Course information

Course Title: Inclusiveness

Credit hours: 2 (4 ECTS)
Course code: SNIE 1012
Contact hours: 48 Hours
 Chapter One
Understanding Disabilities and Vulnerabilities
Definitions of Basic Terms (Impairment,
Disability and Handicap)
 Impairment
 It refers to any loss or abnormality of physiological,
psychological or anatomical structure or function
 It is the absence of particular body part or organ. It
could also a condition in which the body exists but
doesn‘t function.
e.g. eyes that do not see well, arms and legs that are
deformed, or a brain not developing in a typical way etc
 Disability
 Any restriction or lack (resulting from an impairment)
of ability to perform an activity in the manner or within
the range considered normal for a human being.

 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. They are disabling factors.
 Handicapped
 A disadvantage for a given individual, resulting from
an impairment or a disability, that limits or prevents
the fulfillment of a role that is normal (depending on
age, sex, and social and culture factors) for that
individual.

 It is evident from the definitions above that a

handicap is the result both of an impairment and of
environmental conditions.
 If environmental barriers are taken away, the person
will still be impaired, but not necessarily
handicapped.
 Understanding Disabilities and Vulnerabilities
What is disability?
1. Medical Approach
 Disability is pathology (physiological, biological and
intellectual).

 Disability means functional limitations due to

physical, intellectual or psychic impairment, health or
psychic disorders on a person (WHO,1996).

 The medical definition has given rise to the idea that

people are individual objects to be treated/cured
changed" or improved" and made more normal.
2. The social definition of disability
 Disability is a highly varied and complex condition
with a range of implications for social identity and
behavior.
 Disability largely depends on the context/
background and is a consequence of discrimination,
prejudice and exclusion.

 Emphasizes/underlines 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 positions.
Medical model: Social model:
Child is faulty Child is valued

Diagnosis and labeling Strengths and needs identified

Impairment is focus of attention Barriers identified and solutions

developed

Segregation and alternative Resources made available

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

Society remains unchanged Society evolves

 Causes of Disability
 Some people, especially in the past times, wrongly
believe that disability is due to their ancestors and
parents sin a punishment from God. But it is a wrong
misconception.
 Disability can be caused by the following factors
1. Genetic Causes
2. Environmental
3. Unknown Causes
1. Genetic Causes
 Abnormalities in genes and genetic inheritance can cause
intellectual disability in children.
 Down syndrome is the most common genetic condition
 Diseases, illnesses, and over-exposure mothers to x-rays
can cause a genetic disorder.
2. Environmental
 Before birth 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.
 2. Environmental
 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.
 Car accidents , falls etc… an environmental factors
3. Unknown Causes
 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.
 Inaccessible environments
o Sometimes society makes it difficult for people with some impairment to
function freely.

o When society develops infrastructure such as houses, roads, parks and

other public places without consideration to people with impairment.

o Lack of awareness, support services, health and opportunities for people

with impairment can cause additional disability to people with disabilities
and even people the so called normal.
 Type of Disabilities
 There are nine types of Disabilities
1. Visual impairment
2. Hearing Impairment
3. Specific learning disability
4. Speech and Language Impairments
5. Autism
6. Emotional and Behavioral Disorders
7. Intellectual Disability
8. Physical disability/Orthopedic Impairment and
Health impairment
9. Vulnerability
 1.Visual impairment
Classifications of visual impairment.
1. Blindness (Total absence of sight)
2. low vision (Partial sighted)
1. Blindness
 Total lose to see because of disease or damage of the eye,
optic nerve, or brain.
 The term blindness typically refers to vision loss that is not
correctable with eyeglasses or contact lenses.
2. low vision
 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
 peripheral vision the area to either side of and slightly behind
the eyes.
 2. Hearing Impairment
 A person suffering from hearing impairment has difficulty
in perceiving or identifying sound clearly due to auditory
problems.
 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.
1. Hard of Hearing
2. Deaf
1. Hard of hearing
 whether permanent of fluctuating, which adversely affects
a child's educational performance but which is not included
under the definition of 'deaf'."
 2. Deaf
 Defined as "a hearing impairment that is so severe
that the child is impaired in processing linguistic
information through hearing, with or without
amplification.“
 Those who have difficulty understanding speech,
even with hearing aids but can successfully
communicate in sign language.
 3. Specific learning disability
 It 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 .
 Auditory Processing Disorder (APD)
 Individuals with APD do not recognize subtle
differences between sounds in words, even when the
sounds are loud and clear enough to be heard.
A. Dyscalculia
 A specific learning disability that affects a person‘s
ability to understand numbers and learn mathematics.
Auditory Processing Disorder Cont’d….
B. Dysgraphia
 learning disability that affects a person‘s handwriting
ability and fine motor skills.
 Problems like inconsistent spacing, poor spelling,
and difficulty composing writing as well as thinking
and writing at the same time.
C. Dyslexia
 It affects reading and related language-based
processing skills.
 Dyslexia is sometimes referred to as a Language-
Based Learning Disability
Auditory Processing Disorder Cont’d….
D. Language Processing Disorder
 Auditory Processing Disorder 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.
E. Non-Verbal Learning Disabilities
 Non Verbal Language Disabilities has trouble
interpreting nonverbal cues like facial expressions or
body language, and may have poor coordination.
Auditory Processing Disorder Cont’d….
F. Visual Perceptual/Visual Motor Deficit
 It affects the understanding of information that a
person sees, or the ability to draw or copy.

 It can result in missing subtle differences in shapes

or printed letters, losing place frequently, struggles
with cutting, holding pencil too tightly, or poor eye/
hand coordination.
4.Speech and Language Impairments
 It is 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.
 SLI divided into two groups:
1. speech impairments
2. language impairments
1. Speech impairments
 Articulation disorders are errors in the production of speech sounds
that may be related to anatomical or physiological limitations in the
skeletal, muscular, or neuromuscular support for speech production
 Speech impairments Cont’d…
o Omissions: (bo for boat)
o Substitutions: (wabbit for rabbit)
o Distortions: (shlip for sip)
 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
 Speech impairments Cont’d…
1. Language Impairments
 There are five basic areas of language impairments
1. Phonological disorders
2. Morphological disorders
3. Semantic disorders
4. Syntactical deficits
5. Pragmatic difficulties

1. Phonological disorders
 The abnormal organization of the phonological
system, or a significant deficit in speech production
or perception.
 Language Impairments Cont’d…
2. Morphological disorders
o Difficulties with morphological inflections (inflections on
nouns, verbs, and adjectives that signal different kinds of
meanings).
3. Semantic disorders
o poor vocabulary development, inappropriate use of word
meanings, and/or inability to comprehend word meanings.
4. Syntactic disorder
 term given when children or adults have difficulty sequencing
words, thoughts and information in order.
5.Pragmatic difficulties
o problems in understanding and using language in
different social contexts
 5.Autism
 It is developmental disability significantly affecting
verbal and nonverbal communication and social
interaction
 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 a neurodevelopment disorder defined by

impairments in social and communication
development, accompanied by stereotyped patterns
of behavior and interest
 6. Emotional and Behavioral Disorders
 Classification of behavioral and emotional disorders
 Different professionals have developed a classification
system, which shows some promise for educational practice.
These include:

 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.
 Attention problems- These individuals may have attention
deficit, are easily destructible and have poor concentration.
 6. Emotional and Behavioral Disorders Cont’d…
 Anxiety/Withdrawn-They typically have low self-esteem
and withdraw from immediate activities. They are also
anxious and frequently depressed.
 Psychotic behavior: These individuals show more bizarre
behavior. They may hallucinate, deal in a fantasy world and
may even talk in gibberish/nonsense.

 Hallucination – perception of nonexistent objects

and events

 Motor excess: These students are hyperactive. They cannot

sit nor listen to others nor keep their attention focused.
 Emotional and Behavioral Disorders Cont’d…
 Kauffman (1993) conclude that emotion or
behavioral disorders fall into two broad
classifications:
1. Externalizing Behavior: also called under controlled
disorder, include such problems disobedience,
disruptiveness, fighting, tempers tantrums,
irresponsibility, jealous, anger, attention seeking
etc…
2. Internalizing Behavior: also known as over controlled
disorders, include such problems anxiety, immaturity,
shyness, social withdrawal, feeling of inadequacy
(inferiority), guilt, depression and worries a great
deal
 Emotional and Behavioral Disorders Cont’d…
 Causes of behavioral and emotional disorders
 Behavioral and emotion disorders result from many
causes, these includes the following.
1. Biological- includes genetic disorders, brain damage, and
malnutrition, allergies, temperament and damage to the
central nervous system.
2. Family factors- include family interactions, family
influence, child abuse, neglect, and poor disciplinary
practices at home.
3. Cultural factors- include some traditional and cultural
negative practices, for example watching violence and
sexually oriented movies and TV programs.
4. Environmental factors- include peer pressure, living in
impoverished areas, and schooling practices that are
unresponsive to individual needs.
 7.Intellectual Disability
 This type of disability characterized by significant
limitations in both intellectual functioning and in adaptive
behavior, which covers many everyday social and
practical skills.
 This disability originates before the age of 18.
 An individual is considered to have an intellectual
disability based on the following criteria:
1. Sub average intellectual functioning
2. Significant limitations

1. Sub average intellectual functioning

 It refers to general mental capacity, such as learning,
reasoning, problem solving, and so on.
 Intellectual Disability Cont’d…
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
 Intellectual Disability Cont’d…
 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
 They vary physically and emotionally, as well as by
personality, disposition, and beliefs.
 Their apparent slowness in learning may be related to
the delayed rate of intellectual development.
 Learning and Memory
 Children with intellectual disabilities may not
spontaneously use appropriate learning or memory
retention strategies and may have difficulty in realizing
the conditions or actions that aid learning and
memory.
 Intellectual Disability Cont’d…
 Attention
 Children with intellectual disabilities may have difficulty
distinguishing and attending to relevant questions in both
learning and social situations.
 The problem is not that the student will not pay attention,
but rather that the student does not understand or does not
filter the information to get to the salient features.
 Adaptive Skills:
 A child with intellectual disabilities may have difficulty in
both learning and applying skills for a number of reasons,
including a higher level of distractibility, inattentiveness,
failure to read social cues, and impulsive behavior.
Intellectual Disability Cont’d…
 Speech and Language
 People with intellectual disabilities may show delayed
functioning on pragmatic aspects of language, such as turn
taking, selecting acceptable topics for conversation, knowing
when to speak knowing when to be silent, and similar
contextual skills.
 Motivation
 Past experiences of failure and the anxiety generated by
those failures may make them appear to be fewer goals
directed and lacking in motivation.

 Academic Achievement
 The cognitive difficulties of children with mild to moderate
intellectual disabilities lead to persistent problems in
academic achievement
Intellectual Disability Cont’d…
 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
 8. Physical/Orthopedic Impairment and
Health impairment
 Physical/Orthopedic impairment is a condition that
interferes with the individual‘s ability to use his or her body
effectivelly.
 Health impairment is a condition that requires ongoing
medical attention. It includes asthma, heart defects, cancer,
diabetes, hemophilia. HIV/AIDS, etc
 Classification and Characteristics
 Based on the impact of physical disability on mobility and
motor skills, it is divided into three.
1. Mild physical disability
o These individuals are able to walk without aids and may
make normal developmental progress.
 Physical/Orthopedic Impairment Cont’d…
2. Moderate physical disability
o Individuals can walk with braces and crutches and may have
difficulty with fine-motor skills and speech production.
3. Severe physical disability
o These are individuals who are wheel-chair dependent and
may need special help to achieve regular activities.
 The Broad Classification of physical disability
1. The neurological system (the brain ,spinal cord & nerve)
related problems.
2. Muscular skeletal system ( the muscles, bones and joints)
are deficient due to various causes.
 Physical/Orthopedic Impairment Cont’d…
1. Neurological system
o In this case cerebral palsy or a traumatic/shocking brain
injury, the brain either sends the wrong instructions or
interprets feedback incorrectly.
o The result is poorly coordinated movement.
o With the spinal cord injury or deformity, the path ways
between the brain and the muscles are interrupted, so
messages are transmitted but never received.
o The result is muscle paralysis and loss of sensation
beyond the point where the spinal cord or the nerve is
damaged.
o These individuals may have motor skill deficits that can
range from mild in coordination to paralysis of the entire
body.
Physical/Orthopedic Impairment Cont’d…
 Epilepsy
• This disorder that occurs when the brain cells are not working properly and is often called a seizure
disorder.
• 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)
 Physical/Orthopedic Impairment Cont’d…
2. Musculoskeletal system
•Impairment and associated with musculoskeletal
malformation are listed below
A.Muscular dystrophy
B.Arthritis
C.Amputation
D.Marfan syndrome
E.Achondroplasis
A.Muscular dystrophy
It an inherited condition accruing mainly in males, in which
the muscles weaken and deteriorate.
B. Arthritis
An inflammation of the joints.
Symptoms include swollen and stiff joints, fever, and pain
in the joints during acute periods.
Prolonged inflammation can lead joint deformities that can
eventually affect mobility.
Muscular Dystrophy
Arthritis
 Physical/Orthopedic Impairment Cont’d…
C. Amputation
 A small number of children have missing limbs
because of congenital abnormalities or injury or
disease (malignant bone tumors in the limbs).
D. Mar fan syndrome
 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. Achondroplasia
 It is a bone growth disorder that causes
disproportionate dwarfism.

 Dwarfism is defined as a condition of short

stature as an adult. People with
achondroplasia are short in stature with a
normal sized torso and short limbs.

 It’s the most common type of

disproportionate dwarfism.
 Physical/Orthopedic Impairment Cont’d…
 Polio
 It is viral disease that invade the brain and cause
severe paralysis of the total body system.
 In its mild form results in partial paralysis. Post polio
muscles that were previously damaged weaken, and in
some persons, other muscles that were not previously
affected weaken as well.
 Club foot
• This term is used to describe various ankle or foot
deformities, i.e.
• Twisting inward (equine virus), the most severe form
• Sharply angled at the heel (calcaneal valgus), most
common
• The front part of the foot turned inward.
 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
1.Heart disease
2.Cystic fibrosis affects the lungs and pancreas
3.Acquired immune deficiency syndrome/AIDS
4.Hemophilia is a hereditary disease in which the blood clots very
slowly or not all.
5.Asthma
6.Diabetes
7.Nephrosis & Nephritis Kidney disorders
8.Sickle-cell anemia
9.Leukemia Excessive production of white blood cells
10.Lead poisoning
11.Rheumatic fever
12.Tuberculosis Infectious disease
13.Cancer
 9. Vulnerability
 It means being at risk of being harmed.
 Everyone is vulnerable to some adverse event or
circumstance, but some people are more vulnerable
than others.
 People with disabilities are more likely as a group to
experience greater vulnerability.
 Dimensions of Vulnerability
1. Economic difficulties/lack of financial resources:
poverty, low living standards, housing problems.

2. Social exclusion: limited access to facilities such as

transportation, schools, libraries or medical services.
 Vulnerability Cont’d…
3. Lack of social support from social networks: no
assistance from family members, friends, neighbors or
colleagues
4. Stigmatization
being a victim of stereotypes, being devalued
5. Health difficulties
6. Being a victim of crime
 Causes of Vulnerability
 Vulnerability may be causes
• by rapid population growth,
• poverty and hunger,
• poor health,
• low levels of education,
• gender inequality,
• fragile and hazardous location,
• lack of access to resources and services, including
knowledge and technological means, disintegration
of social patterns (social vulnerability).
 Characteristics of 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 considered as the vulnerable group
Women
Children
Minorities
•some people are vulnerable due to their minority background.
Particularly, ethnic (cultural and linguistic minority), religious
minority.
•These people are political and socially discriminated
Poverty
Disabilities
Age
Illiteracy and less education
Sickness
Gifted and Talentednese
 Chapter 2: Concept of Inclusion
 Inclusion in education/service
 It refers to an ongoing process aimed at offering quality education/services for all
while respecting diversity and the different needs and abilities, characteristics and
learning expectations of the students and communities and eliminating all forms
of discrimination.
 Inclusive services at any level are quality provisions without discrimination or
partiality and meeting the diverse needs of people.
 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.
 Concept of Inclusion
 It involves changes and modifications in content,
approaches, structures and strategies, with a
common vision which covers all people.
 Celebrate diversity, promote participation and
overcome barriers to learning and participation for
all people.
Components of Inclusion
 Students with disabilities and vulnerability attend their
neighborhood 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 needs

 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 arrangements
 There is school-based planning, problem-solving,
and ownership of all students and programs

 Employed according to their capacities without

discriminations
 Principles of Inclusion
 The fundamental principle of inclusion is that all
persons should learn, work and live together
wherever possible, regardless of any difficulties or
differences they may have
 Inclusive education extends beyond special needs
arising from disabilities, and includes consideration
of other sources of disadvantage and
marginalization, such as gender, poverty, language,
ethnicity, and geographic isolation.

 Inclusion implies transition from separate,

segregated learning and working environments for
persons with disabilities to community based
systems.
 Four major inclusion principles that support
inclusive practice
1. Inclusion is a process
 It has to be seen as a never-ending search to find better ways
of responding to diversity.
2. Inclusion is concerned with the identification and removal of
barriers that hinders the development of persons with disabilities.
3. Inclusion is about the presence,
 participation and achievement of all persons. Presence‘ is
concerned with where persons are provided and how reliably
and punctually they attend;
4. Inclusion invokes a particular emphasis on those who may
be at risk of marginalization, exclusion or underachievement.
 Rationale for Inclusion
o Educational Foundations
o Social Foundation
o Legal Foundations
o Economic Foundation
o Foundations for Building Inclusive Society
 Educational Foundations
• Children do better academically, psychologically and
socially in inclusive settings.
• A more efficient use of education resources.
• Decreases dropouts and repetitions
 Rationale for Inclusion Cont’d…
 Social Foundation
• 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.
 Rationale for Inclusion Cont’d…
 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.
• 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
 Benefits of Inclusion
 It is understood that inclusion benefits
 Students communities,
 families,
 teachers,
 by ensuring that children with disabilities
attend school with their peers and providing
them with adequate support to succeed both
academically and socially.
 Benefits of Inclusion Cont’d…
1. Benefits for Students with Special Needs Education
 Appropriate models of behavior. They can observe and
imitate socially acceptable behaviors of the students
without special needs
 Increased social initiations, interactions, relationships and
networks
 Greater access to general curriculum
2. Benefits for persons without Special Needs Education
 Have a variety of opportunities for interacting with their age
peers who experience SEN in inclusive school settings.
 Have increased appreciation, acceptance and respect of
individual differences among human beings that leads to
increased understanding and acceptance of diversity
 Benefits of Inclusion Cont’d…
3. Benefits for Teachers
 They have more opportunities to learn new ways to teach
different kinds of students.
 They develop more positive attitudes and approaches towards
different people with diverse needs.
4. Benefits for Parents/Family
 Learn more about how their children are being educated in
schools with their peers in an inclusive environment.
 Feel valued and consider themselves as equal partners in
providing quality learning opportunities for children.
5. 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.
Features of Inclusive Environment
o An inclusive environment is an environment that welcomes
all people, regardless of their disability and other
vulnerabilities.
o It recognizes and uses their skills and strengthens their
abilities.
o An inclusive environment is a place that is adjusted to
individuals‘ needs and not vice versa – that individuals are
adjusted to the environmental needs.
o It acknowledges that individual differences among
individuals are a source of richness and diversity, and
o not a problem, and that various needs and the individual
pace of learning and development can be met successfully
with a wide range of flexible approaches.
 Features of Inclusive Environment Contd’ ….
Major characteristics of Inclusion

o It ensures the respect and dignity of individuals with

disabilities

o It meets current accessibility standards to the

greatest extent possible to all people with special
needs

o Provides accommodations willingly and proactively

Persons with disabilities are welcomed and are
valued for their contributions as individuals.
 Barriers to Inclusion
 Problems related with societal values and beliefs-
 Economic factors
 Lack of taking measures to ensure conformity of
implementation of inclusion practice with policies
 Lack of stakeholders taking responsibility

 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 divres needs and ability
differences.
 Barriers to Inclusion Cont’d…
 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

 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.
 The most major factors in determining a disability's impact on
an individual
1. The Nature of the Disability
2. The Individual’s Personality
3. The Meaning of the Disability to the Individual
4. The Individual’s Current Life Circumstances
5. The Individual's Support System
 Factors related to the person Cont’d…
1. The Nature of the Disability
 Disability can be acquired (a result of an accident, or
acquired disease) or congenital (present at birth).
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?
4. The Individual’s Current Life Circumstances
 Independence or dependence on others
 Factors related to the person Cont’d…
 The economic status of the individual or the
individual's caregivers,
 The individual's education level etc..
5. The Individual's Support System
 The individual‘s support from family, a significant
other, friends, or social groups.
 If so, he/she will have an easier time coping with a
disability and thus will not be affected negatively by
their disability

 Persons with disabilities have diverse personal factors with
differences in gender, age, language, socioeconomic status,
sexuality, ethnicity, or cultural heritage .
 Each has his or her personal preferences and responses to
disability.
 Also while disability correlates with disadvantage, not all
people with disabilities are equally disadvantaged.
 Women with disabilities experience the combined
disadvantages associated with gender as well as disability,
and may be less likely to marry than non-disabled women.
 People who experience mental health conditions or
intellectual impairments appear to be more disadvantaged
in many settings than those who experience physical or
sensory impairments.
Economic Factors and Disability
 people with few economic assets are more likely to
acquire pathologies that may be disabling.
 Economic status affects whether pathology will
proceed to impairment.
 E.g. include such phenomena as a complete lack of
access to or a delay in presentation for medical care
for treatable conditions.
 The economic status of the community may have a
more profound impact than the status of the
individual on the probability that disability will result
from impairment or other disabling conditions.
 Finally, economic factors also can affect disability by
creating incentives 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
on the extent to which impairments and other
potentially disabling conditions will result in disability.

 If the political system is well enforced it will

profoundly improve the prospects of people with
disabling conditions for achieving a much fuller
participation in society,

 in effect reducing the font/type of disability in work

and every other domain of human activity.
Factors Psychological of Disability
 The impact of psychological factors on how
disability and disabling conditions are observed and
experienced.
 The physical and social environments are
fundamentally important to the expression of
disability.
 Several constructs can be used to describe one's
psychological environment, including personal
resources, personality traits, and cognition.
 These constructs affect both the expression of
disability and an individual's ability to adapt to and
react to it.
 However, for illustrative purposes four psychological
constructs will be briefly discussed:

 cognitive processes
o Self-efficacy beliefs
o Psychological control
o Coping patterns and
o One personality disposition (optimism)
A. Social Cognitive Processes
 It consists of thoughts, feelings, beliefs, and ways of
viewing the world, others, and ourselves persons with
disability.
B. Self-Efficacy Beliefs
 Concerned with whether or not a person believes that he
or she can accomplish a desired outcome.
 Beliefs about one's abilities affect what a person
chooses to do, how much effort is put into a task, and
how long an individual will endure when there are
difficulties.
 Self-efficacy beliefs also affect the person's affective and
emotional responses
 These self-efficacy beliefs will thus mediate the
relationship between impairment and disability such that
the individual would experience better functional
outcomes and less disability.
C. Psychological Control
 Perceptions of control will influence whether
disabling environmental conditions are seen as
stressful and consequently whether it becomes
disabling.
 The individuals control over themselves depends on
the provision of the environments: accessibility or
inaccessibility.
D. Coping Patterns
 Having a disabling condition may create stress and
demand additional efforts because of interpersonal
or environmental conditions that are not supportive.
 Several coping strategies may be used when a
person confronts a stressful situation.
 These strategies may include the following: seeking
information, cognitive restructuring, emotional
expression etc.
 The effects of certain coping efforts on adaptive and
functional outcomes benefits individuals with
disabling conditions.
E. Personality Disposition
 Optimism (in contrast to pessimism) is used for
illustrative purposes because it relates to many other
personality traits.
 Optimism is the general tendency to view the world,
others, and oneself favorably.

 People with an optimistic orientation rather than a

pessimistic orientation are far better across several
dimensions.

 Optimists tend to have better self-esteem and less

hostility toward others and tend to use more
adaptive coping strategies than pessimists.
 Optimism may reduce symptoms and improve
adjustment to illness, because it is associated with the
use of effective coping strategies.

 The reason for the inclusion of the psychological

environment in this topic is to assert that just as the
physical and social environments can be changed to
support people with disabling conditions, so can the
psychological environment.

 Psychological interventions directed at altering cognition

lead to improved outcomes (i.e., achievement,
interpersonal relationships, work productivity, and health)
across diverse populations and dimensions.
 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 economic support to help
with the purchase of assistive technologies and to
pay for personal assistance .

 Additionally they can provide emotional support.

 It is positively related to well-being across a number

of conditions.
 In all of these areas, friends and neighbors can
supplement the support provided by the family.
The Family and Disability Cont’d…
 In the contrary the families may also be create
disabling conditions .
 Some families promote dependency .
 Others fatalistically accept functional limitations and
conditions that are amenable to change with a
supportive environment.

 Families may also not provide needed environmental

services and resources
 E.g. families of deaf children frequently do not learn
to sign, in the process impeding their children's
ability to communicate as effectively as possible
 Needs of Persons with Disabilities and
Vulnerabilities
 Analyzing the human beings, Maslow has identified
five categories of needs, with different priority levels
in the following order: survival (physiological), safety,
social needs, esteem, and self-actualization
(fulfillment).

 Maslow‘s model is also valid for persons with

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

 Many of these needs are not fulfilled, so disabilities

and vulnerabilities seek to fulfill these needs and
reach a state of wellbeing
 Disabilities and vulnerabilities attempt to fulfill the
first level of needs (survival).
 The survival needs are formed by the physiological
needs and include the biological requirements for
feeding, performing hygiene, sleeping and so on

 When disabilities and vulnerabilities fulfill their

survival needs, they will look for situations that keep
them safe, before moving up the chain and fulfill
their needs to be part of society and to achieve.

 As an example of needs in terms of safety, consider

a person with visual impairment who wishes to cross
the street safely.
 Social need is a key element that disabilities and
vulnerabilities would like to develop continuously.
 The third level of the pyramid relates to esteem, both
self-esteem and being favorably recognized by others.
 Esteem is often related to the capability of achieving
things, contributing to a work activity and being
autonomous.

 In particular, disabilities and vulnerabilities in a

dependent situation feel the need for increased
autonomy, as well as the opportunity to prove their worth
to themselves and others through work or other
activities.
Abraham‘s Maslow
 Persons with disabilities and vulnerabilities have
socio-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. Counseling

L. Appropriate and Accessible Health Care

 Chapter Four:
Promoting Inclusive Culture
Session objectives
• After complete this chapter, you will able to:
Define Inclusive Culture
Discus the dimensions of Inclusive culture
Evaluate policy related to Inclusive Culture
Explain the process of building community for inclusive
culture
Discus approaches of establishing inclusive culture
Discuss inclusive values
Explore and discuss indigenous inclusive values
Evaluate existing inclusive practices
List benefits of Inclusion for Students with Disabilities
 Definition of basic terms
 Inclusion is a sense of belonging, connection and community
at work.
 Inclusive organizations help people feel welcomed, known,
valued and encouraged to bring their whole, unique selves to
work.
 Culture
is the ideas, customs, and social behavior of a particular
people or society.
It plays a huge role in shifting the diversity needle/
indicator and forming truly inclusive environments.
 An organization’s culture
is the culmination of the priorities, values and behaviors,
which support their employees in how they work
singularly, in teams and with clients.
 Definition of Inclusive Culture
 is involves the full and successful integration of diverse
people into a workplace or industry.
 It also extend beyond basic or token presence of workers who
have disabilities.
 They encompass both formal and informal policies
and practices, and involve several core values:

 Representation
 Receptivity
 Fairness
 Cont...
• Representation

The presence of people with disabilities across a range

of employee roles and leadership positions
• Receptivity

Respect for differences in working styles and flexibility

in tailoring/adapting positions to the strengths and
abilities of employees
• Fairness

Equitable access to all resources, opportunities,

networks and decision making processes.
 Dimensions of Inclusive culture
1. Universal Design (design for all)
• 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.
• Accommodations procedures remain a needed
function of most contemporary institutions and
industries, forward-thinking approaches to disability
inclusion will frequently involve developing sites and
resources that require no accommodation to be fully
usable and receptive to people with disabilities.
 Examples of Universal Design
 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
1. Accessible outreach and hiring/employing practices
 essentially entail making sure that outreach materials,
networking and recruitment sites, communications, and
application processes all include a range of accessible
options, or are free of barriers that might inhibit people with
disabilities from participating.

 Wherever possible, outreach and hiring resources generally

should be equally accessible to workers with and without
disabilities.
 Recruitment…
2. Targeted recruitment of workers with disabilities.
 involves specific outreach to people with disabilities.
 Although making general recruitment practices more
accessible goes a long way towards building an inclusive
hiring structure, individual employers are not always able to
overcome existing barriers for instance, when recruiting via
externally sponsored job that are not accessible.
 it enables employers to reach and interview qualified people
with disabilities.
 B. 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.
 The consequences of inadequate training are substantial, in
reducing job satisfaction, with corresponding negative
consequences for productivity and retention.
 C. Advancement
• 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.
 Procedural/technical justice: meaning that employees with
disabilities perceive the accommodations policy as fair,
accessible and functional.
 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
• Specific positive outcomes of inclusive cultures for all
employees 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.
 Benefits of an Inclusive organization

• 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
 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.
• We work to ensure that societies are open and inclusive to all.
 Things an organization can do to create a more inclusive workplace and
a more appealing/attractive 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.
 Important of building an inclusive community
 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:
 Cont.…
 Types and sequence of strategies selected
 if there were a crisis, you might have to start with a
strategy that transforms the conflict.
If there were no crisis, but rather the vision of a
community leader that sparked the effort, you might
consider starting with a public education campaign.
 Cont.…
 Resources available
more resources could be mobilized if the motivation
came from a large institution or a local foundation.
 Amount of support and obstruction/ barrire
if the dominant group in the community is just as
motivated as any other group, there is likely to be more
support and vice versa.
 Cont.…
 Rate of progress
if the major leaders and groups support the effort,
progress is likely to be faster.
 Expected outcomes
if the goal is to raise awareness, everyone involved is
likely to be satisfied if they learned new things about
other groups.
If the goal is to promote fair treatment of every group,
everyone involved is more likely to be satisfied by
policy change.
 Characteristics of an Inclusive Community
 Integrative and cooperative
It bring people together and are places where people
and organizations work together.
 Interactive
can have accessible community spaces and open public
places as well as groups and organizations that support
social interaction and community activity, including
celebrating community life.
 Invested
 inclusive communities are places where both the public
and private sectors commit resources for the social and
economic health and well-being of the whole community.
 Characteristics of an Inclusive Community...
 Diverse
It welcome and incorporate diverse people and cultures
into the structures, processes and functions of daily
community life.
 Equitable:
It make sure that everyone has the means to live in
decent conditions (i.e. income supports, employment,
good housing) and the opportunity to develop one‘s
capacities and to participate actively in community life.
 Characteristics of an Inclusive Community...
 Accessible and Sensitive
It has an array of readily available and accessible
supports and services for the social, health, and
developmental needs of their populations and provide
such supports in culturally sensitive and appropriate ways
essential services identified include good schools,
recreation, childcare, libraries, public transit, affordable
housing and supportive housing, home care, crisis and
emergency supports, well coordinated and comprehensive
settlement supports.
 Characteristics of an Inclusive Community...
 Participatory
inclusive communities encourage and support the
involvement of all their members in the planning and
decision-making that affects community conditions and
development, including having an effective voice with
senior levels of government and
 Safe
inclusive communities ensure both individual and broad
community safety and security so that no one feels at risk
in their homes or moving around the neighborhood and
city.
 Means of establish inclusive culture
 There are four key inclusive leadership behaviors:
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.
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
 Here 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
Consultation and participation
Encourage employees to take part in monitoring, and
promote the reasons for doing so.
Extra measures and adjustments
 Cont.…
 Build a culture of inclusion and respect
Ensure the organization‘s core values include a
commitment to equality, human rights and inclusive
working.
Create, extend or improve policies on equality and human
rights and make sure other policies are equality proofed.
Take immediate action to address and tackle
discrimination, harassment and bullying.

 Training for all staff on inclusive working, human rights and

equality.
 Make inclusion a key management approach.
 Encourage and appoint equality and human rights champions.
 Encourage employee networks and forums.
 Promote culture-changing initiatives.
Take an inclusive approach to recruitment, promotion
and development
Make equality, diversity, human rights and inclusive
working part of job descriptions.
Monitor applicants and staff at different levels within
the organization.
Equality and human rights training for all staff
involved in recruitment and a fair and transparent
selection process.
Attract candidates from the widest pool available.
Reward talent and achievement rather than
stereotypical indicators of success.
Value skills achieved outside the workplace.
Encourage and enable development for all.
Offer mentoring opportunities to junior and new staff.
Offer work placements
Conduct exit interviews
 Cont.…
 Encourage engagement with the local community
• Employer assisted volunteering.
4. Communicate the plan with staff and put the plan into action.
Actively involve all groups of employees
 There are many different ways that you can consult and
involve employees and their representatives.
Staff surveys
Focus groups
Engagement with employee networks and 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 behaviors 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/received privilege over unearned privilege.
10. It accepts and embraces change.
 Inclusive values
 Inclusion
is most importantly seen as putting inclusive values into
action.
It is a commitment to particular values which accounts
for a wish to overcome exclusion and promote
participation.
 Values
are fundamental guides and prompts to action.
They spur/appreciate us forward, give us a sense of
direction and define a destination.
 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.
 The seven Pillars of Inclusion
1. Access
Access explores the importance of a welcoming
environment and the habits that create it.
2. Attitude
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
 Indigenous inclusion
 defined as an organizational state that is embraced as a
cultural norm, with enterprise-wide workplace strategies as
well as a culture which invites the full participation of
indigenous people into all aspects of business operations.

 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 as a core competency and embedded into
the organizational culture;
2. Companies share their organization’s experience and achievements with
inclusion and explain how it has helped their performance;

3. Human rights and responsibilities are promoted and respected.

Employees are free of concerns related to basic equity issues;
4. Comprehensive Indigenous procurement, recruitment and corporate
social responsibility strategies have been developed as part of an
enterprise-wide coordinated approach;
5. Indigenous people are employed and retained in all areas of the
organization including the senior leadership and executive positions;
 Features of an indigenous inclusion…
6. There are significant revenues and jobs gained by Indigenous
people and businesses through the organization‘s supply
chain;
7. Indigenous 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.
 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…
 Inclusive practices in education are based on the
following 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 fulfill 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 behavior 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
 Peace is defined as creating mutual understanding,
positive relationship between individuals and groups.
 These groups may include culturally, linguistically,
economically and biologically heterogeneous groups.
 These groups are living side by side in a harmony
with reciprocated/shared respect or create societal
friendship with all the diversities without conflict .

 This means developed interpersonal peace through

deep respect for other persons, justice, tolerance and
cooperation.
 Inclusion for Peace Cont’d…
 This means peace has a notion of societies‘ completeness,
fulfillment, 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.
 Peace can be 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 divers population.
Inclusion for Peace Cont’d…
 Diversity refers to in terms of language, religion, socio-
economic status, culture and psychology.
 Equal (sameness and nondiscrimination) and/or equitable
(social justice and fairness ) distribution of resources within
the system;
 Equal and/or equitable both in terms of locations and numbers,
in relation to resources such as money, trained and qualified
professionals, teaching and learning materials, school
buildings, and school furniture.
 It is important to realize inclusive education to create a society
that is peaceful, democratize and developed.
Inclusion for Peace Cont’d…
 Inclusive education is crucial for:-
 Fostering education that promotes the values,
attitudes and behavior inherent in a culture of peace,
including conflict prevention and resolution, dialogue,
consensus building and active non-violence;
 Promoting sustainable economic and social
development by targeting the eradication of poverty
and social inequalities;

 Promoting respect for the Universal Declaration of

Human Rights at all levels;
Inclusion for Peace Cont’d…
 Promoting gender equality in economic, social and political
decision-making;
 Fostering democratic participation and citizenship and
supporting processes that promote and sustain democracy;
 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 in the promotion
of a culture of peace;
 Promoting international peace and security through action
such as the promotion of general and complete disarmament.
Inclusion for Peace Cont’d…
 Contrary to the important of inclusive education
exclusion in education create undesirable result for a
nation:
 Educational exclusion cut people off from full
involvement in the economic and social life of their
countries.
 As an experience of deprivation, social exclusion is
often the consequence of severe horizontal
inequalities, and as such it can underpin grievances
that can mobilize groups for conflict
 Exclusion through horizontal inequalities undermines
social cohesion
 Reduce disparities in wealth and income;
 Difficult to enable people to have a sense that they are
engaged in a common enterprise, facing shared
challenges, and that they are members of the same
community;
 Educational inequalities reflect social inequalities
more broadly;
 Dominant ethnic groups control state resources and
may discriminate against minority groups in terms of
access to social resources, such as education, and
employment opportunities;
 Large horizontal inequalities may instead increase
group cohesion among those who are marginalized,
facilitating mobilization for conflict;
Inclusion for Peace Cont’d…
 Factors that increase the risk of the outbreak of
conflict could be due to discrimination on the basis
of: gender. Age, class, religion, disability, poverty,
geographical location..etc.

 These may be equally important in mobilizing

individuals to participate in conflict.

 Exclusion and inequalities may furthermore be

political, social, or economic in nature, or a
combination of the three
Inclusion for Peace Cont’d…
 Sources of Conflict
o Spiritual sources of conflict
o Result of original ancestor‘s separation from God
and negative influence from evil spiritual forces
o Individual sources of conflict
o Disunity/disagreement within the individual and
confusion of values
o Family sources of conflict
o Family dysfunctions affect succeeding generations.
o National/international sources of conflict
o National policies affect future generations and can
lead to conflict within or between nations
 Inclusion for Peace Cont’d…
 Historical Sources of Conflict
o National crimes/wrongdoings burden future generations
o Ethnic/religious resentments/dislike accumulate
o 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, Self-indulgence, vengeance/revenge-
retaliation, arrogance - self-importance those are the basis of conflicts are in the minds of
human being.
 Create access to quality education; focus on shaping social skills, behavior,
attitudes, beliefs, values and positive human relations to build sustainable peace.
 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:
o Fostering inclusion, ensuring access to justice, strengthening
the social fabric and delivering good governance have
repeatedly been shown to be essential to achieving
development outcomes.
o Reaffirm a commitment to human rights, the foundation for
human dignity and just societies. Human rights, including
economic, social and cultural rights, are the foundation of a
world order based on equality and inclusion.
o Fostering resilience is the foundation of long-term preventive
efforts, from preventing conflict to reducing the impact of
internal and external crises, natural and man-made, and
requires action both to accompany local efforts and also to
provide a supportive international environment
o Think global and act local: recommit to
multilateralism as a safeguard/protection for the
most vulnerable
o National implementation alone will not suffice/be
enough to achieve the SDGs.

o Protect and support civil society in fostering

sustainable peace: Social, political and economic
changes that contribute to increasing peace are
more robust/healthy if they are owned, implemented
and sustained by local actors, including youth and
women.
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.

 Democratic schools are an educational ideal in

which democracy is both a goal and a method of
instruction.
 It brings democratic values to education and can
include self-determination within a community of
equals, as well as such values as justice, respect and
trust of diversities.
Inclusion Education for Democracy
 Inclusive education for democracy has not been
established as a central purpose for schooling in Ethiopia.
 Schools are the ideal place to promote democracy.
 One of the most important tasks of schools should be
helping students to realize the values of democracy.
 The democratic values include to enhance protected right,
independent quality life for all, freedom, pursuit of
happiness, justice, the common good, truth, respect and
tolerance for diversity.
 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.
Inclusion Education for Democracy Cont’d….
 In democratic classroom teachers treat all students
equally, provide them support according to the needs
and potentials, share power with students and
supporting them in managing their own behaviors.
 Inclusive education sees young people not as
passive recipients of knowledge, but rather as active
co-creators of their own learning that help to
exercise democracy.
 Inclusive education aims to develop real democracy
through active participation by all divers learners
involved in classrooms and educational institutions.
 Inclusion Education for Democracy Cont’d….
 Inclusive education (when practiced well) is very
important because:
 All children are able to be part of their community
and develop a sense of belonging and become
better prepared for life in the community today as
children and tomorrow as adults.
 It provides better opportunities for learning. In the
absence of democracy, exclusion is prone to be
exercised, today in the school and tomorrow in the
society.
 democracy is one of the principles of inclusiveness
in the process of building inclusive society that
begun in schools.
 Democratic principles for inclusive practices
 Inclusive education is based on these principles:
 Diversity enriches and strengthens all communities.
 All persons with disabilities different in their needs,
potentials, learning and working styles;
 Their achievements according to their potentials are
equally valued, respected and celebrated by society
 All learners are enabled to fulfill their potential by
taking into account individual requirements and needs.
Inclusion for Development
 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.
 Others focus on the voice and power to the concerns
and aspirations of otherwise excluded groups.

 Inclusive development also has an integral focus on

the achievement of equity and the rights of
citizenship
Inclusive education for Development
 Inclusive development consists of ensuring that all
marginalized and excluded groups are stakeholders in
development processes.
 It is obvious that many groups are excluded from social and
economic development because of their gender, ethnicity,
age, religion, disability or poverty.
 If there is no inclusiveness in all walks of life, development
cannot be sustainable.

 Inclusive and sustainable development is crucial to reduce

poverty in all its dimensions so that all members of the
society are benefitted.
 The goal of inclusiveness is to prevent social exclusion and
creating more social inclusion that aim at including all
members of society in the growth process.
Inclusive education for Development Cont’d…
 Social inclusion enhances capabilities, broadens social ties of
respect and recognition, and at the collective level, enhances social
bonds, cohesion, integration and solidarity among human race.
 Development efforts of any organization need to include and benefit
people with disabilities and all marginalized groups through
providing education, creating employability, promoting prosperity,
reducing poverty and enhancing stability.
 It is obvious that people with disabilities and marginalized
population are large and most disadvantaged minority in the world.
 Without creating inclusiveness for these populations we cannot
realize peace, democracy and development.
 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. It provides better
opportunities for learning.
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. A person who participates in setting life goals and
take part in decisions that affects them.
 Importance of Inclusion Cont’d…
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 divers needs, culture, values,
demands and ideas
 These include race, ethnicity, age, ability, language, nationality,
socioeconomic status, gender, religion, or sexual orientation.
• The group is diverse if a wide variety of groups are represented.
• Cultural diversity has become a hot button/key 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
o Poor and rich
o Educated and uneducated
o Highly educated and less educated
o Rural vs. urban history
o Married and unmarried
o Hard worker and non hard worker
o 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.
 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
 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.
 Ethiopia is made up of people of different ethnic origin.
 Despite the popular belief that Ethiopia is just one big
country of a single ethnic group, there are over 83
different ethnic groups speaking more than 83 different
languages and 200 dialects.
 Ethnicity is more than just language, song, and dance.
 Benefits of Cultural Diversity
• 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
• Put a variety of world views into one room, and you'll
come out the other side with better ideas
• Schools‘ cultural diversity enriches the educational
experience
 Religious diversity
 In the modern period, debates are common over the extent to which
religious, economic, or ethnic aspects of a conflict predominate in a
given conflict.
o Lack of values for differences and poor management of religious
institutions
o Disrespect and unfair treatment other religions
o Unclear roles as followers of a given religion
o Inadequate spiritual education and training or ill thought
o Poor communication with each other
o Lack of collaboration and poor living environment
o Partiality or lack of equal treatment from political leaders
o Bullying and harassment of other religion
 Religious diversity is the fact that there are significant
differences in religious belief and practice.
 It has always been recognized by people outside the smallest
and most isolated communities.
 How to Resolve Conflict
1. Agree on a mutually acceptable time and place to
discuss the conflict
2. State the problem as you see it and list your
concerns
3. Let the other person have his/her say
4. Listen and ask questions
5. Stick to one conflict at a time to the issue at hand
6. Seek common ground
7. Seek for win-win approaches.
 Gender differences
 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
 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.
 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
 Woman’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
 Gender Justice is indispensable for development, poverty reduction, and is crucial to achieving human
progress
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.
 Marginalized groups exist nearly everywhere.
 They are people who, for whatever reason, are denied
involvement in mainstream economic, political, cultural and
social activities.
 Marginalization is the result of systemic actions that the "in
group" takes, whether consciously or unconsciously, to
alienate or disenfranchise a specific person or groups of
people by sidelining them from the group's main activities
and contributions
 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
 The most vulnerable are women, children, aged,
those living with HIV/AIDS, mental illness, minority
people with language and cultural diversity, disability
and the like.
 Girls and women from the marginalized groups are
more vulnerable to violence.

 The dropout, illiteracy, un-employability and poverty

rates among them are also high.
 Chapter 6: Resources Management for
Inclusion
 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.
 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 typically a large room in the main school building
with lots of facilities for children with special needs
 Students may be provided direct services in the classroom.
 Indirect services can also be provided to the student through
consultation with the general education teachers to support
in adjusting the learning environment or modify the
instructional methods.
 Pull out/ system, where a child attends a session in the
resource room during a light period of the day such as singing
or physical training, receives individual help in a weak area of
learning such as reading or writing.
 Methods and materials are adapted to students' learning
styles and characteristics using multisensory and other
specialized approaches
 Human resources in schools
 Sign language interpreter
 Braille specialist
 Mobility and orientation expert
 Special needs educators
 Speech and language therapist
 Physiotherapist
 Behavioral therapists…etc
 School based material resources
 LCD and/or Smart Board
 E - Chart
 Various magnifying lenses
 Slate and styles
 School based material resources Cont’d…
 Sign language books and videos
 Various instructional videos related this unit
 Braille atlases
 Molded plastic, dissected and un-dissected relief
maps
 Relief globs
 Land form model
 Abacus
 Raised clock faces
 Geometric area and volume aids
 Write forms for matched planes and volumes
 Braille rulers
 Raised-line check books
 School based material resources Cont’d…
• Signature guide
• Script letter – sheets and boards
• Talking calculator
• Closed-circuit television
• Computer software for various students with special
needs; for example Jaws for blind and sign
language software for deaf
• Orthosis
• Prosthesis
 School based material resources Cont’d…
 Environmental accessibilities
 Ramps
 Elevators
 Wheel chairs and others additional resources

 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/friend reader or note taker.
 Provide students with outline of notes.
 Use color coding to match materials and concepts.
 Reduce visual distractions.
 Seat student close to board, teacher, or student helper:
away from door or window.
 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 /break apart assignments.
 Give timeline for longer projects.
 Give specific feedback.
 Provide peer tutoring.
 Use cooperative learning groups.
 Provide structured daily activities.
 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 Jaws for blind and sign language
software for deaf
E-Chart/Eye Chart Tuning fork
Orthesis and Prosthesis

Relief globe Abacus

Braille Atlas Braille Ruler

Slate & Styles

Signature Guide Braille Dots
 Chapter 8 Collaborative (Cooperative)
Partnership with Stakeholders
 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.
 Key elements of successful collaboration
 four most important elements of teamwork to help
you build a team that will lead your company to
success.
 Respect
 Communication. While respect is probably the
most important element of teamwork,
communication is the tool that will generate that
respect. ...
 Delegation. ...
 Support.
 Here are a few qualities that a successful team
possesses.
1. They communicate well with each other
2. They focus on goals and results
3. Everyone contributes their fair share
4. They offer each other support
5. Team members are diverse
6. Good leadership
7. They're organized
8. They have fun.
 General principles of collaboration
 Establish clear common goals for the collaboration.
 Take a problem-solving approach
 Establish an atmosphere of trust and mutual respect
for each others‘ expertise.
 Aim for consensus decision-making.
 Give credit to others for their ideas and
accomplishments
 Develop procedures for resolving conflicts and
manage these processes skillfully.
 Arrange periodic meetings to review progress in the
collaborative arrangements
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
 Cooperativeness
 Helps individuals to willing learn from each other.
Learners work together in small groups, helping each
other to carry out individual and group tasks.
 Interdependence: all group members seek to achieve
a group goal and help each others‘ achievement;
Individual accountability: each member of the group
is held responsible for his or her own learning, which
in turn contributes to the group goal.
 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.
 A business is any organization where people work
together

 All human being can participate in any kind of

business equally without discrimination based on
their disability, culture, language, religion, gender,
rural, urban and the like.
 Roles of Stakeholders in a Project
 Stakeholders are usually parties who have a stake in a
project and have a great influence on its success or failure.
 They may be equity or preference shareholders, employees,
the government agencies, contractors, financial institutions,
competitors, suppliers and the general public.
 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:
 Establishing equal and equitable relationship
 Membership without discrimination
 Nature of liability
 Fusion of ownership and control
 Common values. I believe that having common
values is the very foundation of the successful
partnership
 Defined expectations
 Mutual respect
 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/Desire
 Reliability
 Compatibility/well suited, harmonious
 The Ability to Build Strong Relationships
 Fiscal Responsibility
 Creativity
 Open-Mindedness /Broad-mindedness
 Comfort with Risk.
What are the main features of a partnership
Participants described the right partnership
behaviors principally as being effective co-ordination
and chairing, and a set of personal skills and
qualities including good listening, clear
communication, honesty, patience, enthusiasm,
acceptance and love.
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
E-Chart