Wachemo University

Durame Campus
Course Title : Inclusiveness
Credit hours: 2
Course code: SNIE 1012
 Chapter 1: Understanding Disabilities and Vulnerabilities

Chapter Contents
1.1. Definitions of disability and vulnerability
1.2. Types of disabilities and vulnerabilities
1.3. Causes of disability and vulnerability
1.4 . Historical movements from segregation to inclusion
1.5. The effects of attitude on the move towards inclusion
1.6 . Models of disability
1.1. Definitions of Basic Terms (Impairment, Disability and Handicap)

Impairment
•means a lack/abnormality of an anatomic, physiological or psychological
structure or function or deviation on a person.

•refers to any loss or abnormality of physiological, psychological or

anatomical structure or function.

•is the absence of particular body part or organ.

•also a condition in which the body exists but doesn‘t function.

Disability
• The term disability is ambiguous as there is no single agreement on the concept (Mitra,
2006)

• It is not synonymous with AKAL-GUDATENGA

• (የአካል ጉዳተኛ) meaning impairment

• The concept of disability is complex, dynamic, multidimensional, and contested (WHO

and World Bank, 2011).

• The full inclusion of people with impairments in society can be inhibited by:

1. Attitudinal (societal barriers, such as stigma)

2. Physical barriers (environmental barriers, such as absence of stairs), and

3. Policy barriers (systemic barriers)

• Where all together can create a disabling effect and inhibit disability inclusive
development
• What is disability?
 Medical Approach

 Social Approach

Medical Approach

• Disability is pathology (physiological, biological and intellectual).

• Disability means functional limitations due to physical,

intellectual or psychic impairment, health or psychic disorders

on a person (WHO,1996).

• The medical definition views the disabled person as needing to

―fit in rather than thinking about how society itself should

The social definition of disability:

• Disability is a highly varied and complex condition with a

range of implications for social identity and behaviour.

• Disability largely depends on the context and is a consequence

of discrimination, prejudice and exclusion.

• Emphasizes the shortcomings in the environment and in many

organized activities in society, for example on information,
communication and education, which prevent
persons with disabilities from participating on equal terms.
Medical model: Social model:

Child is faulty Child is valued

Diagnosis and labelling Strengths and needs identified

Barriers identified and solutions

Impairment is focus of attention
developed

Medical model: Social model:

Segregation and alternative services Resources made available

Re-entry if normal enough or permanent

Diversity welcomed; child is welcomed
exclusion

Society remains unchanged Society evolves

 Causes of disability
1. 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.
2. 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, which can eventually lead to disability.

• The use of drugs, alcohol, tobacco, the exposure to certain toxic chemicals and illnesses,
toxoplasmosis, cytomegalovirus, rubella and syphilis by a pregnant mother can cause
intellectual disability to the child.

•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
3. Unknown Causes

•The human body is a phenomenal thing.

•Scientists have still not figured out what and how some things in the body,
cells, brain, and genes come about.

•Humans have still not found all the answers to all the defects in the human
body

4. Inaccessible environments
•Sometimes society makes it difficult for people with some impairment to function freely.

•When society develops infrastructure such as houses, roads, parks and other public places
without consideration to people with impairment, the basically make it impossible for them to
take care of themselves
Some type of disabilities:
• Some nine major disabilities are:

A. Visual impairment:- Visual impairment in general designates two sub-

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

• Different people define the term hearing impairment differently.

• Differ to different countries and people

• Pasonella and Carat from legal point of view, define hearing

impairment as a generic term indicating a continuum of
hearing loss from mild to profound, which includes the sub
classifications of
 the hard of hearing and

 deaf.
• Hard of Hearing: "A hearing impairment, whether permanent
of fluctuating, which adversely affects a child's educational
performance but which is not included under the definition of
'deaf'." Whelan, R. J. (1988).
• Deaf: Those who have difficulty understanding speech, even
with hearing aids but can successfully communicate in sign
language.
• Cultural definitions of deafness, on the other hand, emphasize
an individual‘s various abilities, use of sign language, and
connections with the culturally deaf community.
C. Specific learning disability
• means a disorder in one or more of the basic psychological
processes involved in understanding or in using language,
spoken or written, that may manifest itself in the imperfect
ability to
 listen,
 think,
 speak,
 read,
 write,
 spell, or
 to do mathematical calculations
Specific learning disability
• The term includes such conditions as
 perceptual disabilities,
 brain injury,
 minimal brain dysfunction,
 Dyslexia (difficulty in reading and spelling), and
 developmental aphasia (loss of the ability to understand or produce speech b/c of brain
damage).

• The term does not include learning problems that are primarily the
result of
 visual, hearing, or motor disabilities;
 intellectual disability;
 emotional disturbance; or
 environmental, cultural, or economic disadvantage.
• Learning disabilities should not be confused with
learning problems which are primarily the result of
visual, hearing, or motor handicaps; of intellectual
disability; of emotional disturbance; or of
environmental, cultural or economic disadvantages.
• Generally speaking, people with learning disabilities
are of average or above average intelligence.
• There often appears to be a gap between the
individual‘s potential and actual achievement.
• This is why learning disabilities are referred to as hidden
disabilities:
 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.

• A learning disability cannot be cured or fixed; it is a lifelong

challenge.

• However, with appropriate support and intervention, people with

learning disabilities can achieve success in school, at work, in
relationships, and in the community.
Types of Specific Learning Disabilities
1.Auditory Processing Disorder (APD)

•Also known as Central Auditory Processing Disorder

•Adversely affects how sound that travels unimpeded through the ear is processed or

interpreted by the brain

•Individuals with APD do not recognize subtle differences between sounds in words,

even when the sounds are loud and clear enough to be heard.

•They can also find it difficult

 to tell where sounds are coming from,

 to make sense of the order of sounds, or

 to block out competing background noises.

2. Dyscalculia
• is a specific learning disability that affects a
person‘s ability to understand numbers and
learn math.
• Individuals with this type of LD may also
have poor comprehension of math symbols,
may struggle with memorizing and organizing numbers,

 have difficulty telling time, or

 have trouble with counting.
3. Dysgraphia
• Dysgraphia is a specific learning disability that affects
a person‘s handwriting ability and fine motor skills.
• Problems may include:
 illegible handwriting,
 inconsistent spacing,
 poor spatial planning on paper,
 poor spelling, and
 difficulty composing writing as well as thinking and writing at
the same time.
4. Dyslexia
• Dyslexia is 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.
5. Language Processing Disorder

• Language Processing Disorder is a specific type of Auditory

Processing Disorder (APD) in which there is difficulty attaching

meaning to sound groups that form words, sentences and

stories.

• 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.

6. Non-Verbal Learning Disabilities
• Non-Verbal Learning Disabilities is a disorder
which is usually characterized by
a significant discrepancy between higher verbal skills
and weaker motor, visual-spatial and social skills.

• Typically, an individual with NLD (or NVLD) has

 trouble interpreting nonverbal cues like facial
expressions or body language, and
may have poor coordination.
7. Visual Perceptual/Visual Motor Deficit
• Visual Perceptual/Visual Motor Deficit is a disorder that affects
the understanding of information that a person sees, or the
ability to draw or copy.
• 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.
D. Speech and Language Impairments
• Speech and language impairment means a communication disorder
such as
 stuttering,
 impaired articulation,

 language impairment, or
 a voice impairment that adversely affects a child‘s educational performance .

• 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:
1. speech impairments and
2. language impairments.
1. Speech Impairments
• There are three basic types of speech impairments:

I. articulation disorders,
II. fluency disorders, and
III. voice disorders.
I. 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)
II. 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
III. 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.
2. Language Impairments
• There are five basic areas of language
impairments:
1. phonological disorders,
2. morphological disorders,
3. semantic disorders,
4. syntactical deficits, and
5. pragmatic difficulties.
• Phonological disorders are defined as the abnormal organization of

the phonological system, or a significant deficit in speech production

or perception.

• Apraxia of speech is a specific phonological disorder where the student

may want to speak but has difficulty planning what to say and the

motor movements to use.

• Morphological disorders are defined as difficulties with morphological

inflections (inflections on nouns, verbs, and adjectives that signal

different kinds of meanings).

• Semantic disorders are characterized by poor vocabulary
development, inappropriate use of word meanings,
and/or inability to comprehend word meanings.
• 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.
E. Autism
• Autism means a developmental disability
significantly affecting
verbal and nonverbal communication and
social interaction,
generally evident before age three that adversely affects a
child‘s educational performance.
• 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.
• Autism is pervasive developmental disorder
characterized by
 lack of normal sociability,
 impaired communication and
 repetitive obsessive behaviour such as politeness, turn-taking
(speak one at a time in alternating turns) (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),
―(next to) (...), and
iii. the prevalence, in speech, of echolalia (formal repetition of
other‘s utterances )(Arron and Gittens, 1999)
F. Emotional and Behavioural Disorders
• According to Individuals with Disabilities Education Act (IDEA), the term
Emotional and Behavioural Disorders means a condition exhibiting one
or more of the following characteristics over a long period of time and to
a marked degree that adversely affects educational performance
1. An inability to learn that cannot be explained by intellectual, sensory, or health
factors;

2. An inability to build or maintain satisfactory interpersonal relationships with

peers and teachers;
3. Inappropriate types of behaviour or feelings under normal circumstances;

4. A general pervasive mood of unhappiness or depression;

5. A tendency to develop physical symptoms or fears associated with personal or

school problems.
Classification of behavioural and emotional disorders

• 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.

• 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.

• Psychotic behaviour: These individuals show more bizarre (strange, odd)

behaviour.

• They may hallucinate, deal in a fantasy world and may even talk in
gibberish (non sense)

• Motor excess: These students are hyperactive. They cannot sit nor listen
to others nor keep their attention focused.
• Kauffman (1993) conclude that emotion or behavioural
disorders fall into two broad classifications:
1. Externalizing Behaviour: also called under controlled
disorder, include such problems disobedience, disruptiveness,
fighting, tempers tantrums, irresponsibility, jealous, anger,
attention seeking etc…

2. Internalizing Behaviour: also known as over controlled

disorders, include such problems anxiety, immaturity,
shyness, social withdrawal, feeling of inadequacy
(inferiority), guilt, depression and worries a great deal
Causes of behavioural and emotional disorders
Behavioural and emotion disorders result from many causes, these includes the

following.

•Biological- includes genetic disorders, brain damage, and malnutrition, allergies,

temperament and damage to the central nervous system.

•Family factors- include family interactions, family influence, child abuse, neglect,

and poor disciplinary practices at home.

•Cultural factors- include some traditional and cultural negative practices, for

example watching violence and sexually oriented movies and TV programs

• Environmental factors- include peer pressure, living in impoverished areas, and

schooling practices that are unresponsive to individual needs.

G. Intellectual Disability
• Intellectual disability is a disability characterized
by significant limitations in both
intellectual functioning and
in adaptive behaviour, 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.

• Conceptual skills- language and literacy; money, time, and number

concepts; and self-direction.

• Social skills- interpersonal skills, social responsibility, self-esteem,

gullibility, innocence (i.e., suspicion), social problem solving, and the
ability to follow rules/obey laws and to avoid being victimized.

• Practical skills- activities of daily living (personal care), occupational

skills, healthcare, travel/transportation, schedules/routines, safety, use of
money, use of the telephone.
• People with intellectual disabilities academic learning can be
affected, as well as their ability to adapt to home, school, and
community environments are presented under the following
sub-headings:

 General Cognition: People with intellectual disabilities vary

physically and emotionally, as well as by personality,
disposition, and beliefs.

 Learning and Memory: The learning and memory capabilities

of people with intellectual disabilities are significantly below
average in comparison to peers without disabilities.
• Attention: Children with intellectual disabilities may have difficulty
distinguishing and attending to relevant questions in both learning and
social situations

• Adaptive Skills: The adaptive skills of people with intellectual

disabilities are often not comparable to those of their peers without
disabilities.

• 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
• Motivation: People with intellectual disabilities are often described
as lacking motivation, or outer-directed behaviour.

• Academic Achievement: The cognitive difficulties of children with

mild to moderate intellectual disabilities lead to persistent problems
in academic achievement

• 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
Levels of support for individuals with intellectual
disabilities
• Levels of support range from intermittent (just
occasional or “as needed” for specific activities)
to pervasive (continuous in all realms of living).
See on your module
H. Physical disability/Orthopedic Impairment and Health
impairment

• Physical disability is a condition that interferes with the individual‘s

ability to use his or her body.

• Many but not all, physical disabilities are orthopedic impairments.

• The term orthopedic impairment generally refers to conditions of

muscular or skeletal system and sometimes to physical disabling
conditions of the nervous system.

• Health impairment is a condition that requires ongoing medical

attention. It includes asthma, heart defects, cancer, diabetes,
hemophilia. HIV/AIDS, etc.
Classification and Characteristics

• Physical disabilities:- based on the impact of physical disability on

mobility and motor skills, it is divided into three. These are:-

A. Mild physical disability:- these individuals are able to walk without aids

and may make normal developmental progress.

B. Moderate physical disability:- individuals can walk with braces and

crutches and may have difficulty with fine-motor skills and speech

production.

C. Severe physical disability:-these are individuals who are wheel-chair

dependent and may need special help to achieve regular development.

• 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.
I. 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.

• These individuals may have motor skill deficits that can range from mild in

coordination to paralysis of the entire body.

• Additional problems that can be associated with cerebral palsy include learning

disabilities, mental retardation. Seizures, speech impairments, eating

problems, sensory impairments, and joint and bone deformities such as

spinal curvatures and contractures (permanently fixed, tight muscles and

joints).

• Approximately 40 percent of those with cerebral palsy have normal intelligence;

the remainders have from mild to severe retardation.

• Epilepsy:-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.

• 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.
II. Musculoskeletal system: - it includes

 the muscles and their supporting framework and the skeleton.

 Progressive muscle weakness (muscular dystrophy);

 Inflammation of the joints (arthritis), or

 Loss of various parts of the body (amputation)

The list of the impairment and associated with musculoskeletal malformation are the

following:

A.Muscular dystrophy:- is an inherited condition occurring mainly in males, in which

the muscles weaken and deteriorate.

• The weakness usually appears around 3 to 4years of age and worsens progressively.

• By age 11 most victims can to longer walk.

• Death usually comes between the ages of 25 and 35 from respiratory failure or

cardiac arrest
B. Arthritis:-is an inflammation (irritation) 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 injury or disease (malignant bone tumours 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.
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.

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.
• 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.

 In more severe cases, surgery is necessary.

• 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.

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. This time heart implantation helps children to get cured.

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.
• Children with such disease often spend significant timeout of
school.
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.

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
repeared eplosde 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 anaemia: Hereditary and chronic blood disease

(occurring primarily in African Americans) characterized by red
blood cells that are distorted and that do not circulate properly
9. Leukaemia: Disease characterized by excessive production of white
blood Cells

10. Lead poisoning Disorder: caused by ingesting lead-based paint

chips or other substances containing lead

11. Rheumatic fever Disease: characterized by painful swelling and

inflammation of the joints that can spread to the hear and central
nervous system.

12. Tuberculosis: Infectious disease that commonly affects the lungs

and may affect other tissues of the body.

13. Cancer: Abnormal growth of cells that can affect any organ system
I. 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.

• Based on the existing literature, vulnerability can be generally defined as a

complex phenomenon that refers to the following dimensions:

1. 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.;

2. Social exclusion: limited access to facilities such as transporatation, schools,

libraries or medical services;

3. Lack of social support from social networks: no assistance from
family members, friends, neighbours or colleagues (referring to
practical help as well as emotional support) like highly gifted
individuals;

4. Stigmatization: being a victim of stereotypes, being devalued,

confronted with disgraceful behaviour because of belonging to a
particular social or ethnic group;

5. Health difficulties: disadvantages resulting from poor mental

health, physical health or disabilities;

6. Being a victim of crime: in family context especially of violence.

Causes of Vulnerability
• Vulnerability may be caused by
 rapid population growth,
 poverty and hunger,
 poor health,
 low levels of education,
 gender inequality,
 fragile and hazardous location,
 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.

• The economic vulnerability is related to a number of interacting

elements, including its importance in the overall national economy,
trade and foreign-exchange earnings, aid and investments,
international prices of commodities and inputs, and production and
consumption patterns.

• Environmental vulnerability concerns land degradation, earthquake,

flood, hurricane, drought, storms (Monsoon rain, El Niño), water
scarcity, deforestation, and the other threats to biodiversity.
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
• People who are helped by others (who are then restricted by
commitments) are still vulnerable people, which includes the
following extracted from various researches.
 women

 Children

 Minorities (ethnic ,cultural and linguistic minority, religious minority )

 Poverty (poor)

 Disabilities
 Age (old and very young children)

 Illiteracy and less education

 Sickness

 Gifted and Talentedness (vulnerable for socio-emotional developments )

 Chapter 2: Concept of Inclusion

• The specific contents addressed in the chapter include:

 definition of inclusion,

 concept of inclusion,

 inclusion shift from special education and integrated education,

 rationale for inclusion,

 factors that influenced development of inclusion,

 benefits of inclusion to students, teachers‘ parents and society,

 inclusive school and classroom environment,

 strategies to implement inclusion in teaching and learning processes and

barriers to inclusion.
Definition of Inclusion
• Inclusion in education/service refers to an
ongoing process aimed at offering quality
education/services for all while
respecting diversity and the different needs and abilities,
 respecting characteristics and learning expectations of the
students and communities and
eliminating all forms of discrimination (UNESCO, 2008,
P.3, as cited in EADSNE, 2010, p.11).
• Inclusion is seen as a process of addressing and responding to the

diversity of needs of all persons through increasing

participation in learning, employment, services, cultures and

communities, and reducing exclusion at all social contexts.

• It involves changes and modifications in content, approaches,

structures and strategies, with a common vision which covers all

people

• inclusion is defined as having a wide range of strategies, activities

and processes that seek to make a reality of the universal right to

quality, relevant and appropriate education and services.

• The definition has the following components:
1) Concepts about learners
 Education is a fundamental human right for all people

 Learning begins at birth and continues throughout life

 All children have a right to education within their own

community

 Everyone can learn, and any child can experience difficulties

in learning

 All learners need their learning supported child-focused

teaching benefits all children.
2) Concepts about the education system and
schools
It is broader than formal schooling

 It is flexible, responsive educational systems

 It creates enabling and welcoming educational
environments
 It promotes school improvement – makes effective school

 It involves whole school approach and collaboration

between partners.
3) Concepts about diversity and discrimination
It promotes combating discrimination and exclusionary
pressures at any social sectors
 It enables responding to/embracing diversity as a resource
not as a problem
 It prepares learners for an inclusive society that respects and
values difference.
4) Concepts about processes to promote inclusion
 It helps to identifying and overcoming barriers to participation
and exclusionary pressures
 It increases real participation of all collaboration, partnership
between all stakeholders
 It promotes participatory methodology, action research,
collaborative enquiry and other related activities
5) Concepts about resources
 Promotes unlocking and fully using local resources
redistributing existing resources
 It helps to perceive people (children, parents, teachers, members
of marginalized groups, etc) as key resources
 It helps to use appropriate resources and support within schools
and at local levels for the needs of different children, e.g. mother
tongue tuition, Braille, assistive
devices.
• McLeskey and Waldron (2000) have identified inclusion and non-
inclusive practices.
• According to them inclusion includes the following components:
 Students with disabilities and vulnerability attend their neighbourhood
schools
 Each student is in an age-appropriate general education classroom
 Every student is accepted and regarded as a full and valued member of
the class and the school community.
 Special education supports are provided to each student with a
disability within the context of the general education classroom.
 All students receive an education that addresses their individual need
 No student is excluded based on type or degree of disability.
 All members of the school (e.g., administration, staff, students, and
parents) promote cooperative/collaborative teaching arrangement
 There is school-based planning, problem-solving, and ownership of all
students and programs
 Employed according to their capacities without discriminations
• On the other hand, they argue that inclusion does not mean:
 Placing students with disabilities into general education classrooms
without careful planning and adequate support.
 Reducing services or funding for special education services.
 Placing all students who have disabilities or who are at risk in one or
a few designated classrooms.
 Teachers spending a disproportionate amount of time teaching or
adapting the curriculum for students with disabilities.
 Isolating students with disabilities socially, physically, or
academically within the general education school or classroom.
 Endangering the achievement of general education students through
slower instruction or a less challenging curriculum
 Relegating special education teachers to the role of assistants in the
general education classroom.
 Requiring general and special education teachers to team together
without careful
 planning and well-defined responsibilities.
2. Principles of Inclusion
• The fundamental principle of inclusion is that all persons should learn, work and live together

• UNESCO (2005) has provided four major inclusion principles that support inclusive practice. These include:

1.Inclusion is a process. It has to be seen as a never-ending search to find better ways of responding to

diversity.

2.Inclusion is concerned with the identification and removal of barriers that hinders the development.

3.Inclusion is about the presence, participation and achievement of all persons.

A)Presence‘ is concerned with where persons are provided and how reliably and

punctually they attend;

B)participation‘ relates to the quality of their experiences and must incorporate the views of learners/and or

workers and

C)achievement‘ is about the outcomes of learning across the curriculum, not just test and exam results.

4. Inclusion invokes a particular emphasis on those who may be at risk of marginalization, exclusion or

underachievement.
Rationale for Inclusion

• Implementation of inclusion has number of rationales. The major ones include: educational,

social, legal, economic and inclusive society building foundations

• Rationales for Inclusion and Their Respective Descriptions

• 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 breeds prejudice.

 All individuals need an education that will help them develop relationships and prepare them for life in

the wider community.

 Only inclusion has the potential to reduce fear and to build friendship, respect and understanding
• 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 use community infrastructure

 Better employment and job creation opportunities for people with disabilities

• Foundations for Building Inclusive Society

 Formation of mutual understanding and appreciation of diversity

 Building up empathy, tolerance and cooperation Promotion of sustainable development

Factors that Influenced Development of Inclusion
• Inclusiveness originated from three major ideas. These
include:

1. inclusive education is a basic human right;

2. quality education results from inclusion of students
with diverse needs and ability differences, and

3. there is no clear demarcation between the

characteristics of students with and without
disabilities and vulnerabilities.
• Inclusive education is facilitated by many influencing actors. Some of the major drivers

include:

1. Communities: pre-colonial and indigenous approaches to education and community-based programs

movement that favour inclusion of their community members.

2. Activists and advocates: the combined voices of primary stakeholders – representatives of groups of

learners often excluded and marginalized from education (e.g. disabled activists; parents advocating

for their children; child rights advocates; and those advocating for women/girls and minority ethnic

groups).

3. The quality education and school improvement movement: in both North and South, the issues of

quality, access and inclusion are strongly linked, and contribute to the understanding and practice of

inclusive education as being the responsibility of education systems and schools.

4. Special educational needs movement: the ‘new thinking’ of the special needs education movement –

as demonstrated in the Salamanca Statement – has been a positive influence on inclusive education,

enabling schools and systems to really respond to a wide range of diversity

5. Involvement of International agencies: the UN is a major influence

on the development of inclusive education policy and practice.

• Major donors have formed a partnership – the Fast Track Initiative –

to speed progress towards the EFA goals. E.g. UNESCO, etc.

6. Involvement of NGOs movements, networks and campaigns: a

wide range of civil society initiatives, such as the Global Campaign

for Education, seek to bring policy and practice together and involve

all stakeholders based on different situations

7. Other factors: the current world situation and practical experiences

in education.
Benefits of Inclusion

• It is now understood that inclusion benefits communities, families,

teachers, and students by ensuring that children with disabilities attend
school with their peers and providing them with adequate support to
succeed both academically and socially.

1. Benefits for Students with Special Needs Education

• In inclusive settings people will develop:

 Appropriate models of behaviour. They can observe and imitate socially acceptable
behaviours of the students without special needs

 Improved friendships with the social environment

 Increased social initiations, interactions, relationships and networks

 Gain peer role models for academic, social and behaviour skills
 Increased achievement of individualized educational program
(IEP) goals
 Greater access to general curriculum
 Enhanced skill acquisition and generalization in their learning
 improved academic achievement which leads to quality
education service
 Attending inclusive schools increases the probability that
students with SEN will continue to participate in a variety of
integrated settings throughout their lives (increased inclusion in
future environments that contribute building of inclusive society).
 Improved school staff collaboration to meet these students‘ needs
and ability differences
 Increased parental participation to meet these students‘ needs and
ability differences
 Enhanced families integration into the community
2. Benefits for persons without Special Needs Education
Students without special educational needs (SEN) will:
 Have a variety of opportunities for interacting with their age peers who experience
SEN in inclusive school settings.
 serve as peer tutors during instructional activities
 Play the role of a special ‘buddy’ during lunch, in the bus or playground.
 Gain knowledge of a good deal about tolerance, individual difference, and human
exceptionality.
 Learn that students with SEN have many positive characteristics and abilities.
Have chance to learn about many of the human service profession such as special
education, speech therapy, physical therapy, recreation therapy, and vocational
rehabilitation. For some, exposure to these areas may lead to career choices.
 Have increased appreciation, acceptance and respect of individual differences
among human beings that leads to increased understanding and acceptance of
diversity
 Get greater opportunities to master activities by practicing and teaching others
 Have increased academic outcomes
 have opportunity to learn to communicate, and deal effectively with a wide range of
individuals; this prepares them to fully participate in society when they are adults
that make them build an inclusive society
Benefits for Teachers
• They have more opportunities to learn new ways to teach different kinds
of students.
• They gain new knowledge, such as the different ways children learn and
can be taught.
• They develop more positive attitudes and approaches towards different
people with diverse needs.
• They have greater opportunities to explore new ideas by communicating
more often with others from within and outside their school, such as in
school clusters or teacher networks, or with parents and community
members.
• They can encourage their students to be more interested, more creative
and more attentive
• They can experience greater job satisfaction and a higher sense of
accomplishment when ALL children are succeeding in school to the best
of their abilities.
• They get opportunities to exchange information about instructional
activities and teaching
Benefits for Parents/Family
• Learn more about how their children
• are being educated in schools with their peers in an inclusive
environment
• Become personally involved and feel a greater sense of
accomplishment in helping their children to learn.
• Feel valued and consider themselves as equal partners in
providing quality learning opportunities for children.
• Learn how to deal better with their children at home by using
techniques that the teachers use in school.
• Find out ways to interact with others in
the community, as well as to understand and help solve each
other‘s problems.
• Know that their children—and ALL children—are receiving a
quality education.
Benefits for Society

• Communities become more accepting of difference, and everyone benefits

from a friendlier, open environment that values and appreciates differences in

human beings.

Ultimate Goal of Inclusion

• The goal of inclusive education is to create schools where everyone belongs.

• By creating inclusive schools, we ensure that there‘s a welcoming place in the

community for everyone after their school year‘s end.

• Inclusive growth which is equitable that offers equality of opportunity to all as

well as protection in market and employment transitions results from

inclusive society
Features of Inclusive Environment

• An inclusive environment is one in which members feel respected

by and connected to one another.

• An inclusive environment is an environment that welcomes all

people, regardless of their disability and other vulnerabilities.

• It has the following major characteristics:

 it ensures the respect and dignity of individuals with disabilities

 it meets current accessibility standards to the greatest extent possible to

all people with special needs

 provides accommodations willingly and proactively

Inclusive Environments
• It develops whole-school/environment processes that promote
inclusiveness and quality provisions
• It recognizes and responds to the diverse needs of their individuals
• It is committed to serve all individuals together regardless of
differences.
• It involves restructuring environment, culture, policy, and practice.
• It promoting pro-social activities
• It makes provides services and facilities equally accessible to all
people
• It involves mobilizing resources within the community
• It is alert to and uses a range of multi-skilled personnel to assist
people in their learning and working environment.
• It strives to create strong links with others
• It develops social relationships as an equal member of the class.
Barriers to Inclusion
• the policy-practice gap
• the community and policy makers negative attitude towards students with disability and
vulnerabilities
• Economic factors- this is mainly related with poverty of family, community and
society at large
• Lack of taking measures to ensure conformity of implementation of inclusion
practice with policies
• Lack of stakeholders taking responsibility in their cooperation as well as collaboration for
inclusion
• Conservative traditions among the community members about inclusion
• Lack of knowledge and skills among teachers regarding inclusive education
• Rigid curricula, teaching method and examination systems that do not consider
students with dives needs and ability differences.
• Fragile democratic institutions that could not promote inclusion
• Inadequate resources and inaccessibility of social and physical environments
• Large class sizes that make teachers and stakeholders meet students‘ diverse needs
• Globalization and free market policy that make students engage in fierce completion,
individualism and individuals‘ excellence rather than teaching through cooperation,
collaboration and group excellence.
• Using inclusive models that may be imported from other countries
 Chapter 3: Identification and Differentiated services

Impact of Disability and Vulnerability on daily life

Factors related to the person

• People respond to disabilities in different ways.

• Some react negatively and thus their quality of life is

negatively affected.
• Others choose to focus on their abilities as opposed to
their disabilities and continue to live a productive life.
• There are several factors that affect the impact a disability has on an
individual.

• The following are often considered the most significant factors in

determining a disability's impact on an individual.

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

accident, or acquired disease) or congenital (present at birth).

• If the disability is acquired, it is more likely to cause a negative reaction than

a congenital disability.

• Congenital disabilities are disabilities that have always been present, thus
requiring less of an adjustment than an acquired disability.

2. The Individual’s Personality - the individual personality can be typically

positive or negative, dependent or independent, goal-oriented or laissez-faire .

3. The Meaning of the Disability to the Individual - Does the
individual define himself/herself by his/her looks or physical
characteristics?
• If so, he/she is more likely to feel defined by his/her disability
and thus it will have a negative impact.
4. The Individual’s Current Life Circumstances - The individual‘s
independence or dependence on others (parents).
• The economic status of the individual or the individual's
caregivers, the individual's education level.

5. The Individual's Support System - The individual‘s support

from family, a significant other, friends, or social groups.
• Common effects of a disability may include but not limited to
 health conditions of the person;
 mental health issues including anxiety and depression;
 loss of freedom and independence;
 frustration and anger at having to rely on other people;
 practical problems including transport, choice of activities, accessing
buildings;
 unemployment;
 problems with learning and academic study;
 loss of self-esteem and confidence, especially in social situations.

• But all these negative effects are due to restricted environments,

not due to impairments.
Economic Factors and Disability
• There is clear evidence that people with few economic assets
are more likely to acquire pathologies that may be disabling.
• This is true even in advanced economies and in economies
with greater levels of income equality.
• 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.
• wealthy communities are more able to provide environmental
supports such as accessible public transportation and public
buildings or support payments for personal assistance benefits
• Community can be defined in terms of the
 micro system (the local area of the person with the disabling
conditions),
 the mesosystem (the area beyond the immediate
neighbourhood, perhaps encompassing the town), and
 the macro system (a region or nation).

• Finally, economic factors also can affect disability by creating

incentives (compensation) to define oneself as disabled.
Political Factors and Disability

• The political system, through its role in designing public policy, can and does have

a profound impact

• 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

Psychological Factors of Disability- constructs

• how disability and disabling conditions are perceived and experienced

• Four psychological constructs (three cognitive processes &personality

disposition(optimism))
1. Social Cognitive Processes

• Cognition consists of thoughts, feelings, beliefs, and ways of viewing the world,

others, and ourselves.

• Three interrelated cognitive processes have been
selected to illustrate the direct and interactive
effects of cognition on disability.
• These are
self-efficacy beliefs (concerned with whether or not a
person believes that he or she can accomplish a desired
outcome )
psychological control (or control beliefs, is akin to self-
efficacy beliefs in that they are thoughts, feelings, and beliefs
regarding one's ability to exert control or change a
situation) and
coping patterns (refer to behavioural and cognitive efforts to
manage specific internal or external demands that tax or
exceed a person's resources to adjust)
• which all these are socially constructed
Personality Disposition
• Optimism is a personality disposition that is a personality
disposition or trait that can mediate how disabling
conditions are experienced.
• People with an optimistic orientation rather than a
pessimistic orientation are far better across several
dimensions.
• Optimists tend to have better self-esteem and less hostility
toward others and tend to use more adaptive coping
strategies than pessimists.
The Family and Disability
• The family can be either an enabling or a disabling factor for
a person with a disabling condition.
• Families can be enabling to people with functional
limitations by providing :
 tangible services as housekeeping and transportation

 personal assistance in activities of daily living

 economic support to help with the purchase of assistive

technologies
 emotional support which is positively related to well-being
across a number of conditions
Needs of Persons with Disabilities and Vulnerabilities

• Needs of persons with disabilities and vulnerabilities depends on different

factors.

• People with disabilities do not all share a single experience, even of the

same impairment;

• Analyzing the human beings, Maslow has identified five categories of

needs, with different priority levels

• 1).survival (physiological), 2).safety, 3).social needs, 4).esteem, and

5).self-actualization (fulfilment).

• Maslow‘s model is also valid for persons with disabilities and

vulnerabilities, whose needs are similar to those of ordinary persons.

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emotional, psychological, physical and social environmental

and economic needs in general.

• The following list but not last are basic needs of persons with

disabilities and vulnerabilities to ensure equality for all

within our society :

a) Full access to the Environment (towns, countryside & buildings)

b) An accessible Transport system

c) Technical aids and equipment

d) Accessible/adapted housing
e). Personal Assistance and support

f). Inclusive Education and Training

g) An adequate Income

h) Equal opportunities for Employment

i) Appropriate and accessible Information

j) Advocacy (towards self-advocacy)

k) Counselling

l) Appropriate and Accessible Health Care

Social Needs of Persons with Disabilities and Vulnerabilities
• Social protection plays a key role in realizing the rights of persons
with disabilities and vulnerabilities of all ages:
 providing them with an adequate standard of living,
 a basic level of income security;
 thus reducing levels of poverty and vulnerability.

• Moreover, mainstream and/or specific social protection schemes

concerning persons with disabilities can have a
major role in promoting their independence and inclusion by
meeting their specific needs and supporting their social
participation in a non-discriminatory manner.
• These social protection measures may include poverty reduction
schemes; cash transfer programs, social and health insurance,
public work programs, housing programs, disability pensions
and mobility grants
• Social protection from a rights-based approach must accommodate
the needs of persons with disabilities and vulnerabilities.
• Traditional disability-related social welfare schemes have mainly
focused on poverty rather than taking into account specific
challenges faced by persons with disabilities and vulnerabilities;
particularly active participation in education, access to health and
employment
• The right of persons with disabilities to social protection is recognized by
 the 1948 Universal Declaration of Human Rights (UDHR),

 the 1966 International Covenant on Economic, Social and Cultural Rights

(ICESCR) and,
 more specifically, the 2006 UN Convention on the Rights of Persons with
Disabilities (CRPD).

• Article 28 of the CRPD in particular recognizes the right of persons with

disabilities to an adequate standard of living and to social protection, ensuring
the enjoyment of both rights without discrimination on the basis of ability.
• Furthermore, the Social Protection Floors Recommendation (No. 202)
recognizes the importance of national social protection floors to provide basic
social security guarantees to all persons, including persons with disabilities and
vulnerabilities, across the life cycle (with priority given to poverty, vulnerability,
and social exclusion).
Gender and disability
• The importance of work and the daily activities required of
living in the country are paramount in considering gender.
• For the male and female with disabilities and vulnerable
groups, work is universally seen as important, whether paid
work or voluntary.
• However, there are issues around how masculinity in rural
areas is constituted.
• Work, particularly paid work, is also important for many of
the female contributors
Identity and disability

• People with disabilities are not primarily clients or

service users but rather are known members of their

communities with a shared and, at times, intergenerational

history.

• Identity marked by disability is complex and multilayered;

relationships, outside of paid, formalized service settings.

• New technologies, determination and interests shape differing

identities for people who are active agents in their own lives.
• Disability as part of an individual‘s identity is seen by some
as a struggle.
• This is often two fold:

1. Internally to individuals and their sense of self and, too

often, in the way they are perceived and constructed by
those around them. pre-established identity
2. An acquired disability is experienced as challenging the
nature of one‘s internal pre-established identity and as a
struggle to change the perceptions and attitudes of others
and the physical environment in which a person lives
Belongingness and disability

• Belonging is a complex concept involving an attachment to place, relationships

with others, a sense of safety, common values and a shared and/or developing

history.

• Belonging is also an internal sense of being at home in one‘s own body and mind.

• Persons with disabilities and vulnerable groups have struggled to come to terms

with a body and mind which seem unfamiliar to them, in which they have to make

adjustments or accommodations both for themselves and in terms of their

relationships with others.

• This internal negotiation and navigation shape their engagement with their social

worlds, particularly in rural communities.

Intersectionality
• Social structures and norms surrounding age are particularly significant,
shaping the kind of lives people have and their experience of gender and
identity.
• They have particular implications for people‘s attachment to place and their
aspirations and desires for the future.
• The following matters, too, in terms of the support that family and services
can offer in a rural environment
 Age
 The wider contextual values and economic and social changes
 Religious values
 Gender roles

 Economic changes, poverty

The Health Care Needs of Persons with Disabilities and

Vulnerabilities

• People with disabilities report seeking more health care than

people without disabilities and have greater unmet needs.

• For example, a recent survey of people with serious mental

disorders, showed that between 35% and 50% of people in

developed countries, and between 76% and 85% in

developing countries, received no treatment in the year prior

to the study.
• People with disabilities are particularly vulnerable to
deficiencies in health care services.
• Depending on the group and setting, persons with
disabilities may experience greater vulnerability
to :
 secondary conditions,
 co-morbid conditions,
 age-related conditions,
 engaging in health risk behaviours and
 higher rates of premature death.
A) Secondary conditions: conditions occur in addition to (and are related to) a primary
health condition, and are both predictable and therefore preventable. Examples
include pressure, ulcers, urinary tract infections, osteoporosis (the bones become
weak & are easily broken) and pain.

B) Co-morbid conditions: conditions occur in addition to (and are unrelated to) a

primary health condition associated with disability. For example the prevalence of
diabetes in people with schizophrenia is around 15% compared to a rate of 2-3% for
the general population.

C) Age-related conditions: The ageing process for some groups of people with
disabilities begins earlier than usual. For example some people with developmental
disabilities show signs of premature ageing in their 40s and 50s.

D) Engaging in health risk behaviours: Some studies have indicated that people with
disabilities have higher rates of risky behaviours such as smoking, poor diet and
physical inactivity.
Barriers to Health Care for Persons with Disabilities and Vulnerable Groups
• People with disabilities encounter a range of barriers when they attempt to access health
care including the following.

a) Prohibitive costs: Affordability of health services and transportation are two main
reasons why people with disabilities do not receive needed health care in low-income
countries - 32-33% of non-disabled people are unable to afford health care compared
to 51-53% of people with disabilities.

b) Limited availability of services: The lack of appropriate services for people with
disabilities is a significant barrier to health care. Eg. In rural areas

c) Physical barriers: Uneven access to buildings (hospitals, health centres),

inaccessible medical equipment, poor signage, narrow doorways, internal steps,
inadequate bathroom facilities, and inaccessible parking areas create barriers to health
care facilities.

d) Inadequate skills and knowledge of health workers : they reported twice inadequate
skill, four times badly treated, three times being denied care
Addressing for Inclusive Barriers to Health Care
• Governments and professionals can improve health outcomes for people with

disabilities by improving access to quality, affordable health care services, which

make the best use of available resources.

• As several factors interact to inhibit access to health care, reforms in all the

interacting components of the health care system are required.

a) Policy and legislation: Assess existing policies and services, identify priorities

to reduce health inequalities and plan improvements for access and inclusion.

• Make changes to comply with the CRPD. Establish health care standards related

to care of persons with disabilities with enforcement mechanisms

b) Financing: Where private health insurance dominates health care financing,

ensure that people with disabilities are covered and consider measures to

make the premiums affordable.

• Use financial incentives to encourage health-care providers to make services

accessible and provide comprehensive assessments, treatment, and follow ups.

c) Service delivery: Provide a broad range of modifications and adjustments

(reasonable accommodation) to facilitate access to health care services.

• Empower people with disabilities to maximize their health by providing

information, training, and peer support.

• Promote community-based rehabilitation (CBR) to facilitate access for

disabled people to existing services.

d) Human resources: Integrate disability inclusion

education into undergraduate and continuing

education for all health-care professionals.
• Train community workers so that they can play a
role in preventive health care services.
• Provide evidence-based guidelines for assessment
and treatment.
Disability, vulnerability and the Environment
• Cultural norms affect the way that the physical and social
environments of the individual are constituted
• Disability is not inherent in an individual but is, rather, a
relational concept—a function of the interaction of the person
with the social and physical environments.
• The amount of disability that a person experiences, depends
on both
1. the existence of a potentially disabling condition (or limitation) and
2. the environment in which the person lives.
• For any given limitation (i.e., potential disability), the
amount of actual disability experienced by a person
will depend on the nature of the environment, that is,
whether the environment is
1. positive and enabling (and serves to compensate for the
condition, ameliorate (to make sth better) the limitation, or
facilitate one's functional activities) or
2. negative and disabling (and serves to worsen the
condition, enhance the limitation, or restrict one's
functional activities).
• The physical and social environments comprise factors external to the
individual, including family, institutions, community, geography, and the
political climate.

• psychological environment is conceptualization of environment ( one's

intrapersonal), which includes internal states, beliefs, cognition, expectancies and
other mental states.

• Thus, environmental factors must be seen to include

 the natural environment,

 the human made environment,

 culture,

 the economic system,

 the political system, and

 psychological factors.
 Some Enabling and Disabling Factors in the Physical Environment

Type of Environment
Type of
Factor Natural Environment Built Environment

Dry climate Ramps (path, building, road)

Enabling

Flat terrain (flat area of land) Adequate lighting

Clear paths Braille signage

Snow Steps
Disabling

Rocky terrain Low-wattage lighting

High humidity (amount of water Absence of flashing light
in the air) alerting systems
• The environmental matters may be conceived of as having two major
parts: the physical environment and the social and psychological
environments.
• The physical environment may be further subdivided conceptually into
1/ the natural environment and 2/ the built environment.
• Three types of attributes of the physical environment need to be in
place to support human performance:
1. object availability- objects must be on location to use
2. accessibility- the ability of people to get to a place or to use a
device
3. availability of sensory stimulation -include visual, tactile, or
auditory cues, serves as a signal to promote responses
A) The Natural Environment

• The natural environment may have a major impact on whether a

limitation is disabling.

• The natural environment, including topography and climate, affect

whether or to what degree a functional limitation will be disabling

B) The human made Environment

• Built objects are created and constructed by humans and vary

widely in terms of their complexity, size, and purpose.

• Built objects are created for utilitarian reasons and also for an outlet

for creativity.
Rural environment, Disability and Vulnerability
• People with disabilities, vulnerabilities and marginalized groups have no voices
about their lives and what rural living means to them.
• Physical landscapes are infused with social meaning and that the feelings we
have for particular places are built up through an accumulation of experiences
that invoke strong emotional responses.
• Rurality must be considered as more than an issue of context or setting.
• Persons with disabilities, vulnerable and marginalized groups living in rural
areas have
 double disadvantaged due to their impairments and
vulnerabilities and unfavourable physical and social
environment.
Creating Welcoming (Inclusive) Environment

• External environmental modifications can take many forms.

• These can include:

 assistive devices,

 alterations of a physical structure,

 object modification, and

 task modification.

• These environmental modifications may well be an effort at primary

prevention because the equipment may provide a safety net and prevent

disabling conditions that can occur through lifting and transfer of

individuals who may not be able to do it by themselves.

• Rehabilitation must place emphasis on addressing
the environmental needs of people with disabling
conditions.
• Environmental strategies can be effective in
helping people function independently and not be
limited in their social participation, in work,
leisure or social interactions as a spouse, parent,
friend, or co-worker.
• Examples of Environmental Modification

1. Mobility aids
• Hand Orthosis

• Mouth stick

• Prosthetic limb

• Wheelchair (manual and/or motorized)

• Canes (kezara)

• Crutches (one or two long sticks that you put under your arms
to help you walk)
• Braces (medagafiya)
2. Communication aids
• Telephone amplifier or TDD

• Voice-activated computer

• Closed or real-time captioning

• Computer-assisted note taker

• Print enlarger

• Reading machines

• Books on tape

• Sign language or oral interpreters

• Braille writer

• Cochlear implant
• Communication boards FM, audio-induction loop, or infrared systems
3. Accessible structural elements
• Ramps Elevators
• Wide doors

• Safety bars

• Nonskid floors

• Sound-reflective building materials

• Enhanced lighting

• Electrical sockets that meet appropriate reach ranges

• Hardwired flashing alerting systems Increased textural

contrast
4. Accessible features
• Built up handles
• Voice-activated computer

• Automobile hand controls

5. Job accommodations
• Simplification of task

• Flexible work hours

• Rest breaks

• Splitting job into parts

• Relegate nonessential functions to others
6. Differential use of personnel
• Personal care assistants
• Note takers
• Secretaries Editors
• Sign language interpreters
Impact of the Social and Psychological Environments on
the Enabling-Disabling Process
• The social environment is conceptualized to include cultural,
political, and economic factors.
• The psychological environment is the intrapersonal environment.

• This section examines how both affect the disabling process.

Culture and the Disabling Process

• Culture affects the enabling-disabling process at each stage;

• it also affects the transition from one stage to another.

Definition of Culture

• Definition of culture includes both material culture (things and the rules for

producing them) and nonmaterial culture (norms or rules, values, symbols,

language, ideational systems such

as science or religion, and arts such as dance, crafts, and humour).

• Nonmaterial culture is so comprehensive that it includes everything from

conceptions of how many days a week has or how one should react to pain to

when one should seek medical care or whether a hermaphroditic (have both male

& female organs or chrxs.) person is an abomination (hatred, dislike), a saint, or

a mistake.

• Both the material and nonmaterial aspects of cultures and subcultures are relevant

to the enabling-disabling process.

 Enabling and Disabling Factors
Type Element of Social and Psychological Environment
of
factor
Culture Psychological Political Economic

Expecting people
Tax credits to hire
with disabling Having an active Mandating relay
people with disabling
conditions to be coping strategy systems in all states
conditions
productive
Enabling

Banning
discrimination against Targeted earned
Expecting everyone Cognitive
people who can income tax
to know sign language restructuring
perform the essential credits
functions of the job

Economic
Segregating children
Stigmatizing people disincentives to get
with mobility
with disabling Catastrophizing off Social Security
impairments in
conditions Disability
schools
abling

Income benefits
No subsidies or tax
Valuing physical Voting against credits for
Disability Inclusive Intervention and Rehabilitation Services
• A “One-size-fits-all” approach to provide services for persons
with disabilities and vulnerability groups is no longer enough.

• Including people with disabilities in everyday activities and

encouraging them to have roles similar to peoples who do not
have a disability is

 disability inclusion
• This involves more than simply encouraging people;
• it requires making sure that adequate policies and practices
are in effect in a community or organization.
• Inclusion should lead to increased participation
in socially expected life roles and activities—such as being a student,
worker, friend, community member, patient, spouse, partner, or parent.

• Disability inclusion means provision of differentiated services for persons

with disabilities and vulnerabilities

• Differentiated service means a multiple service delivery model that can

satisfy the most needs of persons with disabilities and vulnerabilities.

• Persons with disabilities and vulnerabilities are often excluded (either

directly or indirectly) from development processes and humanitarian action
because of physical, attitudinal and institutional barriers.

• The effects of this exclusion are increased inequality, discrimination and

marginalization
Strategies to Disability inclusive intervention and
rehabilitation
Prevention
• Prevention of conditions associated with disability and
vulnerability is a development issue.
• Attention to environmental factors – including
nutrition, preventable diseases, safe water and
sanitation, safety on roads and in workplaces – can
greatly reduce the incidence of health conditions
leading to disability.
• A public health approach distinguishes:

i) Primary prevention – actions to avoid or remove the cause of a health

problem in an individual or a population before it arises.

• It includes health promotion and specific protection (for example, HIV

education).

ii) Secondary prevention (early intervention) – actions to detect a health and

disabling conditions at an early stage in an individual or a population,

facilitating cure, or reducing or preventing spread, or reducing or

preventing its long-term effects (for example, supporting women with

intellectual disability to access breast cancer screening).

iii) Tertiary prevention (rehabilitation) – actions to reduce the

impact of an already established disease by restoring function and

reducing disease related complications (for example, rehabilitation

for children with musculoskeletal impairment).

• Primary prevention issues are consider as crucial to improved

overall health of countries‘ populations.

• Preventing disability and vulnerability should be regarded as a

multidimensional strategy that includes prevention of disabling

barriers as well as prevention and treatment of underlying

health conditions.
Implementing the Twin-track Approach

• Implementing the twin-track approach involves:

Track 1: Mainstreaming disability as a cross-cutting issue within all key

programs and services (education, health, relief and social services,

microfinance, infrastructure and camp improvement, protection, and emergency

response) to ensure these programs and services are inclusive, equitable, non-

discriminatory, and do not create or reinforce barriers.

Track 2: Supporting the specific needs of vulnerable groups with disabilities to

ensure they have equal opportunities to participate in society.

Implement Disability Inclusive Project/ Program

• The following tips will help to overcome the challenges as a key considerations for

including persons with disabilities in all program and project cycle management

stages of Assessment, Planning, Implementation and Monitoring, and

Reporting/Evaluation.

A) Education and vocational training :-Inclusive Education realize the universal right

to education for all, meaning all mainstream education services need to be supporting

children and persons with disabilities.

B) Health – vulnerable groups and persons with disabilities have the same health-care

needs as all other peoples and health sector services can also play an important

prevention and early identification role to ensure children and persons with

impairments have timely access to health services and referral rehabilitation support
C) Relief and social services :-the two-way link between poverty and

disability means that vulnerable group and peoples with disabilities and

their families need to be able to access relief (aid) support.

D) Infrastructure and camp improvement, shelter, water and sanitation

and environmental health :-universal design concepts must be considered

in all infrastructure and construction programs and projects.

E) Livelihoods, employment and microfinance :-vulnerable groups and

people with disabilities face numerous barriers to achieving an independent

livelihood, it is crucial that specific sectors responsible for livelihood

programs and projects to make accessible to all vulnerable and people with

disabilities.
F) Protection :-marginalized groups and people with
disabilities may face risks and vulnerabilities to experiencing
violence, exploitation, abuse, neglect and violation of rights
and therefore need to be specifically considered and included
in protection programs and projects.
G) Humanitarian and emergency response :-the
disproportionate effect of emergency and humanitarian
situations on vulnerable groups and people with disabilities
should be reflected in the design and implementation of the
humanitarian projects.
Implement effective Intervention and Rehabilitation
• Rehabilitation interventions promote a comprehensive process to
facilitate
attainment of the optimal physical, psychological, cognitive,
behavioural, social, vocational, and educational status
• Consumers/patients, families, and professionals work together as
a team
to identify realistic goals and develop strategies to achieve
the highest possible functional outcome, in some cases in the
face of a permanent disability, impairment, or pathologic
process.
• Although rehabilitation interventions are developed within medical and

health care models, treatments are not typically curative.

• Professionals have the knowledge and background to anticipate outcomes

from the interventions, with a certain degree of both optimism and

cynicism, drawn from past experiences.

• Rehabilitation requires

 goal-based activities and,

 more recently, measurement of outcomes.

• The professionals, usually with the patient/ consumer and/or family,

develop goals of the interventions to help mark progress or identify the

need to reassess the treatment plan.

• There are general underlying concepts and theories of rehabilitation interventions.

• Examples of these theories and concepts include

 movement and motor control,

 human occupation models,

 education and learning,

 health promotion and prevention of additional and secondary health conditions,

 neural control and central nervous system plasticity,

 pain modulation,

 development and maturation,

 coping and adjustment,

 biomechanics,

 linguistics and pragmatics,

 resiliency and self-reliance,

 auditory processing,

 and behaviour modification.

• Medical rehabilitation is often considered separately, and is focused

on:
 recognition, diagnosis, and treatment of health conditions (e.g., medication for

treatment of fatigue in multiple sclerosis, botulinum injections for spasticity

management in brain injury);

 reducing further impairment (e.g., treatment of ongoing shoulder adhesive

capsulitis in stroke, management of osteoarthritis of the remaining knee in

above-knee amputation); and

 preventing or treating associated, secondary, or complicating conditions (e.g.,

neurogenic bladder management with intermittent catheterization in spinal cord

injury, diagnosis of cervical spinal stenosis in an adult with cerebral palsy).

• Assistive technology is often used in conjunction with rehabilitation

interventions

• Rehabilitation interventions are associated with social participation (e.g., access

to education using rehabilitation interventions) and career planning and

employment (e.g., long term goal of rehabilitation interventions).

• Rehabilitation was conceived within the more traditional model of medical

care, but it is increasingly obvious that disability issues are more than medically

driven.

• The social justice and civil rights model of disability is important to

understand, and elements must be incorporated into rehabilitation interventions,

especially as they relate to accessibility of environments and services.

Components of Rehabilitation Interventions

• Rehabilitation is a process designed to optimize function and improve

the quality of life of those with disabilities.

• Consequently, it is not a simple process.

• It involves multiple participants, and it can take on many forms.

Multiple Disciplines

• Rehabilitation interventions usually involve multiple disciplines.

• sole service does not engender the rehabilitation concept of a team

approach, and it is often differentiated as therapy or medical service

rather than rehabilitation.

• There are a variety of professionals who participate in and contribute to the

rehabilitation process within a team approach.

• Physicians :-to manage the medical and health conditions

• Occupational Therapists :-in order to increase their ability to participate in

activities of daily living (ADLs) and instrumental activities of daily living

(IADLs), in school and work environments, using a variety of techniques.

• Typical techniques include functional training, exercise, splinting, cognitive
strategies, vision activities, computer programs and activities,
recommendation of specially designed or commercially available adaptive
equipment, and home/education/work site assessments and
recommendations.
• Physical Therapists :-assess movement dysfunction and use

treatment interventions such as exercise, functional training,

manual therapy techniques, gait and balance training, assistive and

adaptive devices and equipment, and physical agents, including

electrotherapy, massage, and manual traction.

• Speech and Language Therapist:-assess, treat, and help to prevent
disorders related to speech, language, cognition, voice,
communication, swallowing, and fluency.
• Audiologists:- identify, assess, manage, and interpret test results
related to disorders of hearing, balance, and other systems related to
hearing.
• Rehabilitation Nurses:-usually takes the role of educator and taskmaster

throughout rehabilitation, but these professionals have most prominence within

inpatient rehabilitation programs

• Social Workers:- may provide case management or coordination for persons

with complex medical conditions and needs; help patients navigate the paths

between different levels of care;

• refer patients to legal, financial, housing, or employment services; assist patients

with access to entitlement benefits, transportation assistance, or community based

services;

• identify, assess, refer, or offer treatment for such problems as depression, anxiety,

or substance abuse; or provide education or support programming for health or

related social problems.

• Case Managers:-Case management is a relatively new concept that has come

about with the survival of patients/consumers with complex medical problems

and disabilities, and with the development of a more complex health care

system.

• Case managers possess skills and credentials within other health professions,

such as nursing, counselling, or therapies, although they usually have a nursing

background.

• Rehabilitation Psychologists:- Rehabilitation psychology is a specialized area

of psychology that assists the individual (and family) with any injury, illness, or

disability that may be chronic, traumatic, and/or congenital in achieving optimal

physical, psychological, and interpersonal functioning (Scherer et al.,2004).

• Neuropsychologists

• Neuropsychology is another specialized area within psychology, and it is of particular

importance in the care of individuals who have sustained brain injuries.

• These professionals possess specialized skills in testing procedures and methods that

assess various aspects of cognition (e.g., memory, attention, language), emotions,

behaviours, personality, effort, motivation, and symptom validity.

• Therapeutic Recreation Specialists

• Recreational therapists, also referred to as therapeutic recreation specialists, provide

treatment services and recreation activities for individuals with disabilities or illnesses.

• Therapists promote community-based leisure activities as a complement

to other therapeutic interventions, and as a means to practice those clinic- or hospital-

based activities within a real-world context.

• Rehabilitation Counsellors

• Rehabilitation counsellors (previously known as vocational counsellors) assist persons

with both physical and mental disabilities, and cover the vocational, psychological,

social, and medical aspects of disability, through a partnership with the individuals

served

• Orthotists and Prosthetists

• These professionals practice within a unique area of rehabilitation, combining technical

and some clinical skills.

• The orthotist fabricates and designs custom braces or orthotics to improve the function

of those with neuromuscular or musculoskeletal impairments, or to stabilize an injury or

impairment through the healing process.

• The prosthetist works with individuals with partial or total limb absence or amputation

to enhance their function by use of a prosthesis (i.e., artificial limb, prosthetic device).
• Additional Rehabilitation Professionals

• Other rehabilitation professionals who might be considered members of the team

include nutritionist, spiritual care, rehabilitation engineer, music therapist,

dance therapist, child-life specialist, hospital-based school teacher, massage

therapist, kinesiologist, and trainer, among others.

• Person with the Disability and His or Her Family

• The person with the disability and his or her family members are partners in this

team process.

• In fact, they are key members of the team.

• Personal and family/support system goals, family/friend support, and community

resources are driving forces regarding goals and discharge planning within the

rehabilitation process
Community-Based Rehabilitation
• CBR was originally designed for developing countries where disability estimates were

very high and the countries were under severe economic constraints.

• It promotes collaboration among community leaders, peoples with disabilities and

their families and other concerned citizens to provide equal opportunities for all

peoples with disabilities in the community and to strengthen the role of their organization

• According to the view of World Health Organization (WHO) and United Nations

Education, Scientific and Cultural Organization (UNESCO), CBR is a strategy that can

address the need of peoples with disabilities

 within their community

• Community based rehabilitation is a combination of two

important words; community and rehabilitation.

1. Community:- consists of people living together in some form of

social organization sharing political, economic, social and

cultural characteristics in varying degrees.

2. Rehabilitation:- includes all measures aimed at reducing the

impact of disability for an individual enabling him or her to

achieve independence, social integration, a better quality of life

and self actualization or measures which aim to enable persons

with disabilities to attain-

• two important definitions :-

1. Community based rehabilitation is a strategy that can address the needs of

peoples with disabilities with in their communities (WHO, UNESCO, 2004).

2. Community based rehabilitation is a common sense strategy for enhancing the

quality of life of peoples with disabilities by improving services delivery in

order to reach all in need by providing more equitable opportunities and by

promoting and protecting their rights .

3. The joint position paper by WHO, ILO, UNICEF and UNESCO of the 2004

define CBR in a rather flexible and broad manner in the following way:
 Community based rehabilitation is a strategy within general community

development for rehabilitation, equalization of opportunities and social inclusion of

all children and adults with disabilities

• This definition particularly advocates a broad approach for developing programs that

involves the following elements:

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

development of the program

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

of people with disabilities

C. The establishment of a system for program management

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

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

experience disabilities.

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

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

and opportunities.
• Currently, three main meanings are attached to the notion of CBR:

1. People taking care of themselves:-is the "real" CBR: all the

activities that people with disability, their family members and

other community members do in their own community for persons

with disability

2. a concept and an ideology :-it promotes a decentralized

approach to rehabilitation service-delivery

3. community based rehabilitation :-is mostly in a form of Non-

Governmental Organizations (NGOs) -such CBR programs often

consider 'local culture' as an obstacle, not condition to progress

Major Objectives of Community Based Rehabilitation

• Empowerment to maximize their physical and mental abilities,

have access to regular services and opportunities and become

active, contributing members of their communities and then

societies.

• promotes the human rights of people with disabilities through

attitude changes within the community.

• include people who have disabilities from all types of impairments,

• includes all age groups: children, youth, adults and older people.
Implement Technologies for Disability Inclusion

• Inclusiveness and Information Technology (ICT)

• Effective access to information is crucial in facilitating the participation of citizens in civil

society.

• For persons with disabilities and vulnerabilities, technological developments such as the

proliferation of the Internet and the provision of services for accessing digital television

such as audio description (video description), closed signing, and the availability of

subtitles (captions) in live broadcasts enabled by speech-to text technologies can make an

important contribution to facilitating independent living.

• Unfortunately, persons with disabilities and vulnerabilities still face significant barriers

in accessing ICTs. (eg. inter alia, poorly designed Web sites , limited availability of

subtitles on webcasts, the use of multiple remote controls for digital television, and

difficult to navigate on-screen displays)

Inclusiveness and Assistive Technology

• Worldwide the number of persons with disabilities, vulnerabilities

and marginalized groups is increasing alarmingly because of
 population aging, accident, global warming and climate change, medical
advancement, humanitarian crises, natural disaster, conflict and
increases in chronic health conditions, among other causes.

• Over a billion people, about 15% of the world's population, have

some form of disability.

• Between 110 million and 190 million adults have significant

difficulties in functioning.
• Technologies promote independence for people with disabilities

and vulnerability.

• The use of devices, computers, robots, and other established

assistive technology (AT) can potentially

 increase the autonomy of people with disabilities and vulnerability, by

compensating for physical limitations and circumventing difficulties

with normal activities of daily living (ADL)

• In modern societies, persons with disabilities, vulnerabilities and

marginalized groups can attain some components of wellbeing

such as access to services using assistive technology (AT).

Assistive Technologies (AT)

• Surgery, genetic therapy, rehabilitation, human assistance, and the use of assistive

technology (AT) help disabled people cope with their disabilities.

• Surgery (medical intervention) helps decrease deficiency and, in some cases, restores

capability.

• Genetic therapy attempts to remediate genes responsible for a given disease or disorder.

• Rehabilitation develops and adapts residual capabilities, while human assistance aids

Persons with disabilities and vulnerabilities in their daily living activities.

• AT can increase the autonomy, independence, and quality of life for Persons with

disabilities and vulnerabilities and can also enable the integration of social, professional,

and environmental aspects of life for Persons with disabilities and vulnerabilities

populations.
AT and Daily Living of Persons with disabilities and Vulnerabilities

• Assistive technology affords Persons with disabilities and vulnerabilities

greater equality of opportunity, by

 enhancing and expanding their communication, learning, participation, and

achievement with higher levels of independence, wellbeing, and quality of life.

• Such assistive technologies are essential for helping Persons with disabilities

and vulnerabilities with severe physical, sensorial, or mental limitations to

become more independent, and to improve their quality of life.

• Typically, AT works by compensating for absent or non functional skills,

by maintaining or enhancing existing abilities.

AT Definitions

• Assistive technology encompasses all systems that are

designed for Persons with disabilities and Vulnerabilities,

and that attempt to compensate the handicapped.

• This includes robotic tele manipulators, wheelchairs, or

navigation systems for the blind.

• AT also includes systems that restore personal

functionality, such as external prostheses and ortheses.

• Reading assignment
• from your module (page 89-93)
• AT and User Needs: A Classification Scheme
Examples of AT user needs and classification

• Persons with disabilities and Vulnerabilities and AT in the

marketplace follows one of two strategies:
• (1) trivialization- for all persons

• (2) specialization – in special case

Implement Inclusive Job Opportunities and
Employment
• The right to work is fundamental to being a full and
equal member of society, and
• It applies to all persons, regardless of whether or not
they have a disability.
• It also enables people to build self-esteem, form
social relationships, and to gain skills and knowledge.
Barriers of employment

A) Attitudes and Discrimination

B) Accessibility (the physical environment; transportation; information and

communications; and other facilities open to the public )

C) Education and Training

D) Social Networks ( more limited social networks)

E) Women Disabilities

F) Legal Barriers (some countries impose legal restrictions on their participation in

certain types of employment or processes)

G) Inflexible Work Arrangements

H) Dismissal on the Basis of Disability (employers to dismiss staff on the basis of

disability with impunity )

I) The Benefit Trap (choosing not to do in order to continue receiving disability benefits )
Strategies to Improve Employment for Persons with Disabilities and Vulnerabilities

A) Anti-Discrimination Legislation

B) Vocational Education And Training

C) Wage Subsidies (a way to lessen the risk perceived by employers of hiring persons with
disabilities )

D) Supported Employment

E) Workplace Accommodation Schemes (making workplaces more accessible to persons

with disabilities. There are two ways Government programs can decrease or even
eliminate those costs. 1. offering tax breaks or tax credits for expenditures
undertaken to make such adjustments 2. provide full or partial funds for reasonable
accommodations for employees with disabilities )

F) Workers’ Compensation ( address the issue of occupational injuries and illnesses )

G) Quota Systems (firms hire a certain percentage of persons with disabilities )

H) Sheltered Workshops (only hire persons with disabilities, and structure jobs around
the perceived abilities of each employee)
I). Private Sector Initiatives

J). Employer Networks

K).Support Disability-Inclusive Business

L). Social Enterprises

M). Support Persons with Disabilities in the Workplace

N). Building a More Inclusive Society

O). Boost Education and Training Opportunities

P). Break Down Attitudinal Barriers and Challenge Discrimination

Q). Improve Data Collection on Disability and Employment

 Chapter 4: Promoting Inclusive Culture

• An inclusive culture starts from the premise that

 everyone in the school, industry, community and society should feel that
they belong,
 realize their potential, and
 contribute to the life of people with disability and vulnerabilities.

• An inclusive culture involves the full and successful integration of

diverse people into a workplace or industry.
• It indicates a climate in which respect, equity, and positive
recognition of differences are all cultivated
• The specific contents addressed in the chapter are
definition of inclusive culture ,
dimensions of inclusive culture,

 policy related to inclusive culture ,

building inclusive community ,

means of establish inclusive culture ,

inclusive values and indigenous inclusive values and
practices.
Definition of Inclusive Culture

• Inclusion is a sense of belonging, connection and community at work.

• And inclusive organizations help people feel welcomed, known, valued and

encouraged to bring their whole, unique selves to work

• Culture is the ideas, customs, and social behaviour of a particular people or

society.

• An organization‘s culture is the culmination of the priorities, values and

behaviours, which support their employees in how they work singularly, in

teams and with clients.

• Culture plays a huge role in shifting the diversity needle and forming truly

inclusive environments.
• An inclusive culture involves the full and
successful integration of diverse people into a
workplace or industry.

• Additionally, inclusive cultures extend beyond

basic or token presence of workers who have
disabilities.

• They encompass both formal and informal

policies and practices,
• It involves several core values:

a. Representation: The presence of people with

disabilities across a range of employee roles and
leadership positions

b. Receptivity: Respect for differences in working styles

and flexibility in tailoring positions to the strengths and
abilities of employees and

c. Fairness: Equitable access to all resources,

opportunities, networks and decision making processes
Dimensions of Inclusive culture
• There are three dimensions/ elements of an
inclusive culture:
1. Universal Design
2. Recruitment, Training and Advancement
Opportunities
3. Workplace Accommodations and Accessibility: Policy
& Practice
1. Universal Design
• One of the most heralded concepts in disability
advocacy and cultures in the last decade is
the concept of “universal design”.
• Universal design refers to the construction of
structures, spaces, services, communications and
resources that are organically accessible to a range
of people with and without disabilities, without
further need for modification or accommodation.
• A few examples of ways universal design practices may
apply in the workplace include:
 Routinely providing manuals, materials and forms to all
employees in a variety of digital formats that are as readily
accessible to people who use adaptive computer technologies as
to other employees.
 Building workspaces accessible to people who use wheelchairs
or other assistive devices, as well as to all other employees.
 Providing employees with a variety of flexible schedule and
work options.
2. Recruitment, Training, & Advancement
Opportunities

A. Recruitment: Effective recruitment of people with

disabilities involves two components:

1. Accessible outreach and hiring practices (equally

accessible to workers with and without disabilities)
and

2. Targeted recruitment of workers with disabilities

(specific outreach to people with disabilities )
B. Training: Training plays a dual role in the creation of
inclusive workplace culture.

• The first consideration involves the degree to which

people with disabilities have equitable access to training
sites, events, and materials.

• The second concern relates to the training of managers,

particularly middle management, and human resources
staff, to work effectively with all people, including those
with disabilities.
C. Advancement: Research demonstrates that in order to have

equitable opportunities for promotion and professional

development, like most employees, workers with disabilities

typically require access to mentoring.

 As with recruitment, mentoring and coaching involves a dual

dynamic in which: Existing mentoring programs are advertised,

implemented and maintained with attention to inclusion of workers

with disabilities, and

 Targeted mentoring and coaching programs specifically assist

employees with disabilities.

3. Workplace Accommodations and Accessibility: Policy & Practice

• Policy plays a critical role in generating meaningful inclusion of people

with disabilities.

• When assessing the effectiveness of existing accommodations policies,

employee experiences can be described based on two measures of equity.

1. the perception of “procedural justice”, meaning that employees with

disabilities perceive the accommodations policy as fair, accessible and

functional

2. generating an experience of “interactional justice”. Interactional justice

refers to the experience of feeling that the managers or colleagues with

whom one is interacting are behaving fairly, reasonably and respectfully

• Experiential and Bottom Line Outcomes: The Benefits of Inclusive cultures are

specifically beneficial for employees with disabilities, but also have positive results

for all employees, as they include a number of elements of a healthy work

environment.

• Specific positive outcomes include:

 Reduced expenses corresponding to reduced employee turn-over

 Increased worker commitment to and identification with organizational success

 Improved employee health and well-being

 Improved productivity

 Increased employee investment in work performance

 Reduced perception of discrimination and inequity

 Improved cooperation and collaboration between co-workers, and between employees and

management
• These are some of the benefits of an Inclusive
organization that needs to be considered:
 Higher Job Satisfaction

 Lower Turnover.

 Higher Productivity

 Higher Employee Morale

 Improved Creativity and Innovation

 Improved Problem-Solving

 Increased Organizational Flexibility

4.3. Building inclusive community

• What is an inclusive community?

• An inclusive community:
 Does everything that it can to respect all its citizens, gives them full
access to resources, and promotes equal treatment and opportunity.

 Works to eliminate all forms of discrimination.

 Engages all its citizens in decision-making processes that affect their

lives.

 Values diversity and

 Responds quickly to racist and other discriminating incidents.

• An inclusive society aims at empowering and promoting the social, economic, and

political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin,

religion, economic, or other status.

• It is a society that leaves no one behind.

• Here are things an organization can do to create a more inclusive workplace and,

therefore, a more appealing place to work:

 Appropriately Connect with Employees

 Interact with Different People

 Create Employee Resource Groups

 Place Importance on Inclusion Hold Better Meetings

 Invest in Diversity Training

 People have opportunities to experience a variety of social roles that include

friendships, contributing to the community and gaining new skills.

• Some of the benefits of inclusion to the person are:
Improved feelings of well-being and self-esteem.
• Why is building an inclusive community important?
 Acts of exclusion and injustice based on group identity and
other factors should not be allowed to occur and/or
continue.
 All people have the right to be part of decisions that affect
their lives and the groups they belong to and
 Diversity enriches our lives, so it is worth our while to value
our community's diversity.
• It is important to consider the motivation behind
an individual, a group, or a community's
desire to build an inclusive community because
the motivation affects the following:
Types and sequence of strategies selected
Resources available

Amount of support and obstruction

Rate of progress
Expected outcomes
Characteristics of an Inclusive Community

• Integrative and cooperative – bring people together

• Interactive –social interaction, celebrating community life

• Invested – both public and private sectors commit resources for the social and

economic health and well-being of the whole community

• Diverse – well come and incorporate diverse people

• Equitable – ensure every one has the means to live in decent conditions

• Accessible and Sensitive - have an array of readily available and accessible

supports

• Participatory - encourage and support the involvement of all their members

• Safe - ensure both individual and broad community safety and security
Means of establish inclusive culture

• To create an inclusive culture in which everyone feels they belong and is

comfortable expressing their uniqueness, there are four key inclusive leadership

behaviours:

1. Empowerment: Enable team members to grow and excel by encouraging them

to solve problems, come up with new ideas and develop new skills.

2. Accountability: Show confidence in team members by holding them

responsible for aspects of their performance that are within their control.

3. Courage: Stand up for what you believe is right, even when it means taking a

risk.

4. Humility: Admit mistakes, learn from criticism and different points of view,

and overcome your limitations by seeking contributions from team members.

How inclusive culture establish?

• There are five stages in establishing inclusive culture:

1. Consider what you want to achieve and what the benefits will be: First
stage, involves looking at your organization: its size, the type of work it
does, where it is located, who it employs, who uses its services, and what
its goals are; and thinking about how it could become more inclusive

2. Undertake an inclusion review of your workplace

When reviewing inclusion and equality in your organization, you should
consider the following areas:
 The demographics of your organization and customer base

 Your formal policies and procedures

3. Decide where work is needed and create an action plan.
• Some measures you may wish to consider as part of your
action plan are:
 Actively involve all employees
 Build a culture of inclusion and respect

 Take an inclusive approach to recruitment, promotion and

development
 Encourage engagement with the local community
4. Communicate the plan with staff and put the plan into action.
• Actively involve all groups of employees
• Participation and consultation –in order to get feedback on the
progress
• There are many different ways that you can consult and involve
employees and their representatives. Some examples are:
 Staff surveys – Confidential surveys will attract a higher response rate
 Focus groups- in-depth consultation and debate with a smaller number of
employees
 Engagement with employee networks - meetings, forums

5. Review, monitor and evaluate the plan’s impact and use what you find to plan
future action
Ten Characteristics of an Inclusive Organization

1. It accepts diversity and inclusion as a way of life

2. It evaluates individual and group performance on the basis of observable and

measurable behaviours and competencies.

3. It operates under transparent policies and procedures

4. It is consistent in its interactions with everyone

5. It creates and maintains a learning culture.

6. It has a comprehensive and easily accessible system of conflict resolution at all

levels.

7. It recognizes that it is part of the community that it serves

8. It lives its mission and core values.

9. It values earned privilege over unearned privilege.

10.It accepts and embraces change.

Inclusive values
• The seven Pillars of Inclusion:

1. Access: explores the importance of a welcoming environment and

the habits that create it.
2. Attitude: looks at how willing people are to embrace inclusion and
diversity and to take meaningful action.
3. Choice,

4. partnership,

5. communication,
6. policy and
7. opportunity
•Values are fundamental guides and prompts to action.

• They spur (encourage, urge) us forward, give us a sense of direction and

define a destination.

•We know that we are doing, or have done, the right thing through

understanding the relationship between our actions and our values.

•It is a way of saying “this is the right thing to do”

•Inclusive values are appreciating diversity, equality and equity,

cooperativeness, participation, community, and sustainability are

examples of inclusive values that are fundamental for successful

inclusive education .
Indigenous inclusive values and practices

• The term “Indigenous” refers to a better understanding of, and respect for,

indigenous cultures develops an enriched appreciation of the existing cultural heritage.

• Indigenous ways of knowing were often discounted and discredited as non-scientific

because they were rooted in the story of the people, their language, culture, art,

mythology and spirituality.

• It was important to recognize the right of indigenous peoples to land, resources and

sacred sites .

• Incorporating Indigenous ways of learning into educational practices has potential to

benefit both Indigenous and non-Indigenous learners.

• The 21st century skills needed in modern curriculum include: collaboration,

creativity, innovation, problem-solving, inquiry, multicultural literacy, etc

• Indigenous inclusion defined as an organizational state that is
embraced (accepted) as a cultural norm, with enterprise-wide
workplace strategies as well as a culture which invites the full
participation of indigenous people into all aspects of
business operations.

• It is where leadership and employees are welcoming of

indigenous people, their experience and outlooks, where
diversity is valued, the spirit of reconciliation has been
embraced and calls to action have been acted on in meaningful
ways.
Features of an indigenous inclusion:

1. Inclusion has been embraced /accepted as a core competency and

embedded(rooted) into the organizational culture;

2. Companies share their organization‘s experience and achievements with

inclusion and explain how it has helped their performance;

3. Human rights and responsibilities are promoted and respected. Employees are

free of concerns related to basic equity issues;

4. Comprehensive Indigenous procurement, recruitment and corporate social

responsibility strategies have been developed as part of an enterprise-wide

coordinated approach;

5. Indigenous people are employed and retained in all areas of the organization

including the senior leadership and executive positions;

6. There are significant revenues and jobs gained by Indigenous people and

businesses through the organization‘s supply chain;

7. Indigenes community sustainable gains have been realized as a result of the

relationships built between the company and the community;

8. High levels of Indigenous employee engagement are seen and experienced in the

organization;

9. Leadership has put into place the resources needed to sustain its Indigenous

inclusion strategy and it may have introduced an inclusion policy framework or

statement;

10. Indigenous inclusion is integral to the mission and vision of the organization
A seven stage model to indigenous inclusion:

• Indigenous Works has developed a 7-stage workplace model of Indigenous

inclusion which is called the Inclusion Continuum

• The model depicts the roadmap that organizations follow to become more

inclusive, gradually enabling more effective workplace and employment

strategies to be developed.

• Movement along the continuum depends on companies developing their

cultural competencies, improving their understanding of Indigenous

people, their history and culture. Companies‘ position on the Inclusion

Continuum can be measured from year to year to track and assess progress
• Types of indigenous inclusion policies

• Some inclusion policies have a targeted application to specific areas of the

workplace such as employment, Indigenous community relations, Indigenous

business development or procurement.

• Other inclusion policies strike across the organization, providing an ‘enterprise-

wide’ approach to inclusion.

• Inclusive practice is an approach to teaching that recognizes the diversity of

students, enabling all students to access course content, fully participate in

learning activities and demonstrate their knowledge and strengths at assessment.

• Inclusive practice is about the attitudes, approaches strategies talent to ensure

that people are not excluded or isolated.

• Inclusive practices in education are based on seven principles:
 Diversity enriches and strengthens all communities

 All learners’ different learning styles and achievements are equally valued,

respected and celebrated by society

 All learners are enabled to fulfil their potential by taking into account

individual requirements and needs

 Support is guaranteed and fully resourced across the whole learning

experience

 All learners need friendship and support from people of their own age

 All children and young people are educated together as equals in their

local communities
Inclusive teaching strategies
• refer to any number of teaching approaches that
address the needs of students with a variety of
backgrounds, learning modalities, and abilities.

• These strategies contribute to an overall inclusive

learning environment in which students feel
equally valued
• Benefits of Inclusion for Students with Disabilities
 Friendships

 Increased social initiations, relationships and networks

 Peer role models for academic, social and behaviour skills

 Increased achievement of Individual Educational Plan goals

 Greater access to general curriculum

 Enhanced skill acquisition and generalization

 Increased inclusion in future environments
 Greater opportunities for interactions
 Higher expectations

 Increased school staff collaboration

 Increased parent participation

 Families are more integrated into community

 Chapter 5: Inclusion for Peace, Democracy and Development

• Inclusive education is at the heart of any strategy for peace-building,

democracy and development.

• It is through inclusive educational that values, skills and knowledge

which form the basis of respect for human rights and democratic

principles can be developed.

• It is through Inclusive education that the rejection of violence, and a

spirit of tolerance, understanding and mutual appreciation among

individuals, groups and nations can be enhanced.

Peace, Democracy and Development

Inclusion for Peace

• Peace can be defined in several ways.

• However, for the purpose of this module peace is defined as creating mutual

understanding, positive relationship between individuals and groups.

• These groups may include culturally, linguistically, economically and

biologically heterogeneous groups.

• They developed interpersonal peace through deep respect for other persons,

justice, tolerance and cooperation.

• This means peace has a notion of societies‘ completeness, fulfilment, wholeness,

harmony, feeling of security and well being of an individual, a community or a

society.
• Peace
 make the mind quiet and calm prevents anxieties, worries, stress and fears, and

 awakens inner strength and confidence,

 develop freedom, happiness, love, joy, justice and gratitude.

 achieved through formal and informal inclusive education.

• Inclusive education is a foundation for inclusiveness in all

aspects of life.

• It creates equality and equity among diverse population.

• It is important to realize inclusive education to create a society

that is peaceful, democratic and developed.

• Hence inclusive education is crucial for:
 Fostering education
 Promoting sustainable economic and social development

 Promoting respect for the Universal Declaration of Human Rights at all

levels
 Promoting gender equality
 Fostering democratic participation and citizenship and supporting processes

 Advancing understanding, respect for cultural diversity, and human

solidarity by promoting a dialogue among societies
 Supporting participatory communication and the free flow and sharing of
information and knowledge
 Promoting international peace and security
• Contrary to the important of inclusive education exclusion
in education create undesirable result for a nation:
 cut people off from full involvement in the economic and
social life of their countries
 underpin grievances that can mobilize groups for conflict
 undermines social cohesion
 Reduce disparities in wealth and income
 social inequalities
 Dominant ethnic groups control state resources and may discriminate
against minority
 Conflict
• Sources of Conflict
 Spiritual sources of conflict ( Result of original ancestor‘s
separation from God and negative influence from evil
spiritual) forces
 Individual sources of conflict (Disunity within the individual
and confusion of values)
 Family sources of conflict (Family dysfunctions affect
succeeding generations.)
 National/international sources of conflict (National policies
affect future generations and can lead to conflict within or
between nations )
Historical Sources of Conflict
 National crimes burden future generations

 Ethnic/religious resentments accumulate

 Individual Choice: To resolve or repeat past conflicts- rethinking the past

and the future

• In the absence of inclusiveness selfishness (living only for

oneself), lust- envy, exploitation- taking advantage over others,
prejudice- partiality, reed- Self-indulgence, vengeance- retaliation,
arrogance- self-importance those are the basis of conflicts are in
the minds of human being.
• Conflict Begins within the Individual.

• Since wars begin in the minds of men, it is in the minds of men

that the defences of peace must be constructed, which is

inclusive education.

• Inclusive education is the basis for harmony.

• If we develop true and practical inclusive education we can create

citizens those are unselfishness and living for the

wellbeing of others, develop self-control, give genuine service, be

fair, generous, attitude of forgiveness, humility and honesty.

Sustaining Peace

• It is important to expand formal and informal inclusive education with the

aim of creating inclusive society with the following competencies in young and

adult populations:
 Skills of sifting the truth from propaganda or bias that surrounds them in every

culture

 Respect for the wise use of resources and appreciation for more than just the

materialistic aspects of quality of life

 Respect for different points of view and the ability to see the world through the eyes

of others

 Skills to resolve conflict in non-violent ways

 The desire and ability to participate in shaping society, in their own community, their

nation and the world.

Building of peace requires taking the following steps:

• Fostering inclusion

• Reaffirm a commitment to human rights, the foundation for human

dignity and just societies.

• Foster social resilience by strengthening inclusion and addressing

inequality

• Think global and act local: recommit to multilateralism as a

safeguard for the most vulnerable

• Protect and support civil society in fostering sustainable peace

Inclusion for Democracy

• Democracy is a great philosophy of inclusion that born and grown in inclusive

schools.

• It means the rule of the people, by the people, for the people; and where

“people” is to mean all human being, regardless of the diversities.

• The democratic values include is to enhance protected right, independent

quality life for all, freedom, pursuit of happiness, justice, the common good,

truth, respect and tolerance for diversity and partisanship.

• The most important function of democratic education is to make the

democracy natural attitude and way of thinking of man by developing the

thought of democracy in human mind.

Democratic principles for inclusive practices
• Inclusive education is based on seven principles:
 Diversity enriches and strengthens all communities.
 All persons with disabilities different in their needs,
potentials, learning and working styles;
their achievements according to their potentials are
equally valued, respected and celebrated by society
All learners are enabled to fulfil their potential by
taking into account individual requirements and needs.
Inclusion for Development
• The word development is widely used to refer to a specified state of
advancement or growth a new and advanced idea, profession, physical,
mental, product; or an event that constitutes a new stage under changing
circumstances.
• Development is a positive growth or change in economical, social and political
aspects of a country.
• Any kind of development should be inclusive.
• Some scholars define inclusive development as a “process that occurs when
social and material benefits are equitably distributed across divides in society”
(Hikey, 2015),
• others focus on the “voice and power to the concerns and aspirations of
otherwise excluded groups‖”(Johnson and Anderson 2012).
• Importance of Inclusion

1. It is important to support people learn, productive, successful and live

independently, be successful without helping them too much.

2. Inclusiveness when practiced well is very important because: All people are able to
be part of their community and develop a sense of belonging and become better
prepared for life in the community as children and adults.

3. Inclusion values diversity and the unique contributions, where everybody brings to
the milieu. In a truly inclusive setting, every individual feels safe and has a sense of
belonging.

4. the opportunity to participate in the typical experiences in life; to be with other people
and form friendships and develop other social skills; for natural lifelong learning in
real situations and access to inclusion models

5. The inclusion model is also beneficial because it prepares individuals today and in
the future
Respecting diverse needs, culture, values, demands
and ideas
• These include race, ethnicity, age, ability, language,
nationality, socioeconomic status, gender, religion, or
sexual orientation.
• The group is diverse if a wide variety of groups are
represented.
• Cultural diversity has become a hot-button issue
when applied to the workplace
• For this reason, we've created a list of the biggest
diversity issues in the workplace.
Acceptance and Respect
 Accommodation of Beliefs
 Ethnic and Cultural Differences
Gender Equality
 Physical and Mental Disabilities
 Generation Gaps
 Language and Communication
• Diversity may happen in the Workplace

 Ethnicity (language and cultural differences)

 Age and Generation differences

 Gender and Gender Identity

 Religious and Spiritual Beliefs

 Disability and Ability

• Socioeconomic Status and Background

 Poor and rich

 Educated and uneducated

 Highly educated and less educated

 Rural vs. urban history

 Married and unmarried

 Hard worker and non hard worker

 Mental health problems…etc

Valuing diversity

• Recognizes differences between people and

acknowledges that these differences are a valued
asset.

• Multicultural education is an important component of

valuing diversity.

• It respects diversity while teaching all children and youth

to become effective and participating
members of a democracy
Diversity in the workplace

• is vital for employees because it manifests itself in building a great

reputation (standing) for the company, leading to increased

profitability and opportunities for workers quality services.

• Workplace diversity is important within the organization as well

as outside

• It is important to value diversity because;

 people build a stronger sense of identity and wellbeing, and

 have better education and career outcomes when their diverse strengths,

abilities, interests and perspectives are understood and supported.

Cultural Diversity
• Language someone speak, religion, holidays celebrated, ethnic
identity, culture and the like
• Our culture is what shapes us; it shapes our behaviour and our
identity.
• Culture is our way of living,
• Culture refers to the shared language, beliefs, values, norms,
behaviours, and material objects that are passed down from one
generation to the next.
• Cultural diversity in the world is diverse and a blessing gift for
development; but become sources of conflict
• The term “culturally diverse” is often used interchangeably with the

concept of “multiculturalism”
 Recognition of the abundant diversity of cultures;

 respect for the differences;

 acknowledging the validity of different cultural expressions and contributions;

 valuing what other cultures offer;

 encouraging the contribution of diverse groups;

 empowering people to strengthen themselves and others to achieve their maximum

potential by being critical of their own biases; and

 celebrating rather than just tolerating the differences in order to bring about unity

through diversity are important elements in defining and describing

multiculturalism
Ethnic diversity

• The terms "race" and "ethnicity" used interchangeably, but,

generally speaking, the meanings are distinct.

• Race is usually seen as biological, referring to the physical

characteristics of a person,

• while ethnicity is viewed as a social science construct that

describes a person's cultural identity.

• It is including nationality, regional culture, ancestry, and

language.
• Learning about other cultures helps us understand
different perspectives within the world in which we
live.
• It helps dispel negative stereotypes and personal
biases about different groups.
• Cultural diversity helps us recognize and respect
“ways of being” that are not necessarily our own;
• so that as we interact with others we can build bridges
to trust, respect, and understanding across cultures.
Benefits of Cultural Diversity
• The following are some of the benefit of cultural diversities
 Increased productivity
 Improved creativity
 Increased profits
 Improved employee engagement

 Reduced employee turnover

 Improved company reputation
 Wider range of skills
 Improves cultural insights
 Reduced Fear,
 Improved Performance
Religious diversity
• Religious diversity is the fact that there are significant differences in
religious belief and practice.
• A religious conflict is a conflict primarily caused or justified by differences
in religion because of:
 Lack of values for differences and poor management of religious institution
 Disrespect and unfair treatment other religions

 Unclear roles as followers of a given religion

 Inadequate spiritual education and training or ill thought

 Poor communication with each other

 Lack of collaboration and poor living environment

 Partiality or lack of equal treatment from political leaders

 Bullying and harassment of other religion

Gender differences
• In general terms, "sex" refers to the biological differences between
males and females, such as the genitalia and genetic differences.
• "Gender" can refer to the role of a male or female in society,
known as a gender role, or an individual's concept of themselves,
or gender identity.

Mental abilities
• Women are generally better at language tasks.

• Men on average are a little bit better at organizing things in

space.
• There are also behavioural differences between men
and female.
• Most studies have also found testosterone to be
associated with behaviours or personality traits linked
with criminality such as antisocial behaviour and
alcoholism.
• In species that have high levels of male physical
competition and aggression over females, males tend
to be larger and stronger than females
Stereotype thinking against woman

• In his Politics, Aristotle saw women as subject to men, but as higher than

slaves, and lacking authority;

• he believed the husband should exert political rule over the wife.

• Whereas Plato was open to the potential equality of men and women, stating

both that women were not equal to men in terms of strength and virtue, but

were equal to men in terms of rational and occupational capacity

• In Ethiopia, discriminatory attitudes and social norms are major drivers of

gender-based violence where women are victims and the perpetrators are men.

• Factors associated with men's use of violence include rigid gender attitudes,

abuses and harassments

Women’s participations in developments

What is expected from society to equally treat of female?

• Our priorities are winning economic equality and securing equal rights for women;

• Reproductive freedom and other women's health issues;

• An equitable distribution of life's opportunities and resources between women and

men, and/or

• the equal representation of women and men

• Every woman and girl is entitled to live in dignity and in freedom, without any fear.

• Caring practices for female, not violence

• Equal opportunity for education and employment

Marginalized group of people

• Marginalization is a process that includes many external forces.

• People may be marginalized on the basis of the social, gender,

cultural, ethnic, economic, social order, beliefs and other factors.

• Marginal groups can always be identified by members of dominant

society, and will face irrevocable (unchangeable) discrimination.

• Marginalized groups exist nearly everywhere.

• They are people who, for whatever reason, are denied involvement

in mainstream economic, political, cultural and social activities.

Creating friendly environments for marginalized people

1. Tolerate for the differences opinions and attitudes

2. Seek out marginalized voices and perspectives and provide support

3. Confront your own racist thought and try to be inclusive of all the

differences

4. Use your privilege to support marginalized people‘s movements

5. Give your time and money, if possible for the success of inclusive

development

6. Be proactive about inclusion in your daily life

7. Avoid segregation

8. Do the work that help to promote inclusiveness

 Chapter 6: Legal frame work
• concept o legal framework

• its uses and impact on inclusive education development

• international and national (Ethiopian legal frameworks
that promote inclusion philosophy development
• legal frameworks that may incorporate: legislations,
conventions, policies and related legal frameworks
• Discrimination against persons with disabilities has a long history

and persons with disabilities are regularly excluded from

participation in society and denied their human rights.

• Discrimination against the disabled can take many forms, ranging

from limited educational opportunities to more subtle forms, such as

segregation and isolation because of physical and social barriers

• The effects of discrimination are most clearly felt in the sphere

of economic, social and cultural rights, in the fields of, for instance,

housing, employment, transport, cultural life and access to public

services.
• The obstacles the disabled face in enjoying their human rights are
often the result of exclusion, restriction, or preference, and, for
instance, when the disabled do not have access to reasonable
accommodation

• In order for disabled persons to freely enjoy their fundamental

human rights,
 numerous cultural and social barriers have to be overcome;

 changes in values and increased understanding at all levels of society has

to be promoted, and

 those social and cultural norms that perpetuate myths about disability
have to be put to rest
• The rights of persons with disability have increasingly been
recognized by international and national law.

• For example, The Declaration on the Rights of Mentally

Retarded Persons (1971) and the Declaration on the Rights of
Disabled Persons (1975) both establish the principle of
equality of the rights of persons with disability.

• The Declaration on the Rights of Deaf-Blind Persons (1979)

adopted by the Economic and Social Council provides
universal rights.
Legal Frameworks Regarding Inclusion

• They also have right to use public services (civil right), membership of any

associations and organization, participation in different activities like

voting.

• Children and youth with disabilities have moral, civil, parental, ethical and

legal rights (right to learn with nondisabled children).

• They should not be treated as marginal, rather they must involve in different

community activities.

• Inclusive in education is the most effective means of combating

discriminatory attitudes, creating welcoming community and building an

inclusive society.
• Thus, the right to an inclusive education for persons with disabilities is a

fundamental human right.

• It emerged first in general guarantees set forth in the Universal

Declaration on Human Rights and then in more detailed expression in the

International Covenant on Economic and Cultural Rights (ICESCR).

• In addition, states have specific obligations under international law to

respect, protect and fulfil the right to inclusive education for persons with

disabilities.

• The obligation to respect requires States to refrain from denying or limiting

equal access to inclusive education for persons with disabilities.

• This right should be guaranteed by law

International and National Legal Frameworks

International Legal Framework

• There have been international efforts to address equal opportunity of PWDs in

employment to address such challenges primarily from ILO a specialized agency of

UN and the General Assembly of the UN itself.

• The following are some of the major international legal frameworks that support

inclusion of people with disabilities and vulnerabilities.

A) 1948 Universal Declaration of Human Rights – Article 26

(1) Everyone has the right to education.

(2) Education shall be directed to the full development of the human personality and to

the strengthening of respect for human rights and fundamental freedoms. (3) Parents

have a prior right to choose the kind of education that shall be given to their children
B) The UN Convention on the Rights of the Child, 1989

Extracts from Articles, 2, 23, 28 and 29

Article 2

• States Parties shall respect and ensure the rights set forth in

the present Convention to each child within their jurisdiction

without discrimination of any kind, irrespective of the child‘s

or his or her parent‘s or legal guardian‘s race, colour, sex,

language, religion, political or other opinion, national, ethnic

or social origin, property, disability, birth or other status.

Article 23

1. States Parties recognize that a mentally or physically disabled

child should enjoy a full and decent life, in conditions which
ensure dignity, promote self-reliance, and facilitate the child‘s
active participation in the community.

2. Recognize the right of the child to special care......subject to

available resources.

3. Recognizing the special needs of a disabled child...taking into

account the financial resources of the parents or others caring
for the child
Article 28

1. States Parties recognize the right of the child to education

and with a view to achieving this right progressively and
on the basis of equal opportunity,

Article 29

1. States Parties agree that the education of the child

2. Article 23 focuses specifically on children with

disabilities and positively affirms their right to a “full and
decent life”.
C) World Conference on Education for All, Jomtien, and 1990

World Declaration on Education for All: Meeting Basic

Learning Needs

• It acknowledged that educational disparities existed and that many

different particular groups were vulnerable to discrimination and

exclusion.

• These included girls, the poor, street and working children, rural and

remote populations, minority ethnic groups and other groups, with

particular mention made of people with disabilities.

• Article III – Universalizing access and promoting equity

D) The World Programmed of Action, 1982 and the Standard Rules, 1993 the World
Programmed of Action Concerning Persons with Disability

• This originated from the International Year of Disabled Persons in 1981, a landmark period in the

history of disability rights.

• The World Program of Action laid the foundations for inclusive education by stating that:

 The education of disabled persons should as far as possible take place in the general

school system.

 Responsibility for their education should be placed upon the educational authorities.

(Note, in many countries the education of disabled children was under the authority of

other ministries such as health or social welfare, or none at all)

 Laws regarding compulsory education should include children with all ranges of

disabilities, including the most severely disabled

 Educational services for disabled children should be individualized, locally accessible and

comprehensive.
E) The Standard Rules on the Equalization of Opportunities for
Persons with Disabilities - Rule 6
• This consists of rules governing all aspects of the rights of people
with disabilities.
• Rule 6 focuses on education and agrees with Jomtien that people
with disabilities should be educated as “an integral part of the
educational system”, and that States should have responsibility for
the education of people with disabilities.
F) The Salamanca Statement and Framework for Action on
Special Needs Education, 1994
• The Framework gave rise to the thinking and practice from a
different perspective – not from disabled activists, but from the
professionals working in schools, trying to find ways to enable all
children to learn together.
• A key difference is that, rather than talking about a particular
group and their rights, in Salamanca the focus was on diversity of
children‘s characteristics and educational needs.
G) Convention on the Rights of Persons with Disabilities, 2006 Article 24 –

Education

1. States Parties recognize the right of persons with disabilities to education.

2. States Parties shall ensure that Persons with disabilities are not excluded from

the general education, Persons with disabilities can access an inclusive, quality

and free primary education and secondary education on an equal basis with

others, Reasonable accommodation of the individual‘s requirements is provided,

Effective individualized support measures are provided in environments

3. States Parties shall enable persons with disabilities to learn life and social

development skills to facilitate their full and equal participation in education and

as members of the community.

H) World Education Forum, Dakar, 2000

• In April 2000, more than 1,100 participants from 164 countries

gathered in Dakar, Senegal, for the World Education Forum.

• Ranging from teachers to prime ministers, academics to policy-

makers, non-governmental bodies to the heads of major

international organizations, they adopted the 2,000-word Dakar

Framework for Action – Education for All: Meeting Our Collective

Commitments.

I) 1960 UNESCO Convention against Discrimination in Education

– Articles 1, 3 and 4
National Laws and Policy Frameworks

• If we talk about Ethiopia‘s legal and policy documents, he/she finds

no disability related instrument until 1971 of the imperial order to

provide for the establishment the rehabilitation agency.

• Hence, it is possible to speak confidently that ‘disability was not a

matter of law and policy before 1991’.

• Ethiopia has signed most of the international conventions and

declarations protecting the rights of persons with disabilities.

• There are also national policies on the rights of persons

with disabilities.
• These different national and international policies, conventions and
declarations are presented in various international and local policy
documents.

National Laws and Policy Frameworks Related With Rights of People with
Disabilities Equal Participation in Education, Social, Economic, Apolitical
and Other Aspect of Life

1. Constitution of the Federal Democratic Republic of Ethiopia-1995: Article

41(5) of the Constitution sets out the State‘s responsibility for the provision of
necessary rehabilitation and support services for people with disabilities.

2. Labour Proclamation, No. 377/2003, amended by Labor Proclamation No.

494/2006: It states that it is unlawful for an employer to discriminate
against workers on the basis of nationality, sex, religion, political outlook or
on any other conditions
3. The Federal Civil Servant Proclamation- No. 515/2007: It offers
for special preference in the recruitment, promotion, and
deployment, among others, of qualified candidates with
disabilities.

• This provision is applicable to government offices only.

4. Proclamation concerning the Rights to Employment for Persons

with Disabilities- No. 568/2008:

• The proclamation makes null and void any law, practice,

custom, attitude and other discriminatory situations that limit
equal opportunities for persons with disabilities.
5. Framework Document- 2009: provides for Special Needs Education (SNE) in

Technical and Vocational Education and Training (TVET).

6. Building Proclamation- No. 624/2009: provides for accessibility in the design and

construction of any building to ensure suitability for physically impaired persons.

7. Proclamation on Definition of Powers of Duties of the Executive Organs of the

Federal Democratic Republic of Ethiopia, No. 691/2010: This provides for

conditions of equal opportunities and full participation of persons with

disabilities and those living with HIV/AIDS.

8. Growth and Transformation Plan (GTP) 2010-2015: It focuses on establishing

disability as a cross cutting sector of development where focus is given to

preventing disability and to providing education and training, rehabilitation and

equal access and opportunities to persons with disabilities.

9. National Plan of Action of Persons with Disabilities -(2012-2021): The

documents aim at making Ethiopia an inclusive society.

10. Proclamation concerning the Rights of Disabled Persons to

Employment-No.101/1994: This document was the only legislation in

Ethiopia which specifically provides for the employment of disabled

persons.

11. The Federal Civil Servant Proclamation (Proclamation -No 1064/2017:

Article 13/2 of proclamation no 1064/2017 recognizes that:‘ There shall be

no discrimination among job seekers or civil servants in filling vacancies

because of their ethnic origin, sex, religion, political outlook, disability,

HIV/AIDS or any other ground.‘

12. Labour Proclamation-1156/2019: This proclamation controls the private sector

employment relationship. Article 15 of the proclamation outlaws discrimination on the

basis of disablement.

13. Organization of Civil Society Proclamation -No. 1113/2019: This proclamation is a newly

enacted legislation replacing its predecessor proclamation 621/2009. It focus concerning

formation, registration, activities and dissolution of civil society organization.

14. The Revised higher institutions proclamation- No. 1152/2019: This proclamation has been

enacted in replacement of its predecessor proclamation 650/2009. This proclamation has

incorporated some rights entitling students with disabilities.

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

advertisement are made. According to article 7/4 of this proclamation, advertisement

which undermines the dignity and emotional feeling of a physically disabled person is

immoral.
16. The Ethiopian Building proclamation –No 624/2009: Its focuses

on buildings and construction-it says that all public building to

have a means to access by physical disabled persons.

17. Definition of Powers and Duties of the Executive Organs of the

Federal Democratic Republic of Ethiopia Proclamation -No.

1097/2018:
• It mainly focuses on addressing common responsibility of ministries in general

and the specific duty for ministry of labour and social affair in Creating

conditions whereby persons with disabilities, the elderly, and segments of society

vulnerable to social and economic problems benefit from equal opportunities and

full participation (article10/4).

18. Developmental Social Welfare Policy 1997: It specifically targets people with

disabilities and sets out to safeguard their rights and to promote opportunities

for vocational rehabilitation.

• Full participation in education, health, political, economic and social activities

and other activities

19. The FDRE Education and Training Policy of 1994: This document recognizes

that special attention must be provided for those with special needs. However,

it does not have any clear recognition for reasonable accommodation

20. The FDRE special needs/inclusive education strategy 2012: This document

focuses on inclusive education policy, strategies and responsibilities of

stakeholders.
Chapter 7: Resources Management for Inclusion

• Inclusion demands resources to meet the need of all members of

communities and to facilitate equal participants in all sphere of life.

• Our environment, now more so than before, need to be ready to

include people from different backgrounds, with differing needs and

abilities.

• For such a situation we need to adapt and modify our environment

to all people be accessible.

Provisions of Resources

• The resource should be considered for people with disabilities in

workplaces, social gatherings, recreational and in schools that help them to

feel comfortable, secure and work at their independent and team activities.

• Available resources those meet their needs can help persons with

disabilities move towards success.

Resources for school children

• All concerned bodies should be inclusive in their planning, budgeting and

taking action for the education of persons with disabilities.

• In the school settings resource rooms are very important at

School based resource room

• The resource room is a classroom where a special education program can

be delivered to a student with a disability and learning difficulty.

• It is for those students who belong to a regular class but need some special

instructions in an individualized or small group setting for a portion of the

day.

• It is typically a large room in the main school building with lots of

facilities for children with special needs.

• This program includes remedial, compensatory and developmental

instruction, which is provided in small groups for usually three to five hours

per a week.
Human resources in schools
 Sign language interpreter
 Braille specialist
 Mobility and orientation expert
 Special needs educators
 Speech and language therapist
 Physiotherapist
 Behavioural therapists…etc
 School based material resources

• LCD and/or Smart Board • Abacus

• E – Chart • Raised clock faces
• Various magnifying lenses • Geometric area and volume aids
• Slate and styles • Write forms for matched planes and volumes
• • Braille rulers
Perkins Braille writer
• Raised-line check books
• White Cane
• Signature guide
• Blind folder • Longhand-writing kit
• Tuning fork • Script letter – sheets and boards
• Audiometer • talking calculator
• Hearing aids (various type) • Closed-circuit television
• Sign language books and videos • Computer software for various students with
special needs; for example Jawse
• Various instructional videos related this unit for blind and sign language software for deaf
• Braille atlases • Orthosis
• Molded plastic, dissected and un-dissected • Prosthosis
relief maps • Environmental accessibilities( Ramps, Elevators,
• Relief globs Wheel chairs)
• • And others additional resources
Land form model
Accommodations
• Accommodations are adjustments that teachers and school personnel make to maximize
learning and social well-being for individual students.

Instructional accommodation checklist

• Use a multisensory approach.

• Use a highly structured format for presentations.

• Use graphic organizers.

• Present material in small, sequential steps.

• Teach specific strategies (e.g. taking notes, reading comprehension).

• Review key points frequently.

• Assign a buddy reader or note taker.

• Provide students with outline of notes.

• Use colour coding to match materials and concepts.

• Reduce visual distractions

• Seat student close to board, teacher, or student helper: away from door or

window.

• Provide a quiet work area.

• Allow students to move if needed. Use visual reminders as memory aids.

• Use teacher-initiated signals for redirecting attention.

• Highlight sections of text.

• Provide tape recording of lecture or required texts.

• Give oral and written directions.

• Speak slowly and clearly.

• Allow for longer response time.

Organization and Task Completion
• Keep work area clear.
• Post assignments and work completed in a consistent spot.

• Assist student with notebook organization.

• Use assignment notebook.

• Extend time to complete assignments.

• Shorten or chunk assignments.

• Give timeline for longer projects.

• Give specific feedback.

• Provide peer tutoring.

• Use cooperative learning groups.

• Provide structured daily activities.

• Explain changes in routine.

Evaluation
• Explain grading and give rubric.

• Give specific feedback.

• Preview before test; give frequent quizzes; give sample questions.

• Orient student to test format.

• Use a clear, uncluttered copy; enlarge print.

• Make test directions simple and clear.

• Provide ample space for answers on test.

• Allow alternate test response (oral, computer).

• Read test aloud to student. Give open-note or take-home tests.

• Use alternate forms of evaluation (oral report, group projects, and debate).

• Reduce required assignments.

• Provide proof reading checklist.

• Accept print or cursive writing

Resources for work/social environment

Human resources
• Special needs educator at every organization to create inclusive
environment
• Sign language interpreter
• Sighted guide

Material resources
• Various magnifying lenses

• Slate and styles

• Perkins Braille writer

• White Cane

• Hearing aids
• Sign language books and videos

• Braille atlases

• Braille rulers

• Signature guide

• Talking calculator

• Talking mobile
• Closed-circuit television

• Computer software for various students with special needs; for example Jawse for
blind and sign language software for deaf
• Orthosis

• Prosthosis

• Environmental accessibilities( Ramps, Elevators, Wheel chairs)

• And others additional resources

 Chapter 8: Collaborative (Cooperative)
Partnerships with stakeholders

• An individual or an institute cannot do everything they want

for the success of inclusiveness.
• They require collaboration and partnership.
• Collaborative is becoming an effective team player for the
intended success.
• Collaboration referred to as collaborative consultation,
cooperative planning, implementation, assessment, co-teaching
and any kind of team-based services or community of practice.
• It has potential to create synergy – where the whole is

greater than the sum of the parts.

• It has the potential to provide opportunities for you to learn new

ways of addressing barriers to learning, working, living and for

colleagues to learn from each other.

• Collaboration should be with all human being for the success of

inclusiveness.

• Collaboration should be based on avoiding stereotype thinking that

discriminate or undermine the capacities of human being, demands

equality, equity and creating mutual respect.

Definition of collaboration, partnership and stack holder

• Collaboration is the act of working together to produce or create

something according to the capacities and abilities of individuals.

• Collaboration means to work with another person or group in

order to achieve accomplish intended goals.

• Collaboration provides every team member with equal

opportunities to participate and communicate their ideas.

• Collaboration in the workplace is when two or more people (often

groups) work together through idea sharing and thinking to

accomplish a common goal.

• Collaboration enables individuals to work together to achieve a defined and

common business purpose.

• It exists in two forms:

 Synchronous, where everyone interacts in real time, as in through telephone, email,

online meetings, through instant texts messages, or via Viber, and

 The team sees value in working together as the common goal gives them a

meaningful reason to work together, along with receiving mutual benefits for the

institution as well as the team.

• The advantages of collaboration can also be seen in terms of individual

output.

• Creating a sense of teamwork and building bonds encourages team members to

work for the collective rather than just themselves.

Key elements of successful collaboration
• We've got the four most important elements of
teamwork to help you build a team that will lead your
company to success.
 Respect. This one should be a no-brainer. ...
 Communication. While respect is probably the most
important element of teamwork, communication is the tool
that will generate that respect. ...
 Delegation. ...
 Support.
A few qualities that a successful team possesses.

1. They communicate well with each other. ...

2. They focus on goals and results. ...

3. Everyone contributes their fair share. ...

4. They offer each other support. ...

5. Team members are diverse. ...

6. Good leadership. ...

7. They're organized. ...

8. They have fun.

General principles of collaboration
• Establish clear common goals for the collaboration.
• Define your respective roles and who is accountable for what, but accept joint
responsibility for the decisions and their outcomes
• Take a problem-solving approach.
• Establish an atmosphere of trust and mutual respect for each others‘ expertise.
• Aim for consensus decision-making.
• Ask for and give immediate and objective feedback to others in a nonthreatening and
non-judgmental manner.
• Give credit to others for their ideas and accomplishments
• Develop procedures for resolving conflicts and manage these processes skilfully.
• Better still, anticipate possible conflicts and take steps to avoid them as far as
possible.
• What are the advantages of collaboration?
 Higher employee productivity
 The advantages of collaboration can also be seen in terms of individual
output.
 Creating a sense of teamwork and building bonds encourages team members
to work for the collective rather than just themselves

• Benefits of collaboration
 Greater efficiency and less duplicated effort.
 Access to additional resources or lower costs through sharing resources such
as office space, administration or other aspects of an organization‘s operation.
 Improved service coordination across agencies, with better pathways or referral
systems for service users.
• Challenges to Team Collaboration
 Indecisive (uncertain, unsure) decision-makers. Ironic, isn't
it? ...
 "E-fail" This is a little term used for when email straight up
fails. ...
 Mis (sing) communication (misinterpretation and
miscommunication)
 Process sinking vs. process syncing.
 Too many cooks. – involving too many people involved
 Negative Nancy. A person who is excessively pessimistic
Cooperativeness
• Cooperation is one of the components of collaboration.
• As an adjective, cooperative describes working together
agreeably for a common purpose or goal as in cooperative
play or cooperative employee.
• As a noun, a cooperative is a jointly owned business or
enterprise where members pool their resources to purchase,
do work, and/or distribute things.
• Cooperativeness helps individuals to willing learn from
each other
• It requires interdependence, which can take one or more forms
that help to create inclusiveness:

1. Goal interdependence: the group has a single goal.

2. Reward interdependence: the whole group receives

acknowledgement for achieving the goal

3. Resource interdependence: each group member has different

resources (knowledge or materials) that must be combined to
complete a task

4. Role interdependence: each group member is assigned a

different role (e.g, leader, reporter, time-keeper)
• In cooperative learning and works, the strategies for effective co-
planning and team working are very important.

• The following steps will help you and your group to

work effectively together.

1. Have clear objectives
2. At each stage you should try to agree on goals
3. Set ground rules
4. Communicate efficiently
5. Build consensus
6. Define roles
7. Clarify your plans, process and achievements all the time
8. Keep good records
9. Stick to the plan
Stakeholder
• A stakeholder is any person, organization, social group, or society at large that

has a stake in the business.

• Thus, stakeholders can be internal or external to the business.

• Stakeholders can affect or be affected by the organization's actions, objectives

and policies.

• Some examples of key stakeholders are creditors, directors, employees,

government (and its agencies), owners (shareholders), suppliers, unions, and the

community from which the business draws its resources.

• Stakeholders don't have to be equity shareholders.

• What are the benefits of stakeholder participation?
 Provide all stakeholders with full opportunities to share their views, needs and

knowledge on flood management.

 Build consensus through bringing together a diverse range of stakeholders to share

needs, information, ideas and knowledge and harmonize the objectives of individual

groups to reach common societal goals.

• Characteristics of successful stockholders partnerships

 Existence of an agreement: Partnership is the outcome of an agreement between

two or more persons to carry on business or offer services for the community

 Sharing of profits or stratification for the services offered to the community

 Establishing equal and equitable relationship

 Membership without discrimination Nature of liability

• Characteristics of successful stockholders partnerships
 Fusion (union, combination) of ownership and control
 Non-transferability of interest
 Trust. Without trust there can be no productive conflict,
commitment, or accountability
 Common values. -having common values is the very foundation
of the successful partnership
 Defined expectations
 Mutual respect
 Synergy

 Great two-way communications

• What makes a good strategic alliance partner?
 They have a similar audience
 They are not your competitors
 They can give you access to new customers and prospects
 They want to work with you
 They want something you can offer

• What qualities make for a great business partner?

 Passion
 Reliability
 Compatibility (the ability of people to live together)
 The Ability to Build Strong Relationships
 Fiscal Responsibility
 Creativity Open-Mindedness
 Comfort with Risk
• Strategies for community involvement inclusive development

 Commit to participation of all persons with diversities

 Establish non-discriminative effective communication with all

people with divers back ground

 Expect to do most of the work yourself following the inclusive

principle

 Tap into local networks, culture and indigenous experiences of

inclusiveness

 Use all possible communication channel including sign

language for deaf people

The End