INFOLIKE COLLEGE HAWASSA CUMPAS

INCLUSIVENESS(SNIE 1012)

By: Abenet W.

2021
 CHAPTER ONE
DEFINITIONS OF TERMINOLOGIES

xImpairment,

 Disability,

 Handicap,

 Segregation,

 Mainstreaming,

 Integration

 Inclusion
 IMPAIRMENT
 Is 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 such as
 eyes that do not see well,

 arms and legs that are deformed, or

 a brain not developing in a typical way etc.

 DISABILITY
 Disability is 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.
 It is incapacity recognized by law as limiting or
preventing, for example, mobility.

 A disability exists when an impairment limits a person’s

ability to perform certain tasks (e.g., walk, see, etc)

 It can be also be defined as a functional limitation

 Handicap is a disadvantage for a given individual, resulting
from impairment or a disability, that limits or prevents the
fulfillment of a role that is normal for that individual (in
relation to age, sex, social and cultural factors)

 A person with a disability is not handicapped, unless the

disability leads to educational, personal, social, vocational,
or other problems.

 it is a disadvantage that a person with a disability or

impairment encounters when interacting with the
environment.
 It is a physical or attitudinal constraint imposed upon a
person, regardless of whether that person has a disability
or not
 It is defined as “the loss or limitation of opportunities
to take part in the normal life of the community on an
equal level with others due to physical or social
barriers”.
NOTE:
 a disability may pose a handicap in one environment
but not in another.
 People with disabilities may experience handicap
regardless of their disability because of other people’s
negative attitude
 Although the terms impairment , disability , and
handicap are sometimes used interchangeably, they
are not synonymous.
Examples of impairment, disability and handicap
Impairment deformed inner ear
Disability inability to hear or understand verbal communication
1 Handicap Unable to attend school because the teachers do not
know how to work with children who are deaf

2 Impairment Paralysed muscle

Disability Difficulty walking, inability to use one hand
Handicap Unable to obtain employment because there is no
adequate public transport and because potential
employers do not wish to hire some one with a
disability
3 Impairment Mild mental retardation
Disability Difficulty learning
Handicap Unable to attend school because the teachers do not
know how to work with children who have mental
retardation
MOVEMENT FROM SEGREGATION TO INCLUSION
Segregation
 educational placement where children with
disabilities are educated in separate school
environment or in a special needs class
Integration
 placement of children with disability in educational
programs that also serve children without disability.
 it refers, to the education of pupils with special
needs in ordinary schools.
CONT...
Mainstreaming
 the return of children with disability previously
educated exclusively in segregated settings to regular
classroom, for all or part of the school day.
Inclusion
 a shift in services from simply trying to fit the child
into 'normal settings'; it is a supplemental support for
their disabilities on special needs and promoting the
child's overall development in an optimal setting.
INCLUSIVENESS
 It involves changes and modifications in content,
approaches, structures and strategies, with a
common vision that covers all children of the
appropriate age range and a conviction that it is the
responsibility of the regular system to educate all
children (UNESCO, 2009).
 a shift in services from simply trying to fit the child
into 'normal settings'; it is a supplemental support
for their disabilities on special needs and promoting
the child's overall development in an optimal setting.
INCLUSION IS ABOUT : INCLUSION IS NOT
ABOUT:
 Welcoming diversity  Reforms of special
 Benefiting all learners, not education alone;
only targeting the excluded  Responding only to
 Children in school who diversity;

may feel excluded  Meeting the needs of

 Providing equal access to children with disabilities
education by provision of only; and
support  Meeting one child’s needs
at the expense of another
child. 11
DISABILITY MODELS
 Models are assumptions/views /ideology
Medical model
 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‖.
SOCIAL MODELS

 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

SOCIAL
 Child is valued
 Child is faulty
 Strengths and needs
 Diagnosis and labeling
 Impairment is focus of attention identified
 Barriers identified and

 Medical model: solutions developed

 Segregation and alternative  Social model :
services  Resources made available
 Re-entry if normal enough or  Diversity welcomed; child is
permanent exclusion
welcomed
 Society remains unchanged
MEDICAL VS SOCIAL MODEL
 Society evolves
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.
CONT…
 In general, disability can be caused by the
following factors:
 Genetics
 Environmental
 Unknown Causes
 Inaccessible environments
GENETICS
 Abnormalities in genes and genetic inheritance
can cause intellectual disability in children.
 Down syndrome is the most common genetic
condition.
 Sometimes, diseases, illnesses, and over-
exposure to x-rays can cause a genetic disorder
ENVIRONMENTAL
 Poverty and malnutrition in pregnant mothers can cause a
deficiency in vital minerals and result in deformation issues
in the unborn child
 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.
 This can cause damage to the brain of the child. Toxic
material such as lead and mercury can damage the brain too.
 Unfortunate life events such as drowning, automobile
accidents, falls and so on can result in people losing their
sight, hearing, limbs and other vital parts of their body and
cause disability
INACCESSIBLE ENVIRONMENT
 Sometimes society makes it difficult for
people with some impairment to function
freely.
 When society develops infrastructure such as
houses, roads, parks and other public places
without consideration to people with
impairment, the basically make it impossible
for them to take care of themselves.
INACCESSIBLE ENV’T CONT..
 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
UNKNOWN CAUSES
 The human body is a phenomenal thing.
 Scientists have still not figured out what and
how some things in the body, cells, brain, and
genes come about.
 Humans have still not found all the answers
to all the defects in the human body
1. VISUAL IMPAIRMENT
 A generic term indicating a continuum of vision
loss from mild to profound, which included the
sub classifications of the low vision and
blindness.
 VI occurs when any part of the optical system is
defective, diseased, or malfunctions.
 VI can also occur when the central nervous
system is damaged
BLINDNESS
 Total or partial inability to see because of disease or
disorder of the eye, optic nerve, or brain.
 The term blindness typically refers to vision loss that
is not correctable with eyeglasses or contact lenses.
 Blindness may not mean a total absence of sight,
however.
 Some people who are considered blind may be able
to perceive slowly moving lights or colors.
 A visual acuity of 20/200 or less, is considered as
legal blindness
LOW VISION
 is used for mild through moderately impaired vision.
 People with low vision may have a visual impairment
that affects only central vision—the area directly in
front of the eyes—or peripheral vision—the area to
either side of and slightly behind the eyes.
 a person who has low vision has visual acuity falling
between 20/70 and 20/200 in the better eye with
correction.
ACTIVITIES 10%

1. How can we educate people with visual impairment?

2. What will be the consequences if we do not educate
them?
3. What will be the consequences if we excludes them
from all walks of life?
4. What support they demand for education, work and
living daily life?
5. What is your role as an individual and group to
create inclusiveness?
2. HEARING IMPAIRMENT
 A generic term indicating a continuum of hearing
loss from mild to profound.
 Includes the sub-classifications of the hard of
hearing and deaf.
1. Hard of hearing
 It is a less severe hearing loss
 can process information from sounds
 usually profit from amplification provided by
hearing aids.
2. Deafness
 It is a severe disability.
 It prevents understanding speech through the ear.
 have little functional hearing, even with a hearing
aid; but can successfully communicate in sign language.
 do not use hearing as a primary sense for getting
information.
ACTIVITIES

1. How can we educate people with hearing

impairment?
2. What will be the consequences if we do not educate
them?
3. What will be the consequences if we excludes them
from all walks of life?
4. What support they demand for education, work and
living daily life?
5. What is your role as an individual and group to create
inclusiveness?
3. SPECIFIC LEARNING DISABILITY
 A disorder in one or more of the basic
psychological processes involved in
understanding or in using language, spoken or
written, that may manifest itself in the imperfect
ability to listen, think, speak, read, write, spell, or
to do mathematical calculations.
 Includes such conditions as perceptual
disabilities, brain injury, minimal brain
dysfunction, dyslexia, and developmental aphasia.
SPECIFIC LEARNING DISABILITY
 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.
 Learning disabilities should not be confused with
learning problems which are primarily the result of
visual, hearing, or motor handicaps; of intellectual
disability; of emotional disturbance; or of
environmental, cultural or economic disadvantages.
CONT…
 people with learning disabilities are of average or
above average intelligence.
 often appears to be a gap between the individual‘s
potential and actual achievement.
 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.
 cannot be cured or fixed; it is a lifelong challenge
CONT…

 However, with appropriate support and

intervention, people with learning disabilities
can achieve success in school, at work, in
relationships, and in the community.
TYPES OF SPECIFIC LEARNING DISABILITIES

Auditory Processing Disorder (APD)

 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, even when the

sounds are loud and clear enough to be heard.
 They can also find it difficult to tell where sounds are
coming from, to make sense of the order of sounds,
or to block out competing background noises.
DYSCALCULIA

 is a specific learning disability that affects a

person‘s ability to understand numbers and
learn math.
 Individuals with this type of LD may also have
poor comprehension of math symbols, may
struggle with memorizing and organizing
numbers, have difficulty telling time, or have
trouble with counting.
DYSLEXIA

 is a specific learning disability that affects

reading and related language-based processing
skills
 can affect reading fluency; decoding, reading
comprehension, recall, writing, spelling, and
sometimes speech and can exist along with
other related disorders.
 is sometimes referred to as a Language-Based
Learning Disability.
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.
 affects the interpretation of all sounds coming
into the brain, a Language Processing Disorder
(LPD) relates only to the processing of language
 LPD can affect expressive language and/or
receptive language.
NON-VERBAL LEARNING DISABILITIES
 is a disorder which is usually characterized by
a significant discrepancy between higher
verbal skills and weaker motor, visual-spatial
and social skills.
 has trouble interpreting nonverbal cues like
facial expressions or body language, and may
have poor coordination
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
 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. COMMUNICATION DISORDER
 It is disorder that adversely affects the child's
ability to talk, understand, read, and write.
 can be divided into two groups: speech
impairments and language impairments
SPEECH IMPAIRMENTS
 Speech is the vocal production of language and
vocal systems are parts of the respiratory system
used to create voice.
 Disordered speech is significantly different from the
usual speech of others, and it detracts from the
communicative abilities of the speaker.
There are three types of speech disorders:
 Articulation disorders
 Fluency disorders
 Voice disorders
ARTICULATION DISORDERS
 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.
 This includes:
 Omissions: (bo for boat)
 Substitutions: (wabbit for rabbit)
 Distortions: (shlip for sip)
FLUENCY DISORDERS
 Fluency disorders are difficulties with the rhythm and
timing of speech characterized by hesitations,
repetitions, or prolongations of sounds, syllables,
words, or phrases. Common fluency disorders include:

 Stuttering: rapid-fire repetitions of consonant or vowel

sounds especially at the beginning of words,
prolongations, hesitations, interjections, and complete
verbal blocks
 Cluttering: excessively fast and jerky speech
VOICE DISORDERS
 Voice disorders are problems with the quality
or use of one's voice resulting from disorders
in the larynx.
 Voice disorders are characterized by abnormal
production and/or absences of vocal quality,
pitch, loudness, resonance, and/or duration
LANGUAGE IMPAIRMENTS

There are five basic areas of language

impairments:
 phonological disorders,

 morphological disorders,
 semantic disorders,

 syntactical deficits, and

 pragmatic difficulties.
PHONOLOGICAL DISORDERS
 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
 These students will demonstrate restrictions in
word meanings, difficulty with multiple word
meanings, excessive use of nonspecific terms,
and indefinite references (e.g., that and there).
SYNTACTIC DEFICITS
 are characterized by difficulty in acquiring the rules
that govern word order and others aspects of grammar
such as subject-verb agreement. Typically, these
students produce shorter and less elaborate sentences
with fewer cohesive conjunctions than their peers.
Pragmatic- difficulties are characterized as problems in
understanding and using language in different social
contexts.
 These students may lack an understanding of the rules
for making eye contact, respecting personal space,
requesting information, and introducing topics
5. AUTISM
 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.
 is pervasive developmental disorder characterized by
lack of normal sociability, impaired communication
and repetitive obsessive behavior such as politeness,
turn-taking (Young & Nettlebeck , 2005)
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.
 is a neurodevelopment disorder defined by impairments in social and
communication development, accompanied by stereotyped patterns of
behavior and interest.
 AUTISM…
 The term autism comes from Greek auto, meaning “self,” and refers to
an abnormal withdrawal from the world outside oneself.
 is often associated with abnormalities in the functioning of the brain
and that the disorder may have a genetic basis in most cases.
 is marked by serious difficulties in interacting and communicating
with other people.
 Other symptoms may include constantly repeating certain actions or
behaviors, or having intense interests restricted to only particular
things or topics.
 Symptoms of autism usually appear before the age of three and can
last the rest of a person’s lifetime.
 is at least four times more common in boys than in girls.
 A CHILD WITH AUTISM:
 Does not babble, point, or make meaningful gestures by 1 year of age
 Does not speak one word by 16 months
 Does not combine two words by 2 years
 Does not respond to name
 Loses language or social skills
 In general, the diagnosis of autism—officially called “autistic disorder”
(AD)—is based upon the American Psychiatric Association’s definition
of three symptoms areas: (1) social difficulties, (2) communication
difficulties, and (3) restrictive interests or repetitive behaviors.
 Symptoms from all three of these areas must be present before the age
of three to make a diagnosis of autism.
 AUTISM …SOCIAL DIFFICULTY
 Symptoms of social difficulty are usually the first signs of
autism.
 Normally an infant should respond to others with a social smile
within the second or third month of life. Lack of such a smile
during this period is often the earliest indication of autism.
 Infants who are later diagnosed with autism also make poor eye
contact and do not imitate caregiver sounds or gestures.
 Children with autism typically do not share their enjoyment
with others. For example, toddlers with autism may smile or
laugh in response to a noisy toy, but they will not bring this toy
to the caregiver.
 AUTISM …SOCIAL DIFFICULTY
 Another early sign of problems in social communication is a lack
of gestures, including pointing.
 As they get older, children with autism often fail to develop
typical friendships or even typical relationships with siblings or
parents.
 They may also seem unaware of the feelings of other people or
fail to comfort a person who is upset
 AUTISM…COMMUNICATION DIFFICULTY
 Children with autism have difficulties with communication,
including both gestures and speech.
 Often children with autism have a delay in speech and in
severe cases sometimes do not speak at all.
 They also fail to use gestures to replace words
 When children with autism are able to speak, they may repeat
back exactly what is said to them, a behavior that is called
echolalia
 Sometimes they will quote whole conversations or a dialog from a
movie.
 Frequently, children with autism misuse pronouns. For example, they
may say, “You want a cookie?” to indicate that they want a cookie. As
they get older, children with autism will be unable to have
conversations with others..
 UNUSUAL BEHAVIOR
 The restricted interests or repetitive behaviors that often occur in
autism are sometimes the least obvious symptoms when children are
toddlers. These symptoms usually become a larger problem around the
age of four or five.
 Frequently, children with autism will insist on doing things in
exactly the same way or on following the same routine from day
to day. As a result, they may become very upset in response to a
minor change.
 Children with autism may also repeat body movements, such as
spinning, rocking, or flapping hands
 When upset or excited, they may also harm themselves by skin-biting or
head-banging. They may also show significant aggression toward other
people or inanimate objects, or may have episodes of extreme anger or
frustration.
UNUSUAL BEHAVIOR
6. EMOTIONAL AND BEHAVIORAL DISORDERS
 a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked
degree that adversely affects educational performance

1. An inability to learn that cannot be explained by intellectual,

sensory, or health factors;
2. An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers;
3. Inappropriate types of behavior or feelings under normal
circumstances;
4. A general pervasive mood of unhappiness or depression; or
5. tendency to develop physical symptoms or fears associated with
personal or school problems.
CLASSIFICATION OF BEHAVIORAL AND
EMOTIONAL DISORDERS
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
 Biological- includes genetic disorders, brain damage, and
malnutrition, allergies, temperament and damage to the
central nervous system.
 Family factors- include family interactions, family influence,
child abuse, neglect, and poor disciplinary practices at home.
 Cultural factors- include some traditional and cultural
negative practices, for example watching violence and
sexually oriented movies and TV programs.
 Environmental factors- include peer pressure, living in
impoverished areas, and schooling practices that are
unresponsive to individual needs.
 7. Children with Intellectual delay/mental retardation
American Association on Mental Retardation (AAMR):
 MR referred to significantly sub average general
intellectual functioning existing concurrently with
deficits in adaptive behavior and manifested during
developmental period.
 Sub average general intellectual functioning is a score
on standardized intelligence test lower than that
obtained by 97 to 98% of persons of the same age.
 The IQ is obtained by dividing the individual's Mental
Age (MA) by his chronological Age (CA) of individual
and then multiplying by 100 to get rid of the decimal.
INTELLECTUAL DISABILITY…
 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.
LEVELS OF SUPPORT FOR INDIVIDUALS WITH
INTELLECTUAL DISABILITIES
 Levels of support range from intermittent
(just occasional or ―as needed for specific
activities) to pervasive (continuous in all
realms of living).
 Intermittent (Only as needed,
 Limited (As needed, but sometimes
continuing )
 Extensive (Usually continuing)
 Pervasive (May be lifelong )
8. PHYSICAL DISABILITY/ORTHOPEDIC
IMPAIRMENT AND HEALTH IMPAIRMENT
 Physical disability is a condition that
interferes with the individual‘s ability to use
his or her body.
 Many but not all, physical disabilities are
orthopedic impairments.
 The term orthopedic impairment generally
refers to conditions of muscular or skeletal
system and sometimes to physical disabling
conditions of the nervous system.
 PHYSICAL DISABILITY/ORTHOPEDIC
IMPAIRMENT AND HEALTH IMPAIRMENT
 Physical disabilities:- based on the impact of physical
disability on mobility and motor skills, it is divided into
three. These are:-
 A. Mild physical disability:- these individuals are able to
walk without aids and may make normal developmental
progress.
 B. Moderate physical disability:- individuals can walk
with braces and crutches and may have difficulty with fine-
motor skills and speech production.
 C. Severe physical disability:-these are individuals who
are wheel-chair dependent and may need special help to
achieve regular development
CONT..
 The physical disability could be broadly
classified in to two
 I. The neurological system (the brain ,spinal
cord & nerve) related problems.
 II. Musculoskeletal system ( the muscles,
bones and joints) are deficient due to various
causes.
 9.HEALTH IMPAIRMENTS
 Health impairment is a condition that requires ongoing
medical attention. It includes asthma, heart defects,
cancer, diabetes, hemophilia. HIV/AIDS, etc.
 Any disease that interferes with learning can make
students eligible for special services
 Heart disease:- this is common among young people. It is
caused by improper circulation of blood by the heart some
of the disorders are congenital )present at birth);others are
the product of inflammatory heart disease.
 Cystic fibrosis:- is a hereditary disease that affects the
lungs and pancreas
HEALTH IMPAIRMENTS…
 Hemophilia:- is a hereditary disease in which
the blood clots very slowly or not at all. The
disorder is transmitted by sex-linked recessive
gene and nearly always occurs in males.
 Asthma: is a chronic respiratory condition
characterized by reappeared episode of
breathing difficulties especially while exhaling.
 Diabetes: Developmental or hereditary disorder
characterized by inadequate secretion or use of
insulin
 10.VULNERABILITY
 Vulnerable means being at risk of being
harmed. Everyone can be harmed, so being
vulnerable is part of being human.
 In principle, everyone is vulnerable to some
adverse event or circumstance, but some
people are more vulnerable than others.
CHARACTERISTICS OF VULNERABLE PEOPLE

The following are thought to be characteristics of

vulnerable people (with examples of groups of
potentially 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
 VULNERABLE PEOPLE
Women
 Particularly women in developing nations and those who are living in
rural areas are vulnerable for many backward traditional practices.
Children
 Children are vulnerable for psychological and physical abuse This
include illegally working children, children who are pregnant or
become mothers, children born out of marriage, children from a single-
parent, delinquent children, homeless children, HIVinfected children,
uneducated children
Minority
 Some people are vulnerable due to their minority background.

 Particularly, ethnic (cultural and linguistic minority), religious minority.

 These people are political and socially discriminated

 VULNERABLE PEOPLE…
 Poverty: People are vulnerable for many undesirable
phenomena due to poverty. This may be resulted in, poor
households and large households, inequality, absences of
access to health services, important resources for life, lack of
access to education, information, financial and natural
resources and lack of social networks
 Disabilities: People with disabilities very much vulnerable
for many kind of risks.
 This includes abuses, poverty, illiteracy, health problems,
psychological and social problems
 Illiteracy and less education: People with high rates of
illiteracy and lack quality educational opportunities are
vulnerable for absence all kinds of developments
 VULNERABLE PEOPLE…
 Sickness: Uncured health problems for example
people living with HIV/AIDS are much vulnerable
for psychosocial problems, poverty and health
 Gifted and Talentedness: Gifted and talented
children are vulnerable for socio-emotional
developments.
 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
QUIZ-5%
 In what area do children with autism has a
deficit?
 What are the criteria needed while defining
intellectual disability?
 CHAPTER TWO
CONCEPT OF INCLUSION
 process of education that is aimed at meeting
students‘ diverse needs in regular classrooms
 focuses not only students with special
educational needs but also students without
special needs.
 is based on the concept of respecting diversity
and the different needs and abilities,
 eliminating all forms of discrimination in
educational, social, economic and other aspects
of life.
CONCEPT OF INCLUSION …
 originated from three major ideas:
 inclusive education is a basic human right;
 quality education results from inclusion of students with
diverse needs and ability differences, and
 there is no clear demarcation between the characteristics
of students with and without disabilities and
vulnerabilities.
 Its philosophy centers on enabling communities, systems
and structures in all cultures and contexts to fight
discrimination, celebrate diversity, promote participation and
overcome barriers to learning and participation for all
people (persons with and without special educational needs).
CONCEPT OF INCLUSION …
 It is part of a wider strategy promoting inclusive
development, with the goal of creating a world
where there is peace, tolerance, and sustainable
use of resources, social justice, and where the
basic needs and rights of all persons are met.
 evolved from special and integrated education
based on the notion that both special needs and
integrated/mainstreaming education do not
address unique needs, characteristics of students
with in regular schools classrooms.
THE CONCEPT OF INCLUSION IS ALL ABOUT:
 learners
 the education system and schools
 diversity and discrimination
 processes to promote inclusion
 resources
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.
CONCEPTS ABOUT THE EDUCATION SYSTEM
AND SCHOOLS
 It is broader than formal schooling
 it is flexible, responsive educational systems

 It creates enabling and welcoming educational

environments
 It promotes school improvement – makes effective schools

 It involves whole school approach and collaboration

between partners.
CONCEPTS ABOUT DIVERSITY AND
DISCRIMINATION
 It promotes fighting 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.
CONCEPTS ABOUT PROCESSES TO PROMOTE INCLUSION

o It helps to identifying and overcoming barriers to

participation and exclusionary pressures

o It increases real participation of all collaboration,

partnership between all stakeholders

o It promotes participatory methodology, action research,

collaborative enquiry and other related activities
CONCEPTS ABOUT RESOURCES

 Promotes unlocking and fully using local resources

redistributing existing resources

 It helps to perceive people (children, parents, teachers,

members of marginalized groups, etc) as key resources

 It helps to use appropriate resources and support within

schools and at local levels for the needs of different children,
e.g. mother tongue tuition, Braille, assistive devices.
 It is cost-effective in resource usage
 RATIONALE OF INCLUSION
Educational foundation
 Children do better academically, psychologically and socially in
inclusive settings.
 A more efficient use of education resources.

 Decreases dropouts and repetitions

 Teachers competency ( knowledge, skills, collaboration, satisfaction.

Social Foundation
 Segregation teaches individuals to be fearful, ignorant and breeds
prejudice.
 All individuals need an education that will help them develop
relationships and prepare them for life in the wider community.
 Only inclusion has the potential to reduce fear and to build
friendship, respect and understanding
RATIONALE OF INCLUSION…
Legal Foundations
 All individuals have the right to learn and live together.

 Human being shouldn‘t be devalued or discriminated

against by being excluded or sent away because of their

disability.
 There are no legitimate reasons to separate children for

their education
Economic Foundation
 has economic benefit, both for individual and for society

 is more cost-effective than the creation of special

schools across the country.

RATIONALE OF INCLUSION…
 Children with disabilities go to local schools
 Reduce wastage of repetition and dropout

 Children with disabilities live with their family use

community infrastructure
 Better employment and job creation opportunities for people
with disabilities
Foundations for Building Inclusive Society
 Formation of mutual understanding and appreciation of
diversity
 Building up empathy/compassion, tolerance and cooperation

 Promotion of sustainable development

BENEFITS OF INCLUSION
 it has benefits to students with and without special educational
needs, parents, teachers and society at large.
 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
 Improved friendships with the social environment
 Gain peer role models for academic, social and behavior skills
 Increased achievement of individualized educational program
(IEP) goals
 Greater access to general curriculum
 Enhanced skill acquisition and generalization in their learning
BENEFITS OF INCLUSION….
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.
 serve as peer tutors during instructional activities

 Gain knowledge of a good deal about tolerance, individual

difference, and human exceptionality.
 Learn that students with SEN have many positive
characteristics and abilities
 Get greater opportunities to master activities by practicing and
teaching others
 learn about many of the human service profession such as
special education, speech therapy, physical therapy,..
BENEFITS OF INCLUSION FOR SOCIETY….
 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.
 Meaningful participation in the economic, social,
political and cultural life of communities own cost
effective non-segregated schooling system that
services both students with and without special needs
education.
 BENEFITS OF IE…
BENEFITS FOR PARENTS
BENEFITS FOR TEACHERS
 Learn more about how their
 opportunities to learn new ways to
children are being educated in
teach different kinds of students
schools with their peers in an
 gain new knowledge, such as the
inclusive environment
different ways children learn and
can be taught.
 Become personally involved and
feel a greater sense of
 develop more positive attitudes
accomplishment in helping their
and approaches towards different
children to learn
people with diverse needs.
 Feel valued and consider
 can experience greater job
satisfaction themselves as equal partners in
providing quality learning
 opportunities to explore new ideas
opportunities for children
BARRIERS OF INCLUSION
 Though many countries seem committed to inclusion their
rhetoric (décor language), and even in their legislation and
policies, practices often fall short. Reasons for the policy-
practice gap in inclusion are diverse.
 Problems related with societal values and beliefs
 Economic factors- this is mainly related with poverty of
family, community and society at large
 Lack of taking measures to ensure conformity of
implementation of inclusion practice with policies
 Lack of stakeholders taking responsibility in their
cooperation as well as collaboration for inclusion
BARRIERS OF INCLUSION..
 Conservative traditions among the community
members about inclusion
 Lack of knowledge and skills among teachers
regarding inclusive education
 Rigid curricula, teaching method and examination
systems that do not consider students with divers
needs and ability differences.
 Fragile/not strong democratic institutions that could
not promote inclusion
 Inadequate resources and inaccessibility of social and
physical environments
BARRIERS OF INCLUSION..
 Large class sizes that make busy teachers and
stakeholders meet students‘ diverse needs
 Globalization and free market policy that make
students engage in fierce/brutal completion,
individualism and individuals‘ excellence
rather than teaching through cooperation,
collaboration and group excellence.
 Using inclusive models that may be imported
from other countries.
 Opportunities of Inclusive Education

 Legislations and policy frameworks

 Associations and civic societies

 School-based awareness and in-services

training program
INTERNATIONAL LEGAL AND POLICY ISSUES
 Universal Declaration Of Human Rights
(UDHR)
 Convention On The Rights Of The Child

 The UN Convention on the rights of persons

with disabilities
 Convention Against Discrimination In Education

 World Declaration On Education For All (EFA)

 United Nations Standard Rules Of Equalization

Of Opportunities For Persons With Disabilities
 Salamanca Framework For Action
UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR)

 This declaration ensures three important rights;

 Right to education (fundamental human rights;
rights that are universal, indivisible,
interconnected and interdependent)
 Right to equalization of opportunities
 Right to participate in society
CONVENTION ON THE RIGHTS OF THE CHILD

 States the rights of all children to basic quality

primary education
 Make primary education compulsory and
available free to all (UPE).
 It assures the rights of the child to education
based on his or her needs, abilities and pace of
effective learning
CONVENTION AGAINST DISCRIMINATION IN EDUCATION

 To combat discriminatory treatment in education

 promote the opportunity of addressing their

learning needs,

 children in disadvantaged situations or who

experience conditions of risk, disability have the
right to education of the same quality and standard
WORLD DECLARATION ON EDUCATION FOR ALL (EFA)

 This declaration confirms that every human being

including children, youth, adults, females, street
children, immigrants, children with disability,…
have right to quality and equity in education.
U N STANDARD RULES OF EQUALIZATION OF
OPPORTUNITIES FOR PERSONS WITH DISABILITIES

Every individual has equal opportunity for participation

 Accessibility

 Education

 Employment

 Income maintenance and social security

 Family life and personal integrity (marriage,

parenthood, sexual relationship)

 Culture

 Recreation and sports

 Religion
SALAMANCA FRAME WORK FOR ACTION
 It was declared in an international conference on
special needs education held in Salamanca, Spain in
1994.
 The conference emphasized the following principles:
 The right of children including those with temporary and
permanent special education needs to attend school.
 The right of all children to attend school in their home
community
 The right of children to participate in a child-centered
education meeting individual needs
 The right of all children to participate in quality education
that is meaningful for each child.
NATIONAL DOCUMENTS
The Ethiopian Constitution
The Education and Training Policy
Higher Education Proclamation
The Special Needs Education strategy Program (2006)
ESDP IV-2010-2015

Growth & Transformation Plan

 Building code (Article) 624/2009:
Proclamation on the Rights of Disabled Persons to
Employment (1994),
CHARACTERISTICS OF INCLUSIVE
CLASSROOMS (ICR)
 Classroom Rules

 Instruction that Fits the Student

 Supports in the Mainstream

 Natural Support Networking Encouraged

 Classroom Accommodation

 Empowerment

 Promote Understanding of Individual

Differences
 Flexibility
CHARACTERISTICS OF INCLUSIVE CLASSROOMS (ICR)

 ICR start with a philosophy that all children

belong and can learn in the mainstream of
school and community life.
Specific characteristics
1. Classroom Rules:
 Within the rules of an ICR the rights of each
member are typically communicated.

 CR rules should reflect the philosophy of fair

and equal treatment and mutual respect
CONT’D…

2. Instruction that Fits the Student:

 Students are not expected to achieve a
predefined, standard classroom curriculum
 Their needs should be considered
 adjustment and/or expansion is needed when
necessary, to meet their needs.
3. Supports in the Mainstream:
 Services and supports are provided in the regular
classroom
 Services should be brought to the student
CONT’D…
3. Natural Support Networking Encouraged
 Student support each other through peer tutoring,
cooperative learning

 Teachers and other school personnel working together

and supporting each other

 Cooperation and collaboration are encouraged than

competitive or independent activities
CONT’D…..
4. Classroom Accommodation
 supports should be arranged in the way that all
students can be benefited
5. Empowerment
 Teachers should not take all classroom
responsibilities
 Students should be empowered so that they can
support each other
 Students should take responsibility for their own
learning
CONT’D….
5. Promote Understanding of Individual Differences
 Guide students to understand and utilize their inherent
individual differences.
5. Flexibility
 There are no simple or universal answers that address
concerns in all settings at all times.

 a key element in classroom operation is flexibility.

 Flexibility does not imply a lack of structure or

direction, but an acceptance and adaptation to change
when deemed necessary.
CHAPTER 3: IDENTIFICATION AND DIFFERENTIATED SERVICES

 The onset of disability is accompanied by a complex

series of shocks to the individual and to everyone
around him.
 The impact of disability and vulnerability take many
form. The immediate effects are often physical pain,
limitation of mobility, disorientation, confusion,
uncertainty and a disruption of roles and patterns of
social interaction.
 Peoples with disabilities and vulnerabilities have
survival (physiological), safety, social, esteem, and
self actualization (fulfillment) needs like persons
without disabilities.
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.

Economic Factors and Disability
 There is clear evidence that people with few economic assets

are more likely to acquire pathologies that may be disabling

 Lack of resources can adversely affect the ability of an
individual to function with a disabling condition
IMPACT OF DISABILITY AND VULNERABILITY ON DAILY LIFE…

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 of disability in work
and every other domain of human activity.
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.
 Nevertheless, many of these needs are not fulfilled, so disabilities
and vulnerabilities seek to fulfill these needs and reach a state of
wellbeing.
 Persons with disabilities and vulnerabilities have socio-emotional,
psychological, physical and social environmental and economic
needs in general.
NEEDS OF PERSONS WITH DISABILITIES AND
VULNERABILITIES…

Abraham‘s Maslow
PWDS NEED…
 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
CHAPTER FOUR: PROMOTING INCLUSIVE
CULTURE
Definition of Inclusive Culture
Inclusion is a sense of belonging, connection and community at work.
And inclusive organizations help people feel welcomed, known,
valued and encouraged to bring their whole, unique selves to work.
Culture is the ideas, customs, and social behavior of a particular
people or society.
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.
An inclusive culture involves the full and successful integration of
diverse people into a workplace or industry.
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
BUILDING 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.
CHARACTERISTICS OF AN INCLUSIVE COMMUNITY

Integrative and cooperative: inclusive communities bring

people together and are places where people and
organizations work together.
Interactive: inclusive communities 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.
CONT..
Diverse: inclusive communities welcome and incorporate diverse
people and cultures into the structures, processes and functions of daily
community life.
Equitable: inclusive communities 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.

Accessible and Sensitive: inclusive communities have an array of

readily available and accessible supports and services for the social,
health, and developmental needs of their populations and provide such
supports
CONT..

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.
CHARACTERISTICS OF AN INCLUSIVE
ORGANIZATION
 It accepts diversity and inclusion as a way of life
 It evaluates individual and group performance on the basis of
observable and measurable behaviors and competencies
 It operates under transparent policies and procedures.
 It is consistent in its interactions with everyone
 It creates and maintains a learning culture
 It has a comprehensive and easily accessible system of conflict
resolution at all levels.
 It recognizes that it is part of the community that it serves.
CHAPTER FIVE; INCLUSION FOR PEACE,
DEMOCRACY AND DEVELOPMENT
Inclusive education
 is at the heart of any strategy for peace-building, democracy and
development.
 It is through inclusive educational that values, skills and
knowledge which form the basis of respect for human rights and
democratic principles can be developed.

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

a spirit of tolerance, understanding and mutual appreciation
among individuals, groups and nations can be enhanced.
INCLUSION FOR PEACE

 is defined as creating mutual understanding, positive

relationship between individuals and groups.
These groups may include culturally, linguistically,
economically and biologically heterogeneous groups.
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.
SOURCES OF CONFLICT
 Spiritual sources of conflict
 Result of original ancestor‘s separation from God and negative
influence from evil spiritual forces
 Individual sources of conflict
 Disunity within the individual and confusion of values
 Family sources of conflict
 Family dysfunctions affect succeeding generations.
 National/international sources of conflict
 National policies affect future generations and can lead to conflict
within or between nations
HISTORICAL SOURCES OF CONFLICT
• National crimes burden future generations

• Ethnic/religious resentments accumulate

•Individual Choice: To resolve or repeat past conflicts-

rethinking the past and the future
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 shifting 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.
INCLUSION FOR DEMOCRACY
Democracy is a great philosophy of inclusion that born and grown
in inclusive schools.

Itmeans the rule of the people, by the people, for the people; and
where people is to mean all human being, regardless of the
diversities.

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
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.

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.

Teachers should promote engagement in a democracy, by teaching

students how democracy works and how important their role is in it.

Students who have no understanding of how the democracy

functions are unlikely to become engaged citizens who vote.
DEMOCRATIC PRINCIPLES FOR INCLUSIVE PRACTICES

 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.
INCLUSIVE EDUCATION FOR DEVELOPMENT

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.
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.
Teachers provide us with as much knowledge as possible.
Teachers should promote engagement in a democracy, by teaching
students how democracy works and how important their role is in
it.
Students who have no understanding of how the democracy
functions are unlikely to become engaged citizens who vote.
IMPORTANCE OF INCLUSION

 It is important to support people learn, productive,

successful and live independently, be successful without
helping them too much.

 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.

CONT...
 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.
CONT..
 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
 The inclusion model is also beneficial because it
prepares individuals today and in the future
CHAPTER SIX: 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.
 Moreover, it is believed to create academic and social
inclusion, and maintain friendship among persons with
and without disabilities and vulnerabilities.
LEGAL FRAME WORK …
 Besides, legal frameworks are thought to help the
persons with disabilities and vulnerabilities to
exploit their potential to the optimum possible
level.
 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.
LEGAL FRAME WORK …
 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.
 There also national legal frameworks mainly in the form
of laws and policies that promote persons with disabilities
and vulnerabilities equal participation in education, social
welfare, economy and other areas of life.
LEGAL FRAME WORK …

 Although Ethiopia has lots of laws, polices and

others international legal frameworks ratified
by the country, there is gap in implementation
and practices that promote equality of people
with disabilities and vulnerabilities equal
participation in social, educational,
occupational, vocational and other aspects of
life.
CHAPTER SEVEN:
RESOURCES MANAGEMENT FOR INCLUSION

 Resources are very important to create

inclusiveness. Resources are for all human
being; though the attention if much given for
persons with disabilities
 All individuals can grow and develop if they
are accessed and provided. Primarily
understanding the diverse needs of all people
is very important to plan for the resources.
KINDS OF
RESOURCE

Human resources in schools

 Sign language interpreter
 Braille specialist

 Mobility and orientation expert

 Special needs educators

 Speech and language therapist

 Physiotherapist
 Behavioral therapists…etc
KINDS OF RESOURCE …
School based material resources
 LCD and/or Smart Board

 E - Chart

 Various magnifying lenses

 Slate and styles

 Perkins Braille writer

 White Cane

 Blind folder

 Tuning fork

 Audiometer

 Hearing aids (various type)

MATERIAL RESOURCE …

 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
MATERIAL RESOURCE …

 Braille rulers
 Raised-line check books
 Signature guide
 Longhand-writing kit
 Script letter – sheets and boards
 Talking calculator
 Closed-circuit television
 Computer software for various students with special needs; for
example Jawse for blind and sign language software for deaf
 Orthosis
 Prosthosis
MATERIAL RESOURCE …
Environmental accessibilities
 Ramps

 Elevators

 Wheel chairs
CHAPTER EIGHT:
COLLABORATIVE(COOPERATIVE)PARTNERSHIPS
WITH STAKEHOLDERS
 An individual or an institute cannot do everything they

want for the success of inclusiveness.

 They require collaboration and partnership.

 Collaborative is becoming an effective team player for

the intended success.

 Collaboration referred to as collaborative consultation,

cooperative planning, implementation, assessment, co-

teaching and any kind of team-based services or
community of practice.
 It has potential to create synergy – where the whole is

greater than the sum of the parts.

COLLABORATIVE(COOPERATIVE) PARTNERSHIPS
WITH STAKEHOLDERS…
 Collaboration is defined as ―the act of working
together to produce or create something according
to the capacities and abilities of individuals.
 Each individual‘s collaboration is based on his
knowledge and skills.
 Collaboration in the workplace is when two or
more people (often groups) work together through
idea sharing and thinking to accomplish a
common goal.
 It is simply teamwork taken to a higher level.
KEY ELEMENTS OF SUCCESSFUL COLLABORATION

The relationship includes a commitment to:

 mutual relationships and goals;

 a jointly developed structure and shared

responsibility;
 mutual authority and accountability for
success; and
 sharing of resources and rewards.
KEY ELEMENTS OF SUCCESSFUL COLLABORATION

What factors are helping or hindering your

collaboration efforts?
 There are four most important elements of
teamwork to help you build a team that will
lead your company to success.
 Respect.

 Communication.

 Delegation.

 Support.
GENERAL PRINCIPLES OF COLLABORATION
 Establish clear common goals for the collaboration.
 Define your respective roles and who is accountable for what, but accept joint
responsibility for the decisions and their outcomes
 Take a problem-solving approach – with a sense that all those in the
collaborative arrangement share ownership of the problem and its solution.
 Establish an atmosphere of trust and mutual respect for each others‘ expertise.
 Aim for consensus decision-making.
 Ask for and give immediate and objective feedback to others in a
nonthreatening and non-judgmental manner.
 Give credit to others for their ideas and accomplishments
 Develop procedures for resolving conflicts and manage these processes
skillfully.
 Better still, anticipate possible conflicts and take steps to avoid them as far as
possible.
 Arrange periodic meetings to review progress in the collaborative
arrangements
WHAT ARE THE ADVANTAGES OF COLLABORATION?
 Higher employee productivity
 can be seen in terms of individual output.
 encourages team members to work for the collective
rather than just themselves
 Greater efficiency and less duplicated effort.
 Access to additional resources or lower costs
through sharing resources such as office space,
administration or other aspects of an organization‘s
operation.
 Improved service coordination across agencies, with
better pathways or referral systems for service users.
CHALLENGES TO TEAM COLLABORATION
 Indecisive decision-makers. Ironic, isn't it? ...
 "E-fail" This is a little term used for when
email straight up fails. ...
 Mis (sing) communication. When
collaborating, there is always room for
misinterpretation and miscommunication.
 Process sinking vs. process syncing.
 Too many cooks.
 Negative Nancy
STAKEHOLDER
 A stakeholder is any person, organization, social
group, or society at large that has a stake in the
business.
 Thus, stakeholders can be internal or external to the
business. A stake is a vital interest in the business or
its activities
 A business is any organization where people work
together.
 In a business, people work to make and sell products
or services.
 A business can earn a profit for the products and
services it offers.
STAKEHOLDER …
 The word business comes from the word busy,
and means doing things. It works on regular
basis.
 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.