Welcome

to

Inclusiveness
COURSE
COURSE CODE: SNIE 1012

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Target Group: All 1st Year Students
Instructor’s Name:
Teshome Kondale (lecturer)

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 Course Description

•This introductory course will provide students with an overview of

the current body of knowledge and the science of inclusiveness

•Development efforts of any organization need to include and benefit

people with various types of disabilities, people at risks of
exclusion/discrimination and marginalization, through providing
quality education and training, creating equity, accessibility,
employability, promoting prosperity, reducing poverty and
enhancing peace, stability and creating inclusive society.

•Inclusiveness promotes effective developments through full

participation of all members of a population.
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 Course objective/Course Rationale

• The objective of this course is to develop

knowledge, skill and attitude of the learners so
that they can provide appropriate services, the
tools and strategies that help to create a
convenient inclusive environment.

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 Expected Learning Outcomes
Up on the completion of this Course, students will
be able to:
– Identify the needs and potentials of persons with
disabilities and vulnerabilities.
– Identify environmental and social barriers that hinder
the needs, potentials and full participations, in all
aspects of life of persons disabilities and
vulnerabilities
– Demonstrate desirable inclusive attitude towards all
persons with disabilities and vulnerabilities in full
participations
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• Apply various assessment strategies for service
provisions for evidence-based planning and
implementation to meet the needs of persons with
disabilities and vulnerabilities
• Adapt environments and services according to the
need and potential of the persons with disabilities
and vulnerabilities
• Utilize appropriate assistive technology and other
support mechanisms that address the needs of
persons with disabilities and vulnerabilities
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• Respect and advocate for the right of persons with
disabilities and vulnerabilities
• Collaboratively work with special needs experts
and significant others for the life success of all
persons with disabilities and vulnerabilities in every
endeavors and in all environments.
• Create and maintain successful inclusive
environment for persons with disabilities and
vulnerabilities
• Promote the process of building inclusive society

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 Course Contents
• Chapter 1: Understanding Disabilities and
Vulnerabilities
– Definitions of disability and vulnerability
– Types of disabilities and vulnerabilities
– Causes of disability and vulnerability
– Historical movements from segregation to
inclusion
– The effects of attitude on the move towards
inclusion
– Models of disability
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 Chapter 2: Concept of Inclusion

– Definition inclusion
– Components of inclusion
– Principles of inclusion (UNESCO)
– Rationale for inclusion
– Features inclusive environment
– Benefits of Inclusion
– Barriers to inclusion

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Chapter 3: Identification, Assessment &
Differentiated services
– Level of disabilities for support
– Needs and potentials of persons with disabilities
– Needs and potentials of persons with vulnerabilities
– Assessment and evaluation Availability of legal frameworks in line
with inclusion
– Assessment and evaluation inclusiveness of the sector plans
– Assessment and evaluation attitude towards inclusion
– Assessment and evaluation of accessibilities of social and physical
environments
– Assessment and evaluation of strategies and plans that remove
social and physical barriers to facilitate inclusiveness
– The components and purpose of differentiated service plans
– Assistive technologies and software to enhance inclusion
Chapter 4: Promoting Inclusive Culture

– Definition of Inclusive Culture

– Dimensions of Inclusive culture
– Policy related to Inclusive Culture
– Building inclusive community
– Means of establish inclusive culture
– Inclusive values
– Indigenous inclusive values and practices

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 Chapter 5: Inclusion for Peace,
Democracy and Development
• Definition of Peace, Democracy and development from the
perspective of Inclusiveness
• Sources of exclusionary practices
• Exclusionary practices in the community
• Respecting divers needs, culture, values, demands and ideas
• Conflict emanated from exclusion
• The full participation of the marginalized group of people
• The democratic principles for inclusive practices
• The importance of inclusion for psychosocial development
• The importance of inclusion for economic development
• The importance of inclusion for peace
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 Cont…

• Chapter 6: Legal frame work

– Components of legal framework
– International legal frame works in relation to
inclusiveness
– National legal frame works in relation to
inclusiveness
• Chapter 7: Resources Management for
Inclusion
– Resources for inclusion
– Planning for inclusion services
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 Cont…
• Chapter 8: Collaborative Partnerships
with stakeholders
– Definition of collaboration, partnership and stack holder
– Key elements of successful collaboration
– The benefits and challenges of collaboration for various
stakeholders for the success of inclusion
– The strategies for effective co-planning and team working
– Characteristics of successful stockholders partnerships
– Strategies for community involvement

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 Chapter One
Understanding Disabilities and Vulnerabilities

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 Definitions of Disability and Vulnerability
• Impairment
– lack/abnormality of an anatomic, physiological or
psychological structure or function or deviation on a person.
– It refers to any loss or abnormality of physiological,
psychological or anatomical structure or function.
– It is the absence of particular body part or organ.
– It could also a condition in which the body exists but
doesn‘t function.
Some children, for instance, have impairments such as eyes
that do not see well, arms and legs that are deformed,
or a brain not developing in a typical way etc.

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 Disability

Medical Approach
– It is a pathology (physiological, biological and
intellectual).
– Disability means functional limitations due to physical,
intellectual or psychic impairment, health or psychic
disorders on a person.
– So it can be treated, -changed" or -improved" and made
more normal.

Impairment may or may not lead to disability 17

 Cont…
The social definition of disability:
– Disability is a highly varied and complex condition
with a range of implications for social identity and
behavior.
– Disability largely depends on the context and is a
consequence of discrimination, prejudice and
exclusion.
– Emphasizes the shortcomings in the environment
and in many organized activities in society, for
example on information, communication and
education, which prevent persons with disabilities
from participating on equal terms. 18
 Causes of Disability
Genetic Causes
– Abnormalities in genes and genetic inheritance can
cause intellectual disability in children.
– In some countries, Down syndrome is the most
common genetic condition. Sometimes, diseases,
illnesses, and over-exposure to x-rays can cause a
genetic disorder.

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 Cont…
Environmental
– Poverty and malnutrition in pregnant mothers can cause a deficiency
in vital minerals and result in deformation issues in the unborn child.
– After birth, poverty and malnutrition can also cause poor
development of vital organs in the child
– The use of drugs, alcohol, tobacco, the exposure to certain toxic
chemicals and illnesses, toxoplasmosis, cytomegalovirus, rubella and
syphilis by a pregnant mother
– Childhood diseases such as a whooping cough, measles, and chicken
pox may lead to meningitis and encephalitis. This can cause damage
to the brain of the child.
– Toxic material such as lead and mercury can damage the brain too.
• Unfortunate life events such as drowning, automobile accidents, falls
and so on can result in people losing their sight, hearing, limbs and other
vital parts of their body and cause disability.
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 Type of Disabilities
Visual Impairment
is an impairment on vision. It has two classification
Blindness, a total loss of vision. The term blindness
typically refers to vision loss that is not correctable
with eyeglasses or contact lenses. Blindness may not
mean a total absence of sight, however.
Low vision: refers to people with difficulty of sight
(moderately impaired vision). People with low vision
may have a visual impairment that affects only
central vision—the area directly in front of the eyes
—or peripheral vision—the area to either side of and
slightly behind the eyes.
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 Hearing Impairment
• It is a generic term indicating a continuum of
hearing loss from mild to profound, which
includes:
– Hard of Hearing: whether permanent of
fluctuating, which adversely affects a child's
educational performance. Supported by hearing
aids
– Deaf: refers to people who are unable to
understand speech even with hearing aid but can
successfully communicate in sign language.

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 Specific Learning Disability
• a disorder in one or more of the basic
psychological processes involved in understanding
or in using language, spoken or written, that may
manifest itself in the imperfect ability to listen,
think, speak, read, write, spell, or to do
mathematical calculations.
• A hidden disabilities: the person looks perfectly –
normal and seems to be a very bright and intelligent
person, yet may be unable to demonstrate the skill
level expected from someone of a similar age.
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 Types of Specific Learning Disabilities

Auditory Processing Disorder (APD)

• Also known as Central Auditory Processing
Disorder, this is a condition that adversely affects
how sound that travels unimpeded through the
ear is processed or interpreted by the brain.
• Cannot hear loud sounds, tell where sounds are
coming from, to make sense of the order of
sounds, or to block out competing background
noises.
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Dyscalculia
– A specific learning disability that affects a person‘s ability to understand
numbers and learn math. Individuals with this type of LD may also have poor
comprehension of math symbols, may struggle with memorizing and
organizing numbers, have difficulty telling time, or have trouble with counting.
Dysgraphia
– A specific learning disability that affects a person‘s handwriting ability and
fine motor skills.
– Problems may include illegible handwriting, inconsistent spacing, poor spatial
planning on paper, poor spelling, and difficulty composing writing as well as
thinking and writing at the same time.
Dyslexia
– A specific learning disability that affects reading and related language-based
processing skills. The severity can differ in each individual but can affect
reading fluency; decoding, reading comprehension, recall, writing, spelling,
and sometimes speech and can exist along with other related disorders.
Dyslexia is sometimes referred to as a Language Based Learning Disability.
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Language Processing Disorder
– A specific type of Auditory Processing Disorder (APD) in
which there is difficulty attaching meaning to sound groups
that form words, sentences and stories.
– While an APD affects the interpretation of all sounds coming
into the brain, a Language Processing Disorder (LPD) relates
only to the processing of language. LPD can affect expressive
language and/or receptive language.
Non-Verbal Learning Disabilities
– A disorder which is usually characterized by a significant
discrepancy between higher verbal skills and weaker motor,
visual-spatial and social skills.
– Typically, an individual with NLD (or NVLD) has trouble
interpreting nonverbal cues like facial expressions or body
language, and may have poor coordination.
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Visual Perceptual/Visual Motor Deficit
– A disorder that affects the understanding of information that a
person sees, or the ability to draw or copy. A characteristic seen
in people with learning disabilities such as Dysgraphia or Non-
verbal LD, it can result in missing subtle differences in shapes
or printed letters, losing place frequently, struggles with cutting,
holding pencil too tightly, or poor eye/hand coordination.
Speech and Language Impairments
– A communication disorder such as stuttering, impaired
articulation, language impairment, or a voice impairment
that adversely affects a child‘s educational performance. It is
disorder that adversely affects the child's ability to talk,
understand, read, and write. This disability category can be
divided into two groups: speech impairments and language
impairments.
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 Speech Impairments
• There are three basic types of speech impairments:
– 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. These
disorders include:
• Omissions: (bo for boat)
• Substitutions: (wabbit for rabbit)
• Distortions: (shlip for sip)

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 Cont…
– Fluency disorders are difficulties with the rhythm and
timing of speech characterized by hesitations, repetitions, or
prolongations of sounds, syllables, words, or phrases.
Common fluency disorders include:
• Stuttering: rapid-fire repetitions of consonant or vowel
sounds especially at the beginning of words,
prolongations, hesitations, interjections, and complete
verbal blocks
• Cluttering: excessively fast and jerky speech
– Voice disorders are problems with the quality or use of one's
voice resulting from disorders in the larynx. Voice disorders
are characterized by abnormal production and/or absences of
vocal quality, pitch, loudness, resonance, and/or duration.
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 Language Impairments

• There are five basic areas of language

impairments:
– Phonological disorders are defined as the abnormal
organization of the phonological system, or a
significant deficit in speech production or
perception.
• A child with a phonological disorder may be described as
hard to understand or as not saying the sounds correctly.
• Apraxia of speech is a specific phonological disorder
where the student may want to speak but has difficulty
planning what to say and the motor movements to use.
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 Cont…
• Morphological disorders are defined as difficulties with
morphological inflections (inflections on nouns, verbs,
and adjectives that signal different kinds of meanings).
• Semantic disorders are characterized by poor
vocabulary development, inappropriate use of word
meanings, and/or inability to comprehend word
meanings. These students will demonstrate restrictions in
word meanings, difficulty with multiple word meanings,
excessive use of nonspecific terms (e.g., thing and stuff),
and indefinite references (e.g., that and there).

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 Cont…
– Syntactic deficits are characterized by difficulty in
acquiring the rules that govern word order and
others aspects of grammar such as subject-verb
agreement. Typically, these students produce shorter
and less elaborate sentences with fewer cohesive
conjunctions than their peers.
– Pragmatic difficulties are characterized as
problems in understanding and using language in
different social contexts. These students may lack an
understanding of the rules for making eye contact,
respecting personal space, requesting information,
and introducing topics.
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 5. Autism
• It is 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.
• Other characteristics often associated with autism are
– engaging in repetitive activities and stereotyped
movements,
– resistance to environmental change or change in daily
routines, and
– unusual responses to sensory experiences.
• The term autism does not apply if the child‘s educational
performance is adversely affected primarily because the child
has an emotional disturbance. 33
 Cont…
• It is a neurodevelopment disorder defined by impairments in
social and communication development, accompanied by
stereotyped patterns of behavior and interest (Landa, 2007).
• Autism is pervasive developmental disorder characterized by
lack of normal sociability, impaired communication and repetitive
obsessive behavior such as politeness, turn-taking (Young &
Nettlebeck , 2005).
• Linked to Profound Learning Disability (PLDs) are further
impairments in the production of speech. Among these are
– (i) personal pronouns reversal for instance the use of ―I
instead of ―you and vice-versa,
– (ii) the misuse of such prepositions as ―in, ―on, ―under, and
– (iii) the prevalence, in speech, of echolalia formal repetition of
other‘s utterances (Arron and Gittens, 1999).
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 6. Emotional and Behavioral Disorders
• A condition exhibiting one or more of the following
characteristics over a long period of time and to a marked
degree that adversely affects educational performance
– 1) An inability to learn that cannot be explained by
intellectual, sensory, or health factors;
– 2) An inability to build or maintain satisfactory
interpersonal relationships with peers and teachers;
– 3) Inappropriate types of behavior or feelings under
normal circumstances;
– 4) A general pervasive mood of unhappiness or
depression; or
– 5) A tendency to develop physical symptoms or fears
associated with personal or school problems.
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 Classification of BED
• Conduct disorder: individuals may seek attention, are disruptive and
act out. The disorder is classified by type: overt (with violence or
tantrums) versus covert (with lying, stealing, and/or drug use).
• Socialized aggression: individuals join subculture group of peers who
are openly disrespectful to their peers, teachers, and parents. Common
are delinquency and dropping out of school. Early symptoms include
stealing, running away from home, habitual lying, cruelty to animals,
and fire setting.
• Attention problems- These individuals may have attention deficit, are
easily destructible and have poor concentration. They are frequently
impulsive and may not think the consequence of their actions.
• Anxiety/Withdrawn- These individuals are self-conscious, reserved,
and unsure of themselves. They typically have low self-esteem and
withdraw from immediate activities. They are also anxious and
frequently depressed.
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 Cont…
• Psychotic behavior: These individuals show more bizarre
behavior. They may hallucinate, deal in a fantasy world and may
even talk in gibberish.
• Motor excess: These students are hyperactive. They cannot sit
nor listen to others nor keep their attention focused.
Kauffman (1993) conclude that emotion or behavioral disorders fall
into two broad classifications:
• 1) Externalizing Behavior: also called under controlled
disorder, include such problems disobedience, disruptiveness,
fighting, tempers tantrums, irresponsibility, jealous, anger,
attention seeking etc…
• 2) Internalizing Behavior: also known as over controlled
disorders, include such problems anxiety, immaturity, shyness,
social withdrawal, feeling of inadequacy (inferiority), guilt,
depression and worries a great deal 37
 Causes of BED
• Behavioral and emotion disorders result from many causes,
these includes the following.
1. Biological- includes genetic disorders, brain damage, and
malnutrition, allergies, temperament and damage to the central
nervous system.
2. Family factors- include family interactions, family influence,
child abuse, neglect, and poor disciplinary practices at home.
3. Cultural factors- include some traditional and cultural negative
practices, for example watching violence and sexually oriented
movies and TV programs.
4. Environmental factors- include peer pressure, living in
impoverished areas, and schooling practices that are
unresponsive to individual needs.
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 7. Intellectual Disability
• It 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:
1. Sub average intellectual functioning: It refers to general mental
capacity, such as learning, reasoning, problem solving, and so on.
• One way to measure intellectual functioning is an IQ test. Generally,
an IQ test score of around 70 or as high as 75 indicates a limitation in
intellectual functioning.
2. Significant limitations exist in two or more adaptive skill areas:
• It is the collection of conceptual, social, and practical skills that are
learned and performed by people in their everyday lives.
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 Cont…

– Conceptual skills—language and literacy; money, time,

and
– Social skills—interpersonal skills, social responsibility,
self-esteem, gullibility, innocence (i.e., suspicion), social
problem solving, and the ability to follow rules/obey
laws and to avoid being victimized.
– Practical skills—activities of daily living (personal
care), occupational skills, healthcare,
travel/transportation, schedules/routines, safety, use of
money, use of the telephone. number concepts; and self-
direction.

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 They also have limitations in the following major
activities
•General Cognition: Their apparent slowness in learning may be related to the
delayed rate of intellectual development.
•Learning and Memory: The learning and memory capabilities of people with
intellectual disabilities are significantly below average in comparison to peers
without disabilities.
•Attention: To acquire information, children must attend to the learning task for
the required length of time and control distractions. Children with intellectual
disabilities may have difficulty distinguishing and attending to relevant questions
in both learning and social situations.
•The problem is not that the student will not pay attention, but rather that the
student does not understand or does not filter the information to get to the salient
features.
•Adaptive Skills: A child with intellectual disabilities may have difficulty in both
learning and applying skills for a number of reasons, including a higher level of
distractibility, inattentiveness, failure to read social cues, and impulsive behavior.
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 Cont…
• Speech and Language: People with intellectual disabilities may
have delayed speech, language comprehension and formulation
difficulties.
– Language problems are generally associated with delays in
language development rather than with a bizarre use of language
– People with intellectual disabilities may show delayed functioning
on pragmatic aspects of language, such as turn taking, selecting
acceptable topics for conversation, knowing when to speak
knowing when to be silent, and similar contextual skills
• Motivation: People with intellectual disabilities are often described
as lacking motivation, or outer-directed behavior
• Academic Achievement: The cognitive difficulties of children with
mild to moderate intellectual disabilities lead to persistent problems
in academic achievement unless intensive and extensive supports are
provided.
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 Cont…

• Physical characteristics: Children with intellectual

disabilities with differing biological etiologies, may
exhibit coexisting problems, such as physical, motor,
orthopedic, visual and auditory impairments, and health
problems.
• The majority of children with severe and profound
intellectual disabilities have multiple disabilities that affect
nearly every aspect of intellectual and physical
development.

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 Physical disability/Orthopedic Impairment
and Health impairment
• Physical disability is a condition that interferes with
the individual‘s ability to use his or her body.
• Many but not all, physical disabilities are orthopedic
impairments (muscular or skeletal system or nervous
system condition).
• Health impairment is a condition that requires
ongoing medical attention. It includes asthma, heart
defects, cancer, diabetes, hemophilia. HIV/AIDS, etc.

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 Classification and Characteristics
• Based on the impact of physical disability on mobility
and motor skills, it is divided into three. These are:-
A. Mild physical disability:- these individuals are able to
walk without aids and may make normal developmental
progress.
B. Moderate physical disability:- individuals can walk with
braces and crutches and may have difficulty with fine-
motor skills and speech production.
C. Severe physical disability:-these are individuals who are
wheel-chair dependent and may need special help to
achieve regular development.
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 Cont..
• 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 ( the muscles, bones and
joints) are deficient due to various causes.

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 Neurological system
• Neurological system:-with a neurological condition like cerebral
palsy or a traumatic brain injury, the brain either sends the
wrong instructions or interprets feedback incorrectly.
– In both cases, the result is poorly coordinated movement. With the spinal
cord injury or deformity, the path ways between the brain and the muscles
are interrupted, so messages are transmitted but never received.
• The result is muscle paralysis and loss of sensation beyond the
point where the spinal cord or the nerve is damaged.
• These individuals may have motor skill deficits that can range
from mild in coordination to paralysis of the entire body.
• The most severely affected children are totally dependent on
other people or sophisticated equipment to carry out academic and
self-care task.
• Approximately 40 percent of those with cerebral palsy have
normal intelligence; the remainders have from mild to severe
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retardation.
 Epilepsy
• It is disorder that occurs when the brain cells are not working
properly and is often called a seizure disorder.
– Some children and youth will epilepsy have only a momentary
loss of attention (petit mal seizures); others fall to the floor and
then move uncontrollably
– Fortunately, once epilepsy is diagnosed, it can usually be
controlled with medication and does not interfere with
performance in school. Most individuals with epilepsy have
normal intelligence.
– Epilepsy is a condition that affects 1 to 2 percent of the
population. It is characterized by recurring seizures, which are
spontaneous abnormal discharge of electrical impulses of the
brain.
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 Spinal bifida and spinal cord injury
• Spinal bifida and spinal cord injury:- damage to
the spinal cord leads to paralysis and loss of
sensation in the affected areas of the body.
– The spinal bifida is a birth defect of the backbone
(spinal column).
– The cause is unknown but it usually occurs in the first
twenty-six days of pregnancy

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 Musculoskeletal system

• it includes the muscles and their supporting

framework and the skeleton. The list of the
impairment and associated with musculoskeletal
malformation are the following:
I. Progressive muscle weakness (muscular dystrophy);
II. Inflammation of the joints (arthritis), or
III. Loss of various parts of the body (amputation)

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 Cont…
A. Muscular dystrophy:- is an inherited condition accruing mainly in
males, in which the muscles weaken and deteriorate.
– The weakness usually appears around 3 to 4 years of age and worsens
progressively.
– By age 11 most victims can no longer walk.
– Death usually comes between the ages of 25 and 35 from respiratory failure or
cardiac arrest.
B. Arthritis:-is an inflammation of the joints.
– Symptoms include swollen and stiff joints, fever, and pain in the joints during
acute periods.
– Prolonged inflammation can lead joint deformities that can eventually affect
mobility.
C. Amputation:- a small number of children have missing limbs because
of congenital abnormalities or injuiry or disease (malignant bone tumors
in the limbs).
– These children can use customized prosthetic devices (artificial hands, arms, or
legs) to replace limp functions and increase independence in daily activities. 51
 Cont…
D. Marfan syndrome is a genetic disorder in which the muscles are
poorly developed and the spine is curved.
– Individuals with marfan syndrome may have either long, thin limbs,
prominent shoulder blades, spinal curvature, flat feet, or long fingers &
thumbs.
– The heart and blood vessels are usually affected.
– The greatest danger is damage to aorta, which can lead to heart failure.
– Individuals with marfan syndrome need to avoid heavy exercise and lifting
heavy objects.
E. Achondroplasis:- is a genetic disorder that affects 1 in 10,000 births.
– Children with this disorder usually develop a normal torso but have a straight
upper back and a curved lower back (sway back).
– These children are at risk of sudden death during sleep from compression of
the spinal cord interfering with their breathing.
– The disability may be lessened through the use of the back braces or by
surgery.
52
 Cont…
• Polio:- is viral disease that invade the brain and cause severe
paralysis of the total body system.
– In its mild form results in partial paralysis.
• Club foot:- is a major orthopedic problem affecting about 9,000
infants each year.
• This term is used to describe various ankle or foot deformities, i.e
– Twisting inward (equino varus), the most severe form
– Sharply angled at the heel (calcanel vaigus), most common
– The front part of the foot turned inward.
• These conditions can be treated with physical therapy, and a cast
on the foot can solve the problem in most instances.
• Cleft lip and cleft palate:- are openings in the lip or roof of the
mouth, respectively, that fail to close before birth, the cause is
unknown. Most cleft problems can be repaired through surgery.
53
 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:- this is common among young people. It is caused by
improper circulation of blood by the heart some of the disorders are congenital
)present at birth);others are the product of inflammatory heart disease. Some
students have heart value disorders; others have disorders of the blood vessels.
2. Cystic fibrosis:- is a hereditary disease that affects the lungs and pancreas.
• It leads to recurrent respiratory and digestive problems including abnormal
amounts of thick mucus, sweet and saliva.
• The disease is so progressive and few who have it survive beyond age 20.
3. Acquired immune deficiency syndrome (AIDS):- is a very severe disease
caused by human immunodeficiency virus (HIV) infection and transmitted
primarily through exchange of bodily fluids in transfusions or unprotected sex,
and by contaminated needles in addictive drug use.
54
 Cont…
4. Hemophilia:- is a hereditary disease in which the blood clots
very slowly or not all.
– The disorder is transmitted by sex-linked recessive gene and nearly
always occurs in males.
5. Asthma: is a chronic respiratory condition characterized by
repeated episodes of breathing difficulties especially while
exhaling.
6. Diabetes: Developmental or hereditary disorder characterized
by inadequate secretion or use of insulin
7. Nephrosis & Nephritis Kidney disorders or diseases caused by
infections, poisoning, burns, accidents or other diseases
8. Sickle-cell anemia Hereditary and chronic blood disease
(occurring primarily in African Americans) characterized by red
blood cells that are distorted and that do not circulate properly
55
 Cont…
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 heart 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

56
 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:

57
 Cont…
I. 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.;
II. Social exclusion: limited access to facilities such as
transporatation, schools, libraries or medical services;
III.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;
IV. Stigmatization: being a victim of stereotypes, being devalued,
confronted with disgraceful behavior because of belonging to a
particular social or ethnic group;
V. Health difficulties: disadvantages resulting from poor mental
health, physical health or disabilities;
VI.Being a victim of crime: in family context especially of violence.
58
 Causes of Vulnerability
• Vulnerability may be causes by rapid population growth,
poverty and hunger, poor health, low levels of
education, gender inequality, fragile and hazardous
location, and lack of access to resources and services,
including knowledge and technological means,
disintegration of social patterns (social vulnerability).
• Other causes includes; lack of access to information and
knowledge, lack of public awareness, limited access to
political power and representation (political
vulnerability), (Aysan,1993). When people are socially
disadvantaged or lack political voice, their vulnerability
is exacerbated further.
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 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
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 Who Are Vulnerable People

• Women (developing nations and those who are living in

rural areas)
• Children (homeless/uneducated/orphans/street child)
• Minorities
• Poverty
• Disabilities
• Age (Old people or very young children)
• Illiteracy and less education
• Sickness (Uncured health problems)
• Gifted and Talentedness
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See you next week…