ADDIS ABABA UNIVERSITY

OF EDUCATION AND BEHAVIOR

SCIECOLLEGE NCE
DEPARTMENT OF SNIE
COURSE TITLE:- INCLUSIVENESS
ACADEMIC YEAR 2023/2024
I. Course information
1.1. Course Title: Inclusiveness
1.2. Credit hours: 2 (4 ECTS)
1.3. Target group: Compulsory for all
undergraduate students
1.4. Course code: SNIE 1012
1.5. Contact hours: 48 Hours
1.6. Evaluation methods:- assignments,
attendance and class participation 20%
Mid-exam 30%
FINAL EXAM 50%
Course The objective of this course is to develop
objective knowledge, skill and attitude of the learners so
and that they can provide appropriate services, the
Expected tools and strategies that help to create a
Learning convenient inclusive environment.
outcomes Identify the needs and potentials of persons with
disabilities and vulnerabilities.

Identify environmental and social barriers that

hinder the needs, potentials and full
participations, in all aspects of life of persons
disabilities and vulnerabilities

Promote the process of building inclusive society

Introduction of inclusiveness
• Inclusiveness promotes effective developments
through full participation of all members of a
population, people with disabilities and
vulnerabilities, where all are equal contributors of
development and equitable beneficiaries.
• Through inclusive practices, it is possible to identify
and remove social and physical barriers so that
people with disabilities and vulnerabilities can
participate and benefit from all developments.
IV. Course contents

Chapter 1: Understanding Disabilities and

Vulnerabilities

1.1. Definitions of disability and vulnerability

1.2. Types of disabilities and vulnerabilities

1.3. Causes of disability and vulnerability

1.4. Models of disability

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Chapter 2: Concept of Inclusion
2.1. Definition of Inclusion
2.2. Principles of Inclusion
2.3. Rationale for Inclusion
2.4. Factors that Influenced Development of
Inclusion
2.5. Benefits of inclusion
2.6. Ultimate Goal of Inclusion
2.7. Features of Inclusive Environment
2.8. Barriers to Inclusion
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Chapter 3: Identification and Differentiated services
3.1. Impact of Disability and Vulnerability on daily life
3.2. Needs of Persons with Disabilities and
Vulnerabilities
3.3. Gender and disability
3.4. Identity and disability
3.5. Belongingness and disability
3.6. Inter-sectionality
3.7. The Health Care Needs of Persons with Disabilities
and Vulnerabilities
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3.8. Barriers to Health Care for Persons with Disabilities and
Vulnerable Groups
3.9. Addressing for Inclusive Barriers to Health Care
3.10. Disability, vulnerability and the Environment
3.11. Rural environment, Disability and Vulnerability
3.12. Creating Welcoming (Inclusive) Environment
3.13. Impact of the Social and Psychological Environments on the
Enabling-Disabling Process
3.14. Disability Inclusive Intervention and Rehabilitation Services
3.15. Strategies to Disability inclusive intervention and rehabilitation

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Chapter 4: Promoting Inclusive Culture

4.1. Definition of Inclusive Culture

4.2. Means of establishing inclusive culture

4.3. Ten Characteristics of an Inclusive Organization

4.4. Inclusive values

4.5. The seven Pillars of Inclusion

4.6. Indigenous inclusive values and practices

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Chapter 5: Inclusion for Peace, Democracy and
Development

5.1. Definition of Peace, Democracy and Development

5.2. Inclusion for Peace

5.2.1. Sources of Conflict

5.2.2. Historical Sources of Conflict

5.2.3. Sustaining Peace

5.3. Inclusion for Democracy

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5.3.1. Inclusion Education for Democracy
5.3.2. Democratic principles for inclusive practices
5.4. Inclusion for Development
5.4.1. Inclusive education for Development
5.4.2. Respecting divers needs, culture, values,
demands and ideas
5.5. Importance of Inclusion
5.6. Diversity may happen in the Workplace
5.7. Valuing diversity

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Chapter 6: Legal frame work
6.1. Legal Frameworks Regarding Inclusion
6.1.1. International and National Legal Frameworks
6.1.1.1. International Legal Framework
Chapter 7: Resources Management for Inclusion
7.1. Provisions of Resources
Chapter 8: Collaborative (Cooperative) Partnerships
with Stack holders
8.1. Collaboration, Partnership and Stakeholder

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 Chapter 1: Understanding Disabilities
and Vulnerabilities

Basic Terms of special needs education

A, Impairment
• Impairment means a lack/abnormality of an anatomic,
physiological or psychological structure or function or
deviation on a person.
• It refers to any loss or abnormality of physiological,
psychological or anatomical structure or function.
• It is the absence of particular body part or organ.
• (የአካል ጉዳተኛ) meaning impairment
Impairment
Impairments represent a deviation from
certain generally accepted population
standards.
The presence of impairments do not
necessarily indicate that a disease is
present or that the individual should be
regarded as sick.
Impairments can be temporary or
permanent; progressive, regressive or
static; intermittent or continuous.
GW 15
 Definitions of Basic Terms…

When someone is near sighted/loss sight (Impairment)

Difficulty seeing (Disability)
If she/he is unable to get eyeglasse (Handicapped)

17
DISABLITY
• Disability is not uncommon and it is part of human diversity.
• It is estimated that 15 % of the world’s population has a
disability, a percentage that is expected to grow because of
poor health care and nutrition early in life, growing elderly
populations and violent civil conflicts.
• Among the population of people with disabilities,
approximately 80 % live in developing countries and are
disproportionately represented among the poor.
• For instance, of the total population of Ethiopia, 17.6% are
estimated to live with some sort of impairment (WHO and
World Bank, 2011, p. 272).
 B. Disability
How is the life of persons with disabilities in Ethiopia? In the past and now?
How was disability understood in our society? Do you observe the followings
in Ethiopia?
• Disability is a “punishment of the gods”–A bad or evil sign
• The purity of the race, a society free of “defectives”

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‖, changed" or improved" and
made more normal.
The medical definition views the disabled person as needing to fit in
‖rather than thinking about how society itself should change.
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 and is a
consequence of discrimination, prejudice and
exclusion.
 Emphasizes the shortcomings in the environment and
in many organized activities in society, for example on
information, communication and education, which
prevent persons with disabilities from participating on
equal terms.
Medical model: Social model:
Child is faulty Child is valued
Diagnosis and labeling Strengths and needs identified
Impairment is focus of attention Barriers identified and solutions developed
Segregation and alternative services Resources made available
Re-entry if normal enough
or permanent exclusion Diversity welcomed; child is welcomed

Society remains unchanged Society evolves

3. Handicap as one of the key elements
related to disability and vulnerability,
refer to disadvantages faced by
individuals due to their physical,
mental, or social conditions.
Means a lack of or limited opportunities
to take equal part in the society
 Lack of participation in social, political
and economic activities
4. Vulnerability, on the other hand,
relates to an increased risk of harm,
exploitation, or disadvantage
experienced by individuals due to their
handicap or disability. In some cases,
vulnerability can be a result of societal
barriers, lack of accessibility, or
insufficient support systems.

23
 Causes of disability

What do you think is the causes of

disability?
Some people, especially in the past times, wrongly
believe that disability is a punishment from God.
There are some who still believe that disability is a form
of personal punishment for individual with disability, a
kind of karma for their past mistakes, which is totally
unacceptable now days.

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Causes of disabilities

Disability can be caused by

the following factors
• Genetic Causes
• Environmental Causes
• Unknown Causes
• Inaccessible environments
Causes of disabilities….

a. Genetic Causes
• Abnormalities in genes and genetic inheritance can cause intellectual
disability in children.
• Genetic Factors: Some disabilities are inherited genetically,
such as Down syndrome, cystic fibrosis, or muscular dystrophy.
These conditions are caused by abnormalities in an individual’s
genes and can lead to physical or cognitive impairments.
b. Environmental
• Poverty and malnutrition in pregnant mothers can cause a deficiency
in vital minerals.
Causes of disabilities
Cont.…
• After birth, poverty and malnutrition can also cause
poor development of vital organs in the child, which
can eventually lead to disability
• The use of drugs, alcohol, tobacco, the exposure to
certain toxic chemicals and illnesses, toxoplasmosis,
cytomegalovirus, rubella and syphilis by a pregnant
mother can cause intellectual disability.
• Childhood diseases such as a whooping cough,
measles, and chicken pox may lead to meningitis and
encephalitislity to the child.
Causes of disabilities
Psychological Factors: Mental health
conditions like depression, anxiety disorders, or
post-traumatic stress disorder can contribute to
disability and vulnerability by affecting a person’s
emotional well-being and ability to engage in
daily activities.

By: Endeshaw Mengistu (JJU School of

29
Psychology)
Causes of disability ….

c. 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 .
D. Inaccessible environments
 When society develops infrastructure such as houses, roads, parks and other public
places without consideration to people with impairment, the basically make it
impossible for them to take care of themselves.
For example, if a school is built with a ramp in addition to stairs, it makes it easy
for people with wheelchairs to move about freely. This way, their impairment is
not made worse.
 Lack of education, support services, health and opportunities for people with
impairment can cause additional disability to people with disabilities and even
people with no disability.
Others causes of disability
Lifestyle Choices: Certain lifestyle choices,
such as smoking, excessive alcohol
consumption, poor diet, lack of exercise, and
risky behaviors, can also increase the risk of
developing disabilities and chronic health
conditions.
Age-Related Factors Aging is a natural process
that can increase the likelihood of developing
disabilities and vulnerabilities. As individuals grow
older, they may experience age-related conditions
like dementia, hearing loss, or mobility issues that
impact their daily functioning.
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Causes of disability and
vulnerability
• In conclusion, disability and vulnerability can
stem from a complex interplay of genetic,
environmental, social, psychological, and
lifestyle factors.
• Understanding these causes is crucial for
developing effective interventions and support
systems for individuals living with disabilities.

33
Types of Disability
 Types of Disability
1.Visual impairment: Visual impairment in general designates two sub-
classifications. These are blindness and low vision.
A. Blindness: total or partial inability to see because of disease or disorder of
the eye, optic nerve, or brain.
The term blindness typically refers to vision loss that is not correctable with
eyeglasses or contact lenses.
Blindness refers to a lack of vision or significant visual impairment that
cannot be corrected with glasses or contact lenses. Causes of
blindness can include genetic disorders, infections, injuries, or age-
related conditions like macular degeneration or glaucoma.
B. Low vision: low vision is used for moderately impaired vision. People
with low vision may have a visual impairment that affects only central vision
• Long-sightedness affects the ability to see nearby objects. You may be able
to see distant objects clearly, but closer objects are usually out of focus
• Short-sightedness, or myopia, is a very common eye condition that causes
distant objects to appear blurred, while close objects can be seen clearly
cane
Student learn by BRAILLE
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2. Hearing Impairment:
Deafness refers to a significant hearing loss that
affects an individual’s ability to perceive and
understand sounds. This can be caused by various
factors, including genetic disorders, infections, injuries,
or aging. The degree of hearing loss can range from
mild to profound, and it can impact a person’s
communication, social interaction, and overall quality of
life.
 Hearing Impairment which includes the sub-classifications of the
hard of hearing and deaf.
Cont.…
A. Hard of Hearing: “ A hearing impairment, whether
permanent of fluctuating, which adversely affects a child's
educational performance but which is not included under the
definition of 'deaf'.“
This term can also be used to describe persons with enough
(usually with hearing aids) as a primary modality of acquisition
of language and in communication with others.
B. Deaf: Those who have difficulty understanding speech, even
with hearing aids but can successfully communicate in sign
language. Cultural definitions of deafness, on the other hand,
emphasize an individual‘s various abilities, use of sign language,
and connections with the culturally deaf community.
Hearing aid
Sign language communication
3. Specific Learning Disability
• : Specific Learning Disability means a disorder in one or more
of the basic psychological processes involved in understanding
spoken or written, that may manifest itself in the imperfect
ability to listen, think, speak, read, write, spell, or to do
mathematical calculations.
• The term includes such conditions as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.
• The term does not include learning problems that are primarily
the result of visual, hearing, or motor disabilities; of intellectual
disability; of emotional disturbance; or of environmental,
cultural, or economic disadvantage.
• There often appears to be a gap between the individual‘s
potential and actual achievement.
 Specific learning disability…
 Generally speaking, people with learning disabilities are of average or above
average intelligence. There often appears to be a gap between the individual‘s
potential and actual achievement.

 This is why learning disabilities are referred to as ―hidden disabilities: the

person looks perfectly ―normal and seems to be a very bright and intelligent
person, yet may be unable to demonstrate the skill level expected from someone of
a similar age.

 A learning disability cannot be cured or fixed; it is a lifelong challenge.

However, with appropriate support and intervention, people with learning
disabilities can achieve success in school, at work, in relationships, and in the
community.
46
Types of Specific Learning Disabilities
A. Auditory Processing Disorder (APD
Also known as Central Auditory Processing
Disorder, this is a condition that adversely affects
how sound that travels unimpeded through the
ear is processed or interpreted by the brain.
Individuals with APD do not recognize subtle
differences between sounds in words
It is difficult to tell where sounds are coming
from, to make sense of the order of sound
B. Dyscalculia

: That affects a person‘s ability to understand numbers and

learn math; Individuals with this type of LD may also have
poor comprehension of math symbols, may struggle with
memorizing and organizing numbers, have difficulty telling
time, or have trouble with counting
 Types of Specific Learning Disabilities…
Dyscalculia
- - Individuals with this type of
LD may also have poor
comprehension of math
symbols, may struggle with
memorizing and organizing
numbers, have difficulty telling
time, or have trouble with
counting. 50
C. Dysgraphia
Dysgraphia is a specific learning disability that affects
a person‘s handwriting ability and fine motor skills.
Problems may include illegible handwriting,
inconsistent spacing, poor spatial planning on paper,
poor spelling, and difficulty composing writing as well
as thinking and writing at the same time.
illegible handwriting
Dyslexia:

D. Dyslexia: is a specific learning disability that affects

reading and related language-based processing skills.
The severity can differ in each individual but can affect
reading fluency; decoding, reading comprehension, recall,
writing, spelling, and sometimes speech and can exist along
with other related disorders.
Dyslexia is sometimes referred to as a Language Based
Learning Disability.
Child with Dyslexia
E. Language Processing Disorder

• Language Processing Disorder is a specific type of Auditory

Processing Disorder (APD) in which there is difficulty
attaching meaning to sound groups that form words, sentences
and stories.
F. Non-Verbal Learning Disabilities
 Non-Verbal Learning Disabilities is a disorder which is usually
characterized by a significant discrepancy between higher
verbal skills and weaker motor, visual-spatial and social skills.
 Typically, an individual with NLD (or NVLD) has trouble
interpreting nonverbal cues like facial expressions or body
language, and may have poor coordination
G. Visual Perceptual/Visual Motor Deficit
Visual Perceptual/Visual Motor Deficit: is a disorder that affects
the understanding of information that a person sees, or the ability
to draw or copy.
A characteristic seen in people with learning disabilities such as
Dysgraphia or Non-verbal LD, it can result in missing subtle
differences in shapes or printed letters, losing place frequently,
struggles with cutting, holding pencil too tightly, or poor
eye/hand coordination.
4.Speech and Language Impairments
• Speech and language impairment means a
communication disorder such as stuttering, impaired
articulation, language impairment, or a voice
impairment that adversely affects a child‘s educational
performance.
• It is disorder that adversely affects the child's ability to
talk, understand, read, and write.
This disability category can be divided into two groups:
• Speech impairments
• Language impairments.
Speech Impairments
There are three basic types of speech impairments:

• articulation disorders,
• fluency disorders, and
• voice disorders.
• 1. Articulation disorders are errors in the production of speech sounds
that may be related to anatomical or physiological limitations in the
skeletal, muscular, or neuromuscular support for speech production.
These disorders include:
• Omissions: (bo for boat) Substitutions: (wabbit for rabbit) Distortions:
(shlip for sip, cerrect for correct)
• 2. 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.
Cluttering: excessively fast and jerky speech
Cont.….
3. Voice disorders are problems with the quality or use of one's
voice resulting from disorders in the larynx.
Voice disorders are characterized by abnormal production
and/or absences of vocal quality, pitch, loudness, resonance
Language Impairments
• phonological
disorders,
There are five • morphological
disorders,
basic areas of • semantic disorders
language • syntactical deficits,
impairments: and
• pragmatic
difficulties
cont.…
Phonological disorders are defined as the abnormal
organization of the phonological system, or a significant deficit
in speech production or perception
Apraxia of speech is a specific phonological disorder where the
student may want to speak but has difficulty planning what to say
and the motor movements to use.
Morphological disorders are defined as difficulties with
morphological inflections (inflections on nouns, verbs, and
adjectives that signal different kinds of meanings).
Semantic disorders are characterized by poor vocabulary
development, inappropriate use of word meanings, and/or
inability to comprehend word meanings
Syntactic deficits are characterized by difficulty in acquiring
the rules that govern word order and others aspects of
grammar such as subject-verb agreement.
cont.…
Pragmatic difficulties are characterized as problems in
understanding and using language in different social contexts.
These students may lack an understanding of the rules for making
eye contact, respecting personal space, requesting information,
and introducing topics.
5.Autism
• Autism means a developmental disability significantly
affecting verbal and nonverbal communication and social
interaction, generally evident before age three that
adversely affects a child‘s educational performance.
• Autism is a neurodevelopment disorder defined by
impairments in social and communication development,
accompanied by stereotyped patterns of behavior and
interest (Landa, 2007).
 6. Emotional and Behavioral Disorders
• According to Individuals with Disabilities Education Act
(IDEA), the term Emotional and Behavioral Disorders means a
condition exhibiting one or more of the following characteristics
over a long period of time and to a marked degree that adversely
affects educational performance
1) An inability to learn that cannot be explained by intellectual,
sensory, or health factors;
2) An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers;
3) Inappropriate types of behavior or feelings under normal
circumstances;
4) A general pervasive mood of unhappiness or depression; or
5) A tendency to develop physical symptoms or fears associated
with personal or school problems.
 Classification of behavioral and emotional disorders

Conduct disorder: individuals may seek attention, are disruptive and act
out.: overt (with violence or tantrums) versus covert (with lying, stealing,
and/or drug use).

Socialized aggression: individuals join subculture group of peers who are

openly disrespectful to their peers, teachers, and parents. Common are
delinquency and dropping out of school. Early symptoms include stealing,
running away from home, habitual lying, cruelty to animals, and fire setting.

Attention problems- These individuals may have attention deficit, are easily
destructible and have poor concentration. They are frequently impulsive and
may not think the consequence of their actions.
aggressiveness
Anxiety/Withdrawn
Cont.…
Anxiety/Withdrawn- These individuals are self-conscious,
reserved, and unsure of themselves. They typically have low self-
esteem and withdraw from immediate activities. They are also
anxious and frequently depressed.

Psychotic behavior: These individuals show more bizarre behavior.

They may hallucinate, deal in a fantasy world and may even talk in
gibberish.

Motor excess: These students are hyperactive. They cannot sit nor
listen to others nor keep their attention focused.
Cont..
• 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
 Causes of behavioral and emotional disorders
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
• Intellectual disability is a disability characterized by significant
limitations in both intellectual functioning and in adaptive
behavior.
• This disability originates before the age of 18.
• An individual is considered to have an intellectual disability
based on the following two criteria:
Sub average intellectual functioning: It refers to general mental
capacity, such as learning, reasoning, problem solving, and so
on.
One way to measure intellectual functioning is an IQ test.
Generally, an IQ test score of around 70 or as high as 75
indicates a limitation in intellectual functioning.
Intellectual Disability
8. Physical disability/Orthopedic Impairment and
Health impairment
Physical barriers
 Physical disability is a condition that interferes with
the individual‘s ability to use his or her body.
 The term orthopedic impairment generally refers to
conditions of muscular or skeletal system and
sometimes to physical disabling conditions of the
nervous system.
 The physical disability could be broadly classified in
to two
Cont..
I. The neurological system (the brain ,spinal cord & nerve)
related problems.
II. Muscular skeletal system ( the muscles, bones and joints) are
deficient due to various causes.
Neurological system: with a neurological condition like cerebral
palsy or a traumatic brain injury, the brain either sends the wrong
instructions or interprets feedback incorrectly.
The result is muscle paralysis and loss of sensation beyond the
point where the spinal cord or the nerve is damaged.
Musculoskeletal system: it includes the muscles and their
supporting framework and the skeleton.
1. Progressive muscle weakness (muscular dystrophy);
2. Inflammation of the joints (arthritis), or
3. Loss of various parts of the body (amputation)
Cont.…
• Muscular dystrophy; is an inherited condition accruing mainly
in males, in which the muscles weaken and deteriorate.
The weakness usually appears around 3 to 4 years of age and
worsens progressively.
Death usually comes between the ages of 25 and 35 from
respiratory failure or cardiac arrest.
• Arthritis:-is an inflammation of the joints.
Symptoms include swollen and stiff joints, fever, and pain in the
joints during acute periods.
Amputation; missing limbs because of congenital abnormalities
or injury or disease (malignant bone tumors in the limbs).
 Epilepsy
• Epilepsy:-is disorder that occurs when the brain cells
are not working properly and is often called a seizure
disorder.
• -Some children and youth will epilepsy have only a
momentary loss of attention (petit mal seizures); others
fall to the floor and then move uncontrollably
• -Fortunately, once epilepsy is diagnosed, it can usually
be controlled with medication and does not interfere
with performance in school.
• It is characterized by recurring seizures, which are
spontaneous abnormal discharge of electrical impulses
of the brain.
) 80
Spinal bifida and spinal cord injury
• Spinal bifida and spinal cord injury:- damage to the
spinal cord leads to paralysis and loss of sensation
in the affected areas of the body.
• The spinal bifida is a birth defect of the backbone
(spinal column).
• The cause is unknown but it usually occurs in the
first twenty-six days of pregnancy

81
 9. Deafblindness
• Deafblindness is a unique and distinct disability that
combines both hearing and visual impairments in a single
individual.
• This condition is also known as dual sensory impairment or
multisensory impairment.
• The challenges faced by deafblind children are complex and
diverse, requiring specialized education, communication, and
support systems to ensure their overall development and
well-being.
• Tactile sign language involves using hand shapes and
movements on the body or a tactile device to convey signs
and language.
• Braille is a system of raised dots that can be read by touch.
82
10. Health Impairments
 Health impairment is a condition that requires ongoing medical attention.
 It includes asthma, heart defects, cancer, diabetes, hemophilia. HIV/AIDS,
etc.
• Heart disease: It is caused by improper circulation of blood by
the heart some of the disorders are congenital present at birth).
• Cystic fibrosis : is a hereditary disease that affects the lungs
and pancreas.
• Hemophilia: is a hereditary disease in which the blood clots
very slowly or not all.
Asthma: is a chronic respiratory condition characterized by
repeated explode of breathing difficulties especially while
exhaling.
Diabetes: Developmental or hereditary disorder characterized by
inadequate secretion or use of insulin
Sickle-cell anemia: Hereditary and chronic blood disease characterized
by red blood cells that do not circulate properly.
Leukemia: Disease characterized by excessive production of white blood
Cells
Lead poisoning: Disorder caused by ingesting lead-based paint chips or other
substances containing lead.
Rheumatic fever: Disease characterized by painful swelling and inflammation
of the joints that can spread to the hear and central nervous system.
Tuberculosis : Infectious disease that commonly affects the lungs and may
affect other tissues of the body.
Cancer : Abnormal growth of cells that can affect any organ system
 Vulnerability
Vulnerable means being at risk or being harmed.
People with disabilities are more likely as a group to experience greater
vulnerability
 Vulnerability can be generally defined as a the following dimensions: .
 Economic difficulties: poverty, low living standards, housing problems (e.g.
too damp, too expensive, too cold or difficult to heat) etc.;
 Social exclusion: limited access to facilities such a transportation, schools,
libraries or medical services.
 Stigmatization :Being a victim of stereotypes, being devalued, confronted
with disgraceful behavior because of belonging to a particular social or
ethnic group:
 Health difficulties: Disadvantages resulting from poor mental health,
physical health or disabilities;
 Being a victim of crime: in family context especially of violence.
Vulnerability children
Causes of Vulnerability
• Rapidly population growth,
lack of access to
information
• poverty and hunger,
• poor health,

Vulnerability • low levels of education,

• gender inequality,
• fragile and hazardous
may be location,
• and lack of access to

causes by resources and services,

• including knowledge and
technological lack of access
to information
• limited access to political
power
• lack of public awareness
DESERT AND HAZARD AREA
Characteristics of Vulnerable People
Less physically or mentally capable
(infants, older adults, people with
disabilities)
Fewer material and/or financial resources
(low-income households, homeless)
Less knowledge or experience (children,
illiterate, foreigners, tourists)
Restricted by society to grow and develop
according to their needs and potentials.

WHO ARE VULNERABLE PEOPLE?
 Vulnerable people, which includes the following extracted from various researches.
 Women: particularly women in developing nations and those who are living in rural areas
are vulnerable for many backward traditional practices.
• Children: Significant number of children are vulnerable and at risk for development.
• Minorities: Ethnic and religious minorities are often victims of discrimination,
racism, xenophobia and social exclusion. In some countries, people may be
prosecuted for their religious faith and practices. Xenophobia towards ethnic and
religious minorities can in some cases be directed against a group which has been
present for centuries..
• Poverty: People are vulnerable for many undesirable phenomena due to poverty.
• Disabilities:
• Age: Old people or very young children are vulnerable for all kinds evils
• Illiteracy and less education:
• Sickness: Uncured health problems for example people living with HIV/AIDS are much
vulnerable for psychosocial problems, poverty and health
• Gifted and Talent children: Due to lack of psychological support they may feel isolation
as they are pulled from their regular classrooms and given instruction in separate settings
and due to myths and expectations of themselves and the public
HOMELESS
Chapter 2: Concept of Inclusion
 Inclusive education
• Inclusive education is the most effective way to give all
children a fair chance to go to school, learn and develop
the skills they need to succeed.
• Inclusive education means all children in the same
classrooms, in the same schools. It means real learning
opportunities for groups who have traditionally been
excluded – not only children with disabilities, but speakers
of minority languages too.
• Inclusive systems value the unique contributions students
of all backgrounds bring to the classroom and allow diverse
groups to grow side by side, to the benefit of all.
Inclusion in education refers to an ongoing process aimed at offering quality
education/services for all.
• Respecting diversity and the different needs and abilities,
 Inclusion is seen as a process of addressing and responding to the diversity
of needs of all persons through increasing participation in learning,
employment, services, cultures and communities, and reducing exclusion at
all social contexts.
It involves changes modifications in content, approaches, structures and
strategies, with a common vision.
 This definition has the following components:
1. Concepts about learners:
 Education is a fundamental human right for all people
 Learning begins at birth and continues throughout life
 All children have a right to education within their own community
 Everyone can learn, and any child can experience difficulties in learning
 All learners need their learning supported child-focused teaching benefits all
children.
2. Concepts about the education system
 It is broader than formal schooling
 it is flexible, responsive educational systems
 It creates enabling and welcoming educational environments
 It promotes school improvement – makes effective schools
 It involves whole school approach and collaboration between partners.
Cont.…
3. Concepts about diversity and discrimination
 It promotes combating discrimination and
exclusionary pressures at any social sectors
It enables responding to/embracing diversity as a
resource not as a problem
It prepares learners for an inclusive society that
respects and values difference.
4.Concepts about processes to promote
inclusion
It helps to identifying and overcoming barriers to
participation and exclusionary pressures
 It increases real participation of all collaboration,
partnership between all stakeholders
It promotes participatory methodology, action
research, collaborative enquiry and other related
activities
 5. Concepts about resources

Promotes unlocking and fully using local resources

 It helps to perceive people (children, parents, teachers,
members of marginalized groups
 It helps to use appropriate resources and support within
schools and at local levels for the needs of different children
Principles of Inclusion
• The fundamental principle of inclusion is that all persons
should learn, work and live together wherever possible,
regardless of any difficulties.
• Inclusive education extends beyond special needs arising from
disadvantage and marginalization, such as gender, poverty,
language, ethnicity, and geographic isolation
• Inclusion begins with the premise that all persons have unique
characteristics, interests, abilities and particular learning needs.
• Furthermore, UNESCO (2005) has provided four major
inclusion principles that support inclusive practice
Inclusion is a process: It has to be seen as a never-ending
search to find better ways of responding to diversity.
Inclusion is identification and removal of barriers :It is about
using evidence of various kinds to stimulate creativity and
problem - solving
Removing barriers
Cont.….
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;
 Inclusion emphasis on those who may be at risk of marginalization,
exclusion or under achievement: the moral responsibility to ensure
that those at risk‘ are carefully monitored.
Rationale for Inclusion;
A. Educational Foundations:
 Children do better academically, psychologically and socially in
inclusive settings.
 A more efficient use of education resources.
 Decreases dropouts and repetitions
Teachers competency( knowledge, skills, collaboration, satisfaction
B. Social Foundation
 Segregation teaches individuals to be fearful, ignorant and
breeds prejudice.
 All individuals need an education that will help them develop
relationships.
 Only inclusion has the potential to reduce fear and to build
friendship
C. Legal Foundations:
All individuals have the right to learn and live together
 Human being shouldn‘t be devalued or discriminated because
of their disability.
There are no legitimate reasons to separate children for their
education
D. Economic Foundation

 Inclusive education has economic benefit

Inclusive education is more cost-effective than the creation of
special schools across the country.
Children with disabilities go to local schools
Reduce wastage of repetition
Better employment and job creation opportunities for people
with disabilities
E. Foundations for Building Inclusive Society
 Formation of mutual understanding and appreciation of
diversity
 Building up empathy, tolerance and cooperation
Promotion of sustainable development
Factors that Influenced Development of Inclusion
Inclusive education is facilitated by many influencing factors.
Communities: pre-colonial and indigenous approaches to
education.
Activists and advocate:
The quality education and school improvement movement
 Special educational needs movement
 Involvement of International agencies
 Involvement of NGOs movements, networks and campaigns
PRACTICING INCLUSIVE EDUCATION
Benefits of Inclusion
1. Benefits for Students with Special Needs Education

• Appropriate models of behavior.

• They can observe and imitate socially acceptable
• Improved friendships with the social environment .
• Increased social initiations, interactions, relationships
and networks
• Gain peer role models for academic, social and behavior
skills
• Increased achievement of individualized educational
program (IEP) goals
• Greater access to general curriculum
 2. Benefits for persons without Special Needs Education
serve as peer tutors during instructional activities
 Play the role of a special ‗buddy‘ during lunch, in the bus or
playground.
Gain knowledge of a good deal about tolerance, individual
difference, and human exceptionality
 Learn that students with SEN have many positive
characteristics and abilities.
Have chance to learn about many of the human service
profession such as special education, speech therapy, physical
therapy, recreation therapy, and vocational rehabilitation.
 Get greater opportunities to master activities by practicing and
teaching others
 Have increased academic outcomes
 3. Benefits for Teachers
They have more opportunities to learn new ways to teach different kinds of
students.

They gain new knowledge, such as the different ways children learn and can
be taught.

They develop more positive attitudes and approaches towards different

people with diverse needs.

They have greater opportunities to explore new ideas

They can encourage their students to be more interested, more creative

They can experience greater job satisfaction

4. Benefits for Parents/Family
Learn more about how their children

Become personally involved and feel a greater sense of

accomplishment in helping their children to learn.

Learn how to deal better with their children at home

Know that their children—and ALL children—are receiving a

quality education.

Experience positive attitude about themselves and their

children by seeing their children accepted by others,
5. Benefits for Society

Inclusion goes beyond education and should involve consideration of

employment, recreation, health and living conditions. It should therefore involve
transformations across all government and other agencies at all levels of society.

When students with special needs and without special needs are educated
through quality inclusive education, it not only benefits students, teachers and
parents it also benefits the society.

Introduction of students with disabilities and vulnerabilities into mainstream

schools bring in the students into local communities and neighborhoods and
helps break down barriers and prejudice that prevail in the society towards
persons with disability

Communities become more accepting of difference, and everyone benefits from

a friendlier, open environment that values and appreciates differences in human
beings
Goals, Beliefs and Values
The goal of an inclusive education system is to provide all students
with the most appropriate learning environments and
opportunities for them to best achieve their potential.
1.All children can learn and reach their full potential given
opportunity, effective teaching and appropriate resources.
2.Programs will be offered to best meet the individual needs of
each child and student within the school community.
3.A student's program must address the intellectual, learning,
communication, social, emotional and physical aspects of a child's
development.
4.Parents play a key role in the education of their child in that they
are the most complete information source and have the greatest
investment in their child's future.
 Ultimate Goal of Inclusion
• The goal of inclusive education is to create schools where
everyone belongs.
• By creating inclusive schools, we ensure that there‘s a
welcoming place in the community for everyone after
their school year‘s end. Students educated together have a
greater understanding of difference and diversity.
•
Inclusive society
• social inclusion is understood as a process by which efforts are
made to ensure equal opportunities for all, regardless of their
background, so that they can achieve their full potential in life.
It is a multi-dimensional process aimed at creating conditions
which enable full and active participation of every member of
the society in all aspects of life, including civic, social,
economic, and political activities, as well as participation in
decision-
making processes.
• Inclusive society is a necessary precondition for inclusive
growth is a society which does not exclude or discriminate
against its citizens on the basis of disability, caste, race, gender,
family or community, a society which ‗levels the playing field
for investment‘ and leaves no one behind.
Social exclusion
• Social exclusion is a process through which individuals or
groups are wholly or partially excluded from fully
participating in all aspects of life of the society, in which
they live, on the grounds of their social identities, such as
age, gender, race, ethnicity, culture or language, and/or
physical, economic, social disadvantages.
• Social exclusion may mean the lack of voice, lack of
recognition, or lack of capacity for active participation.
• It may also mean exclusion from decent work, assets, land,
opportunities, access to social services and/or political
representation.
Social Participation
• Social participation is understood as the act of
engaging in society's activities. It refers to the
possibility to influence decisions and have access to
decision-making processes.
• Social participation creates mutual trust among
individuals, which forms the basis for shared
responsibilities towards the community and society.
Social justice
• Social justice refers to the principles, values and
belief that every individual and group is entitled to
fair and equal treatment, which is necessary for the
achievement of a society in which all people have
equal access to rights,
not only under law, but in all aspects of life, and all
people get an impartial share of the benefits as well
as carry a fair share of the responsibilities of society.
 Features of Inclusive Environment
1. what does inclusive environment mean?
2. Do you think it is possible to create an inclusive
environment?
3.What could be the major components of inclusive
environment interms of inclusive education?
Inclusive Environment

An inclusive environment is one in which members

feel respected by and connected to one another.
An inclusive environment is an environment that
welcomes all people, regardless of their disability
and other vulnerabilities.
 Barriers to Inclusion
Problems related with
societal values and Economic factors- this is Lack of taking measures
beliefs-particularly the mainly related with to ensure conformity of
community and policy poverty of family, implementation of
makers negative attitude community and society inclusion practice with
towards students with at large policies
disability and
vulnerabilities

Rigid curricula, teaching

Lack of stakeholders method and
Lack of knowledge and
taking responsibility in examination systems
skills among teachers
their cooperation as well that do not consider
regarding inclusive
as collaboration for students with dives
education
inclusion needs and ability
differences.
 Barriers to Inclusion….
• Fragile democratic institutions that could not promote
inclusion
• Inadequate resources and inaccessibility of social and
physical environments
• Large class sizes that make teachers and stakeholders
meet students‘ diverse needs
• Globalization and free market policy that make students
engage in fierce completion, individualism and
individuals‘ excellence rather than teaching through
cooperation, collaboration and group excellence.
• Using inclusive models that may be imported from other
countries. lack of considering local indigenous values,
ideologies and culture and other related factors.
Dear students,
1. Can you list the impacts of disability on daily life of
peoples with disabilities?
2. Do you think that individuals with the same
disabilities have the same needs? If your answer is Yes,
how?/No, why?
3. In what ways do you think that disability restricts
daily lives of persons with disabilities? ( individual
assignment limited not two page)
 Impact of Disability and Vulnerability on daily life

Factors related to the person

The following are often considered the most significant
factors in determining a disability's impact on an individual
1. The Nature of the Disability: Disability can be acquired
(a result of an accident, or acquired disease) or congenital
(present at birth). If the disability is acquired, it is more
likely to cause a negative reaction than a congenital
disability. Congenital disabilities are disabilities that have
always been present, thus requiring less of an adjustment
than an acquired disability.
2. The Individual’s Personality - the individual personality
can be typically positive or negative, dependent or
independent, goal-oriented or laissez-faire.
3. The Meaning of the Disability to the Individual -
 Factors related to the person ….
4. The Individual’s Current Life Circumstances -
The individual‘s independence or dependence on
others (parents). The economic status of the individual
or the individual's caregivers, the individual's
education level. If the individual is happy with their
current life circumstance, they are more likely to
embrace their disability, whereas if they are not happy
with their circumstances, they often blame their
disability.
5. The Individual's Support System - The
individual‘s support from family, a significant other,
friends, or social groups. If so, he/she will have an
easier time coping with a disability and thus will not be
affected negatively by their disability.
 Factors related to the person ….
• Persons with disabilities have diverse personal factors with
differences in gender, age, language, socioeconomic status,
sexuality, ethnicity, or cultural heritage.
• Disability and vulnerabilities can limit or restrict one or
more Activities of Daily Living(ADLs), including moving
from one place to another (e.g., navigation, locomotion,
transfer), maintaining a position (e.g., standing, sitting,
sleeping), interacting with the environment (e.g.,
controlling systems, gripping objects), communicating
(e.g., speaking, writing, hand gestures), feeding (chewing,
swallowing, etc.), and perceiving the external world (by
movement of the eyes, the head, etc.), due to inaccessible
environment.
• Many older persons face one or more impairments.
 Economic and Disability
• economic status affects whether pathology will
proceed to impairment.
• lack of resources can adversely affect the ability of an
individual to function with a disabling condition.
• For example, someone with an amputated leg who has
little money or poor health insurance may not be able
to obtain a proper prosthesis, in which case the
absence of the limb may then force the individual to
withdraw from jobs that require these capacities.
• Disability and politics
• Disability and gender
• Disability and identity
 Needs of Persons with Disabilities and
Vulnerabilities
Some Basic needs of persons with disabilities and vulnerabilities to ensure
equality for all within our society
• Full access to the Environment (towns, countryside & buildings)
• An accessible Transport system
• Technical aids and equipment
• Accessible/adapted housing
• Personal Assistance and support
• Inclusive Education and Training
• An adequate Income
• Equal opportunities for Employment
• Appropriate and accessible Information
• Advocacy (towards self-advocacy)
• Counseling
• Appropriate and Accessible Health Care
 Barriers to Health Care for Persons with
Disabilities and Vulnerable Groups
People with disabilities encounter a range of barriers when they attempt to access
health care including the following
• a) Prohibitive costs: Affordability of health services and transportation are two
main reasons why people with disabilities do not receive needed health care in low-
income countries.
• b) Limited availability of services: The lack of appropriate services for people with
disabilities is a significant barrier to health care. For example, studies indicate that
the lack of services especially in the rural area is the second most significant barrier
to using health facilities.
• c) Physical barriers: Uneven access to buildings (hospitals, health centers),
inaccessible medical equipment, poor signage, narrow doorways, internal steps,
inadequate bathroom facilities, and inaccessible parking areas create barriers to
health care facilities. For example, women with mobility difficulties are often unable
to access breast and cervical cancer screening because examination tables are not
height-adjustable and mammography equipment only accommodates women who
are able to stand.
• d) Inadequate skills and knowledge of health workers: People with disabilities
were more than twice as likely to report finding health care provider skills
inadequate to meet their needs, four times more likely to report being treated badly
and nearly three times more likely to report being denied care.
Addressing for Inclusive Barriers to Health
Care

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

priorities to reduce health inequalities and plan improvements for access
and inclusion. Make changes to comply with the CRPD. Establish health
care standards related to care of persons with disabilities with
enforcement mechanisms.
• b) Financing: Where private health insurance dominates health care
financing, ensure that people with disabilities are covered and consider
measures to make the premiums affordable

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

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

• d) Human resources: Integrate disability inclusion education into

undergraduate and continuing education for all health-care professionals.
Creating Welcoming (Inclusive) Environment
External environmental modifications
can take many forms. These can
include assistive devices, alterations of
a physical structure, object
modification, and task modification.

Examples of Environmental Modification

• ·Hand Orthosis
• Mouth stick
• Prosthetic limb
• Wheelchair (manual and/or
1. Mobility aids motorized)
• Canes
• Crutches
• ·Braces
Mouth stick and wheelchair

134
CANE

135
· Prosthetic limb and Hand
Orthosis

136
Crutches and braces

By: Endeshaw Mengistu (JJU School of

137
Psychology)
 • · Telephone amplifier
• · Voice-activated computer
• · Closed or real-time captioning
• · Computer-assisted note taker
2. • · Print enlarger
• · Reading machines
Communication • · Books on tape
aids • · Sign language or oral interpreters
• · Braille writer
• · Cochlear implant
• · Communication boards FM, audio-induction
loop, or infrared systems
Cochlear implant and Braille
writer

139
BRAILLE WRITE SYTEM

BRAILLE 140
Reading machine for blind

141
 • Ramps Elevators
• · Wide doors
3. • · Safety bars
• · Nonskid floors
Accessible • · Sound-reflective building materials
structural • · Enhanced lighting
• · Electrical sockets that meet
elements appropriate reach ranges
• · Hardwired flashing alerting systems
Increased textural contrast
Ramp

143
Nonskid floors

By: Endeshaw Mengistu (JJU School of

144
Psychology)
 • Simplification of task
• Flexible work hours
4. Job
• Rest breaks
accommodations • Splitting job into parts
• Relegate nonessential functions to others

• · Personal care assistants

5. Differential use • · Note takers
of personnel • · Secretaries Editors
• · Sign language interpreters
 Disability Inclusive Intervention and
Rehabilitation Services
• Dear students, What do we mean intervention and
rehabilitation?
• Disability inclusion means provision of differentiated
services for persons with disabilities and vulnerabilities.
• Differentiated service means a multiple service delivery
model that can satisfy the most needs of persons with
disabilities and vulnerabilities.
• For example using public resources such as
transportation and libraries, moving about within
communities, receiving adequate health care, having
relationships, and enjoying
Strategies to Disability inclusive intervention and
rehabilitation

Prevention

• Prevention of conditions associated with disability and vulnerability is a

development issue.
• Primary prevention – actions to avoid or remove the cause of a health
problem in an individual or a population before it arises. It includes health
promotion and specific protection (for example, HIV education).
• Secondary prevention (early intervention) – actions to detect a health and
disabling conditions at an early stage in an individual or a population,
facilitating cure, or reducing or preventing spread, or reducing or preventing its
long-term effects (for example, supporting women with intellectual disability
to access breast cancer screening).
• Tertiary prevention (rehabilitation) – actions to reduce the impact of an
already established disease by restoring function and reducing disease related
complications (for example, rehabilitation for children with musculoskeletal
impairment).
 Implement Disability Inclusive Project/ Program
The following tips will help to overcome the challenges as a key considerations for including
persons with disabilities in all program and project:-

A ) Education and vocational training

B) Health – vulnerable groups and persons with disabilities have the same health-care needs as all other
peoples

C) Relief and social services

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

E) Livelihoods, employment and microfinance

F) Protection – marginalized groups and people with disabilities may face risks and vulnerabilities to
experiencing violence, exploitation, abuse, neglect and violation of rights and therefore need to be specifically
considered and included in protection programs and projects.

G) Humanitarian and emergency response

Components of Rehabilitation Interventions

Rehabilitation is a process designed to optimize function

and improve the quality of life of those with disabilities.

Consequently, it is not a simple process. It involves

multiple participants, and it can take on many forms.

Multiple Disciplines of rehabilitation

• Rehabilitation interventions usually involve multiple disciplines. E.g.

• 1. Physicians
• 2. Occupational Therapists - Occupational therapists (OTs) typically work
with patients/consumers through functional activities in order to
increase their ability to participate in activities of daily living
• 3. Physical Therapists
 Multiple Disciplines of rehabilitation…….

4. Speech and Language Therapist

5. Audiologists- identify, assess, manage, and

interpret test results related to disorders of hearing,
balance, and other systems related to hearing.

6. Social Workers -Social workers in health settings

may provide case management or coordination for
persons with complex medical conditions and needs
audiologist

151
Community-Based Rehabilitation /CBR/
Community-Based Rehabilitation /CBR/ was originally
designed for developing countries where disability
estimates were very high and the countries were under
severe economic constraints.
It promotes collaboration among community leaders,
peoples with disabilities and their families and other
concerned citizens to provide equal opportunities for all
peoples with disabilities in the community and to
strengthen the role of their organization.
According (WHO) and (UNESCO), CBR is a strategy that can
address the need of peoples with disabilities within their
community which can be implemented through the
combined efforts of peoples with disabilities themselves,
their families, organizations and communities,
governmental and non-governmental organizations, health, 152
education, vocational, social and other services.
 Implement Inclusive Job Opportunities and
Employment
• The right to work is fundamental to being a full and equal member of society,
and it applies to all persons, regardless of whether or not they have a
disability.
Barriers of employment
Dear students, what are barriers for employment and job opportunities for
persons with disabilities and vulnerable groups?
Persons with disabilities may be prevented from working due to :-
• inaccessible transportation services;
• the lack of accessible information and communications services;
• the preference of employers for candidates without disabilities;
• legal stipulations that prevent individuals with particular impairments from
working in certain fields;
• or the discouragement of family and community members.
 A) Attitudes and Discrimination
 Employers may be reluctant to hire persons with disabilities based on the perception
that they are less productive or less capable of carrying out their jobs than others.
 Colleagues of persons with disabilities may also hold prejudicial attitudes
 Discrimination is a major barrier faced by persons with disabilities in their efforts to find
employment in the labour market.
B) Accessibility
 In the workplace itself, a lack of physical features such as ramps and elevators can
prevent persons with mobility disabilities from being able to work.
 Similarly, the lack of accessible information and communication infrastructure in
workplaces such as clear signage, computers equipped with software such as screen-
readers, and devices such as Braille displays can prevent persons with print and
intellectual disabilities from being able to gain employment.
 Lack of access to sign language interpretation or captioning services can inhibit the
employment of deaf people.
C) Education and Training
This severely limits their job opportunities due to a lack of skills and knowledge that are
relevant to find or retain a job

D) Social Networks
Another barrier to employment for persons with disabilities can be their more limited
social networks. Social networks greatly aid the process of searching for work, the lack of
which is likely to limit options for persons with disabilities.
E) Legal Barriers
As a result of discriminatory attitudes about the perceived capabilities of persons
with disabilities, some countries impose legal restrictions on their participation in
certain types of employment or processes.
F) Inflexible Work Arrangements
Another common obstacle to the employment of persons with disabilities is the
inflexibility of work arrangements. In some cases, persons with disabilities might
prove to be competent and productive employees, but are nonetheless unable to
perform certain tasks.
G) Dismissal on the Basis of Disability
Workers who are injured and acquire a disability on the job may face
unaccommodating policies and a lack of rehabilitative services, which limit their
ability to return to work
 Strategies to Improve Employment for Persons with
Disabilities and Vulnerabilities
• A) Anti-Discrimination Legislation
• B) Vocational Education And Training
• C) Wage Subsidies
• D) Supported Employment
• E) Workplace Accommodation Schemes
• F) Workers’ Compensation
• G) Quota Systems
• H) Sheltered Workshops
• I) Private Sector Initiatives
• J) Employer Networks
• K) Support Disability-Inclusive Business
• L) Social Enterprises
• M) Support Persons with Disabilities in the Workplace
• N) Building a More Inclusive Society
• O) Boost Education and Training Opportunities
Chapter 4: Promoting Inclusive Culture

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

organizations help people feel welcomed, known, valued and encouraged to bring their
whole, unique selves to work.

Culture is ―the ideas, customs, and social behavior of a particular people or society. An
organization‘s culture is the culmination of the priorities, values and behaviours, which
support their employees in how they work singularly, in teams and with clients. Culture plays
a huge role in shifting the diversity needle and forming truly inclusive environments.

An inclusive culture involves the full and successful integration of diverse people into a
workplace or industry. Additionally, inclusive cultures extend beyond basic or token presence
of workers who have disabilities.
Dimensions of Inclusive culture
There are three dimensions/ elements of
an inclusive culture:

1. Universal Design

2. Recruitment, Training and

Advancement Opportunities
3. Workplace Accommodations and
Accessibility: Policy & Practice
 1. Universal Design
Universal design refers to the construction of structures, spaces, services,
communications and resources that are organically accessible to a range of
people with and without disabilities, without further need for modification or
accommodation
Dimensions of Inclusive culture

2. Recruitment, Training, & Advancement Opportunities

Effective recruitment of people with disabilities involves two components:
1. Accessible outreach and hiring practices and
2. Targeted recruitment of workers with disabilities

160
Dimensions of Inclusive culture
3. Workplace Accommodations and Accessibility: Policy & Practice
Policy plays a critical role in generating meaningful inclusion of people
with disabilities. In addition to recruitment, training and advancement,
workplace policies need to carefully plan for the provision of reasonable
accommodations.

161
Workplace Accommodations and Accessibility: Policy &
Practice…..

• The first indicator of an inclusive workplace culture

involves the perception of ―procedural justice,
meaning that employees with disabilities perceive
the accommodations policy as fair, accessible and
functional. The practice of negotiating and
providing accommodations constitutes an
additional opportunity for generating an
experience of interactional justice.
• Interactional justice refers to the experience of
feeling that the managers or colleagues with whom
one is interacting are behaving fairly, reasonably
and respectfully.
162
The Benefits of Inclusive cultures
• The Benefits of Inclusive cultures are specifically beneficial for
employees with disabilities, but also have positive results for all
employees, as they include a number of elements of a healthy work
environment.
Specific positive outcomes include:
• - Reduced expenses corresponding to reduced employee turn-over
• - Increased worker commitment to and identification with
organizational success
• - Improved employee health and well-being
• - Improved productivity
• - Increased employee investment in work performance
• - Reduced perception of discrimination and inequity
• - Improved cooperation and collaboration between co-workers
163
Inclusive culture for organization
• These are some of the benefits of an Inclusive
organization that needs to be considered:
• - Higher Job Satisfaction
• - Lower Turnover.
• - Higher Productivity
• - Higher Employee Morale
• - Improved Creativity and Innovation
• - Improved Problem-Solving
• - Increased Organizational Flexibility
164
 Building inclusive community

What is an inclusive community?

• An inclusive community:
- Does everything that it can to respect all its citizens, gives them full access to
resources, and promotes equal treatment and opportunity.
- Works to eliminate all forms of discrimination.
- Engages all its citizens in decision-making processes that affect their lives.
- Values diversity and
- Responds quickly to racist and other discriminating incidents.
An inclusive society aims at empowering and promoting the social,
economic, and political inclusion of all, irrespective of age, sex,
disability, race, ethnicity, origin, religion, economic, or other status. It
is a society that leaves no one behind.
We work to ensure that societies are open and inclusive to all.
Major Characteristics of Inclusive
communities
Major Characteristics of Inclusive communities are
• Integrative and cooperative,
• Interactive,
• Invested,
• Diverse,
• Equitable,
• Accessible and Sensitive,
• Participatory and
• Safe
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.
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There are four key inclusive leadership
behaviours

Empowerment: Enable team members to grow and excel by

encouraging them to solve problems, come up with new ideas and
develop new skills.
Accountability: Show confidence in team members by
holding them responsible for aspects of their performance
that are within their control.

Courage: Stand up for what you believe is right, even when

it means taking a risk.

Humility: Admit mistakes, learn from criticism and different

points of view, and overcome your limitations by seeking
contributions from team members.
The seven Pillars of Inclusion
• Access: Access explores the importance of a welcoming
environment and the habits that create it.
• Attitude: Attitude looks at how willing people are to
embrace inclusion and diversity and to take meaningful
action.
• Choice,
• partnership,
• communication,
• policy and
• opportunity
Indigenous inclusive values and
practice
• The term “Indigenous refers to a better understanding of,
and respect for, indigenous cultures develops an enriched
appreciation of the existing cultural heritage
• 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.
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Chapter 5: Inclusion for Peace,
Democracy and Development
What is the role of inclusion to bring peace, democracy and sustainable
development?
Inclusion is a fundamental principle that plays a crucial role in fostering
peace, democracy, and development. Here's how inclusion contributes to
each of these areas:
Peace:
Reduces grievances:
it reduces feelings of marginalization and potential triggers for conflict.
Promotes social cohesion: Inclusion fosters a sense of shared identity and
belonging, encouraging cooperation and trust between different groups.
Strengthens conflict resolution: Inclusive peace building processes that
involve all stakeholders are more likely to lead to sustainable peace
agreements.
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 Democracy:
Legitimacy and representation:
Inclusion ensures that democratic institutions
represent the needs and voices of the entire
population, not just a select few.
• Participation and accountability: When everyone
feels included, they are more likely to participate in
the democratic process, holding leaders
accountable.
• Reduces political instability: Exclusion can lead to
political unrest and undermine democratic
institutions. Inclusion strengthens democracy by
allowing for peaceful dissent and political
competition. 171
Development:
 Empowers marginalized groups: Inclusion allows
everyone to contribute their skills and talents to the
development process, leading to more efficient and
equitable outcomes.
• Reduces poverty and inequality: When all groups
have access to education, healthcare, and economic
opportunities, it promotes broad-based
development and reduces poverty and inequality.
• Sustainable development: Inclusive development
strategies that consider the needs of all
stakeholders are more likely to be sustainable in the
long run.
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• inclusive developments in all sectors encourage greater acceptance of
diversity of gender, culture, language, economy and politics; and the
formation of more tolerant, equitable and cohesive societies; simply
put, creates inclusive society.
Inclusion for Peace
• Peace can be defined in several ways.
• However, for the purpose of this module peace is defined as creating
mutual understanding, positive relationship between individuals and
groups.
• These groups may include culturally, linguistically, economically and
biologically heterogeneous groups.

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The democratic values include is to enhance protected
right, independent quality life for all, freedom, pursuit of
happiness, justice, the common good, truth, respect and
tolerance for diversity and partisanship.

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Chapter 6: Legal frame work
Legal frameworks are one of the drivers for the rights of persons with disabilities and
vulnerabilities.

They have influence on especially educational rights of these people with their peers.

Legal frameworks are supposed to serve people with disabilities needs by keeping equal
rights and creating equal opportunity of learning for all such as children and youth in the
mainstreamed classrooms.

International national legal frameworks are written in the form of public laws and acts,
declarations, conventions and frameworks.

These legal frameworks focus on various issues (social, educational, occupational, vocational
etc) of children, youth and adults with disabilities.
The Ethiopian government has endorsed almost all of the conventions and declarations
Key International Instruments and other Documents that Promote Inclusion
The following are some of the major international legal frameworks that
support inclusion of people with disabilities and vulnerabilities.
A)1948 Universal Declaration of Human Rights – Article 26
B)The UN Convention on the Rights of the Child, 1989
C) The Standard Rules on the Equalization of Opportunities for
Persons with Disabilities - Rule 6
E ) The Salamanca Statement and Framework for Action on Special Needs
Education, 1994
F) Convention on the Rights of Persons with Disabilities, 2006
G) World Education Forum, Dakar, 2000
H) 1960 UNESCO Convention against Discrimination in Education
The Ethiopian government has endorsed almost all of the conventions and
declarations.
But studies showed that various challenges are facing their implementations.
As a result, there is mismatch between practice and these frameworks
implantation.
CHAPTER 7: RESOURCES MANAGEMENT FOR
INCLUSION
• Inclusion demands resources to meet the need of
all members of communities and to facilitate equal
participants in all sphere of life.
1. Human Resources:
• Specialists with knowledge of disabilities (e.g., sign
language interpreters, occupational therapists,
speech therapists)
• Teachers or educators with training in inclusive
practices
• Supportive staff (e.g., teacher assistants,
counselors)
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2. Material Resources:
• Assistive technologies (e.g., screen readers, adapted
equipment)
• Instructional materials in various formats (e.g., large print,
Braille, audio)
• Accessible learning environments (e.g., ramps, elevators,
adapted furniture)
3. Financial Resources:
 Funding for professional development for educators and
staff on inclusive practices
 Funding for assistive technologies and instructional
materials
 Scholarships or financial aid for students with disabilities
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4. Community Resources:

• Partnerships with organizations that serve people

with disabilities
• Programs that provide social and emotional
support for students with disabilities
• Mentorship or peer support programs

The specific resources needed will vary depending on

the specific needs of the individuals being included
and the setting (e.g., school, workplace, community
center).

By: 180
 CHAPTER 8: COLLABORATIVE (COOPERATIVE)
PARTNERSHIPS WITH STAKEHOLDERS
• This chapter explores the critical role of
collaborative partnerships with stakeholders in
achieving successful inclusion for all.
• Building strong partnerships with stakeholders is
essential for creating a truly inclusive environment.
• Together, an inclusive society is possible.

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THE END OF MATERIAL

THANK YOU ATTENTIVE

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