment on their overall personality.

In fact, 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 informational (providing advice or
referrals), or emotional (giving love and support). Families can also fulfill their
responsibilities in meeting the special needs of their children with disabilities by
making available specialized services and assistive devices and technologies.

It is important to note, however, that families may also be disabling. Some families
promote dependency. Others fatalistically accept functional limitations and
conditions that are amenable to change with a supportive environment. In both of
these situations, the person with the potentially disabling condition is not allowed to
develop to his or her fullest potential.

Families may also not provide needed environmental services and resources. For
example, families of deaf children frequently do not learn to sign, in the process
impeding their children's ability to communicate as effectively as possible.

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 3.3. Disability Inclusive Intervention and Rehabilitation Services

A “One-size-fits-all” approach to provide services for persons with disabilities is no

longer enough. Including persons with disabilities in everyday activities and
encouraging them to have roles similar to non-disabled people is known as
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 of persons with disabilities 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. Differentiated service means a multiple service delivery model that can
satisfy the basic needs of persons with disabilities. This includes the availability of
accommodative public services in infrastructure, health care, education, social
protection etc.

Persons with disabilities 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.

In order to achieve social inclusion of persons with disabilities, there is a

prerequisite that persons with disabilities should receive rehabilitation services. This
intervention will enable them to be capable and independently participate in all
aspects of life of the society.

Rehabilitation is a process designed to optimize function and improve the quality of

life of persons with disabilities. The conduct of rehabilitation intervention is not a
simple process. It involves multiple participants, and it can take place on many
forms.

The following is a description of the individual components that, when combined,

comprise the process and activity of rehabilitation.

- Multiple Disciplines

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 - Physicians
- Occupational Therapists
- Physical Therapists
- Speech and Language Therapist
- Audiologists
- Rehabilitation Nurses
- Social Workers
- Case Managers
- Rehabilitation Psychologists
- Neuropsychologists
- Therapeutic Recreation Specialists
- Rehabilitation Counselors
- Orthotics and Prosthetics Specialists
- Additional Rehabilitation Professionals
- Persons with the Disabilities and his or her Family
- Community Based Rehabilitation Workers

Chapter Four

4. The Legal and Ethical Frameworks that Promote Inclusivity

Discrimination against persons with disabilities has a long history that persons with
disabilities were regularly excluded from participation in society and their human
right was denied in the last many centuries. In fact, regardless of some progresses
achieved at international and domestic levels, there is undeniable challenge that
persons with disabilities are still discriminated and their fundamental rights are
being infringed.

Discrimination against persons with disabilities can take many forms, ranging from
limited educational opportunities to more subtle forms, such as segregation and
isolation due to attitudinal, environmental and institutional barriers. The effects of
discrimination are most clearly appeared in the sphere of economic, social and

36
cultural rights which is manifested in the areas of housing, employment, transport,
cultural life and access to public services.

According to the Universal Declaration of Human Rights, of 1948 Article (1), “All
human beings are born free and equal in dignity and rights.” However, this is far
from being a reality for persons with disability throughout the world that resulted
in disability movement and struggle by Organizations of Persons with Disabilities
(OPDs) for the promotion of the human rights of their members with disabilities.

The disability movement undertaken as of the second half of 20 century forced

member countries of the UN to enact disability-mainstreamed policy and legal
frameworks at the international and domestic levels. These policy and legal
instruments recognized the economic, social, political and human rights of PWDs in
terms of their specific/special needs.

The formulation of legal frameworks regarding persons with disabilities suggests

some measures that governments should take in order to ensure the equalization of
opportunity for persons with disabilities. The rules also act as an international
instrument and as a mechanism of control to guarantee the effective application of
the stated rights.

However, strong commitment and proactive action is required from the

governments for the effective implementation and practicality of those disability
mainstreamed and disability specific policy and legal frameworks enshrined at the
international and domestic levels.

4.1. International Human Rights Instruments and Inclusiveness

In addition to the general policy and legal frameworks developed at international

and domestic levels for the promotion of basic rights of citizens, the following
international instruments included provisions regarding persons with disabilities.

- The Convention on the Rights of the Child of 1989;

- The World Declaration on Education for All, Jomtien 1990;
- The UN Sustainable Development Goal of 2016.

Alongside with these general legal frameworks, that mainstreamed provisions on

the issue of disability, the following international frameworks or documents are also

37
disability-specific instruments developed by the UN giving recognition for the rights
and special needs of persons with disabilities to the their specific condition:

- Standard Rules on the Equalization of Opportunities for Persons with

Disability of 1993;
- UNESCO Salamanca Statement and Framework for Action of 1994;
- The UN Convention on the Right of Persons with Disabilities of 2006.

People may ask the question why the UN CRPD is needed in a condition that the
human rights of citizens are endorsed in relevant international and domestic human
rights laws. It is obvious that the CRPD does not aim to create new rights; rather, it
seeks to apply the existing human rights law framework to the context of disability.
However, the purpose of the CRPD as described under Article 1 of the Convention is
to: “Promote, protect and ensure the full and equal enjoyment of all human rights
and fundamental freedoms by all persons with disabilities, and to promote respect
for their inherent dignity”. Hence, Article 1 makes it clear that persons with
disabilities are entitled to the same human rights as all other persons. Meanwhile,
the Convention defined persons with disabilities to avoid confusions in setting
eligible criteria considered in the process of the adoption of relevant domestic laws.

As described under Article 1 of the convention, “Persons with disabilities include

those who have long-term physical, mental, intellectual or sensory impairments
which in interaction with various barriers may hinder their full and effective
participation in society on an equal basis with others.” In addition, the convention
declared the general obligation of state parties intended to ensure the equality of
PWDs against the long-lasting discrimination committed by societies that affected
the life of PWDs, and put remedial measures needed to gradually eliminate the
problem. Accordingly, there is a provision stated under Article 5 of the convention
that “States Parties recognize that all persons are equal before and under the law
and are entitled without any discrimination to the equal protection and equal
benefit of the law.” This provision further declares that “States Parties shall prohibit
all discrimination on the basis of disability and guarantee to persons with disabilities
equal and effective legal protection against discrimination on all grounds.”

38
Reasonable Accommodation is recommended under this provision to ensure the
equality of PWDs and take action against discrimination.

4.2. Domestic Policy and Legal Frameworks, and Programmatic

Documents and Inclusion

In the history of the adoption of Ethiopia’s legal and policy documents, we find no
disability related instrument until the declaration of the 1971 Imperial Order to
provide for the establishment of the rehabilitation agency. Hence, it is possible to
conclude that disability was not a matter of law and policy in Ethiopian government
system prior to 1971. Rather, Ethiopia is known by signing and ratifying
international conventions and declarations to protect and respect the rights of
persons with disabilities. However, recently, Ethiopia developed disability-specific
and disability-mainstreamed policy and legal frameworks and programmatic
documents based on those international instruments stated above. These are:

- The Revised Education and Training Policy of 2022;

- Education Sector Development Program (ESDP) II, III, IV V, and VI;
- The National TVET Policy of 2008;
- A proclamation No 568/2008 to provide for the right to employment of
Persons with Disabilities;
- The Ethiopian Building Proclamation No. 624/2009;
- The Revised Special Needs/Inclusive Education Program Strategy of 2022;
- The Construction Policy of 2014;
- The Social Protection Policy of 2014;
- The Civil Servant Proclamation No.1064/2017;
- The Revised Higher Institutions Proclamation No. 1152/2019;
- Labor Proclamation- No. 1156/2019
- The revised Civil Societies and organizations (CSOs) Proclamation No.
1113/2019
4.3. Ethical Grounds for Inclusiveness

Ethical Grounds for Inclusiveness

Inclusiveness is a key ethical principle that emphasizes the importance of ensuring

equal opportunities, rights, and access for all individuals, regardless of their

39
differences in gender, ethnicity, age, disability, religion, language, opinions,
socioeconomic backgrounds etc. The ethical grounds for inclusiveness are rooted in
several core concepts. These are:

Human Dignity and Equality

Every person has inherent worth and dignity. Inclusiveness ensures that all
individuals are treated with respect, regardless of their background, abilities,
disability or characteristics. This respect stems from the moral belief that all human
beings are equal in value.

Justice and Fairness

Inclusiveness supports distributive justice, ensuring that opportunities and

resources are fairly distributed. It promotes fairness by preventing exclusion based
on arbitrary factors like race, gender, disability, or socioeconomic status.

Moral Responsibility

Individuals and institutions have a moral responsibility to challenge systemic

inequalities and foster an environment where marginalized or underrepresented
groups are supported. Inclusiveness seeks to remedy historical and social
disadvantages that certain groups face.

Social Harmony

Inclusiveness fosters social cohesion by promoting mutual understanding and

respect among diverse groups. It reduces conflict, prejudice, and social division by
encouraging collaboration and recognition of shared humanity.

Maximization of Potential

From a utilitarian perspective, inclusiveness ensures that the talents, abilities, and
contributions of all people are utilized. Exclusion wastes human potential, while
inclusiveness enriches society by allowing everyone to participate fully.

Autonomy and Empowerment

Inclusiveness respects individuals' autonomy by ensuring they have the freedom to

participate in societal, economic, and political life without discrimination. It

40
empowers individuals to make meaningful contributions and decisions about their
lives.

Democratic Values

In democratic societies, inclusiveness is aligned with the values of participation and

representation. Ethical democracy is grounded in the idea that all voices should be
heard, and inclusiveness ensures that marginalized groups are not silenced or
excluded from decision-making processes.

In sum, by embracing inclusiveness, societies and organizations can create

environments where diversity is valued, equal opportunities are promoted, and
everyone can thrive on a level playing field.

Hence, the promulgation of rules and regulations in policy and legal frameworks
does not fully guarantee the genuine practicality of inclusion without ethical
grounds discussed above.

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