Haramaya University

College of Education and Behavioral Sciences

Department of Special Needs and Inclusive
Education

Inclusiveness
 Chapter 2
Concept of Inclusion
 2.1. Definition of Inclusion

• The principle of inclusion is simple.

• It is the opposite of exclusion and also alienation.
• It is the principle that says that whatever benefits
accrue to members of a society are the heritage of
all people, not just those who are able-bodied.
• Inclusion means that all people are entitled to full
membership of the human family.
• Fundamentally, inclusion is the principle that:
- We are all entitled to participate fully in all
aspects of society;
- We all have the same rights and responsibilities;
- We all have something to contribute.
• It is the principle which demands valued
recognition of all people and the entitlement of
all meaningful interaction, involvement and
engagement in every part of the complex and
multifaceted societies in which we live.
• Inclusion is the right of the individual and
the responsibility of society as a whole.
• Inclusion requires the removal of barriers
and social structures which impede
participation.
• It requires proactive policy making, lateral
thinking and on-going commitment.
• The principle of inclusion accepts disability as
human diversity. Inclusion is not a one-time
project, rather it is a process which is ultimately
intended to pass through or achieve the following
organically linked steps or processes:
- Developing Inclusive plan or policy/legal
frameworks;
- Developing Inclusive culture with in
communities and institutions; and
- Evolving inclusive practice.
• There are three dimensions need to be considered for
the effective implementation of inclusive services that
accommodate the special needs of persons with
disabilities and other vulnerable groups:
- Create non-discriminatory attitude within communities
towards PWDs and other vulnerable groups;
- Develop accessible and or barrier free physical as well as
service environments for equal participation of PWDs and
other vulnerable groups in socio-economic activities;
- Empower physical and psychosocial capacity of PWDs and
other vulnerable groups.
• In accordance with the analysis of WHO
regarding environment in reference to disability,
it includes both the physical and service
environments as listed briefly below:
- Technology and product
- Natural environment and human made change to
it
- Social support and relationships
- Attitude
- Policy, system and services
 2.2. Principles of Inclusion
• In accordance with UNESCO (2005) the following
are four major principles of inclusion:
1. Inclusion is a process.
It has to be seen as a never-ending search to find
better ways of responding to diversity.
It is about learning how to live with difference and
learning how to learn from differences.
Differences come to be seen more positively as a
stimulus for fostering learning amongst children
and adults.
2. Inclusion is concerned with the
identification and removal of barriers that
hinders the development of persons with
disabilities.
It involves collecting, collating and evaluating
information from a wide variety of sources in
order to plan for improvements in policy and
practice.
It is about using evidence of various kinds to
stimulate creativity and problem solving.
3. Inclusion is about the presence, participation
and achievement of all persons.
‘Presence’ is concerned with where persons are
provided and how reliably and punctually they
attend; ‘participation’ relates to the quality of their
experiences and must incorporate the views of
learners/and or workers and ‘achievement’ is
about the outcomes of learning across the
curriculum, not just test and exam results.
4. Inclusion invokes a particular
emphasis on those who may be at risk of
marginalization, exclusion or
underachievement.
This indicates the moral responsibility
to ensure that those ‘at risk’ are carefully
monitored, and that steps are taken to
ensure their presence, participation and
achievement.
5. It promotes the two dimensions of
inclusion, equality and equity.
Equality is equality of equals.
Aristotle defined equality as “treating equal
people equally.”
Whereas, equality refers to the provision of
special support for the ones who were (are)
neglected in the participation of socio-economic
activities of the society they live in.
 2.3. Rationale for Inclusion
• The following rationales justify why inclusion is needed to be
applied as a strategy to make the participation of PWDs and
other vulnerable groups visible in all aspects of life of the
society.
2.3.1. 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).
 2.3.2. 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.
 2.3.3. 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.
 2.3.4. Economic Foundation
- Inclusive education has economic benefit, both for
individual and for society.
- Inclusive education is more cost-effective than the
creation of special schools across the country.
- Children with disabilities go to local schools.
- Reduce wastage of repetition and dropout.
- Children with disabilities live with their family and
use community infrastructure.
- It facilitates better employment and job creation
opportunities for people with disabilities.
2.3.5. Foundations for Building Inclusive
Society
- Formation of mutual understanding
and appreciation of diversity.
- Building up empathy, tolerance and
cooperation.
- Promotion of sustainable development.
 2.4.Features and barriers of inclusive environment
• Inclusive environment is characterized by the following features
that revolve around the formation of accommodative and barrier
free atmosphere.
• An inclusive environment is one in which members feel respected
by and connected to one another.
• An inclusive environment is an environment that welcomes all
people, regardless of their disability and other vulnerabilities.
• It recognizes and uses their skills and strengthens their abilities.
• An inclusive service environment is respectful, supportive, and
equalizing.
• An inclusive environment reaches out to and includes individuals
with disabilities and other vulnerable groups at all levels of
services and community life.
• An inclusive environment is a place which is adjusted to
individuals’ needs.
• It acknowledges that individual differences among
individuals are a source of richness and diversity, and not
a problem, and that various needs and the individual pace
of learning and development can be met successfully with a
wide range of flexible approaches.
• Besides, the environment should involve continuous
process of changes directed towards strengthening and
encouraging different ways of participation of all members
of the community.
• An inclusive environment is also directed towards developing
culture, policy and practice which meet pupils’ diversities,
towards identifying and removing obstacles in learning and
participating, towards developing a suitable provision and
supporting individuals.
• Regardless of these positive features and qualities of inclusion in
terms of the promotion of the issue of disability and vulnerability
in public services, there are three types of barriers preventing
persons with disabilities from participating in society on equal
terms with non-disabled people:
- Social and attitudinal barriers;
- Environmental and technical barriers; and
- Institutional barriers.
 Social and attitudinal barriers
• Attitudinal barriers, including prejudice and discrimination
cause the biggest problems to persons with disabilities.
• Disability is associated with shame, fear and/or pity, easily
leading to isolation or overprotection.
• Disability is often also seen as a curse and punishment of
wrong doing and wrath of God.
• PWDs are assumed as incapable/inadequate and dependent
upon others who deserve passion and charity.
• In order to avoid discrimination, the family may keep the
person with a disability hidden at home.
• Negative language reflects and can reinforce prejudices.
 Environmental and technical barriers
•Environmental barriers include natural or technical barriers
that prevent persons with disabilities from participation.
•PWDs encounter these barriers in areas such as: public
transport, hospitals and clinics, schools and housing, shops
and marketplaces, places of worship, media and
communications etc. due to the physical inaccessibility of
such service areas.
•Technical barriers include high steps and concrete
platforms, narrow entrances, lack of or too heavy doors,
narrow cubicles, lack of light and handrails.
•Natural barriers include uneven, rough or steep paths on
muddy and/or slippery ground.
 Institutional barriers
• Institutional barriers are related to legislation, policies
and action plans.
• Even if policies and legislation take persons with
disabilities into account, the challenge is that they often
lack directives, strategies and guidelines for
implementation.
• In addition, the relevant ministries/ bureaus responsible
may not be aware of these policies.
• Consequently, persons with disabilities are frequently left
out of planning, implementation and management of
different public services.
 Activities
1.Read the following story carefully and identify barriers that
may hinder the full and effective participation of PWDs in a
society they live in.

Daniel was born with Down’s syndrome ______________, which

affected his ability to understand, learn and remember
_______________. He also had difficulties in walking
________________, as his balance is affected. His parents never
enrolled him in school _____________________, as they didn’t
think there was any point in educating him, and they also
feared he would be bullied ____________________.
2. Ponder on the following quotations and give your
analysis on the messages conveyed by the
quotations.
2.1. “A negative attitude is like a flat tire. You
cannot go anywhere until you change it.”
2.2. “Know me for my abilities, not for my
disability.”