INCLUSIVENESS

Credit hours: 2
Course code: SNIE 1012
Contact hours: 48 Hours
 Course objective and Expected Learning 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
• Demonstrate desirable inclusive attitude towards all
persons with disabilities and vulnerabilities in full
participations
• Apply various assessment strategies for service provisions
for evidence-based planning and implementation to meet
the needs of persons with disabilities and vulnerabilities
• Adapt environments and services according to the need and
potential of the persons with disabilities and vulnerabilities
• Utilize appropriate assistive technology and other support
mechanisms that address the needs of persons with
disabilities and vulnerabilities
• Respect and advocate for the right of persons with
disabilities and vulnerabilities
• Collaboratively work with special needs experts and
significant others for the life success of all persons with
disabilities and vulnerabilities in every endeavors and in all
environments.
• Create and maintain successful inclusive environment for
persons with disabilities and vulnerabilities
• Promote the process of building inclusive society
Chapter 1: Understanding Disabilities and
Vulnerabilities
1.1 Definitions of Basic Terms (Impairment,
Disability and Handicap)
Activity
1. Define the terms Impairment, Disability and
Handicap
 Impairment, Disability and Handicap
Impairment :-
 A lack/abnormality of an anatomic, physiological or
psychological structure or function or deviation on a person.
 refers to any loss or abnormality of physiological,
psychological or anatomical structure or function.
 It is the absence of particular body part or organ.
It is also a condition in which the body exists but doesn‘t
function. Some children, for instance, have impairments
such as eyes that do not see well, arms and legs that
are deformed, or a brain not developing in a typical way
etc.

01/27/2025 kahsay Tareke 6

 Disability
• Disability: is ambiguous as there is no single agreement on the
concept (Mitra, 2006)
• The concept of disability is complex, dynamic,
multidimensional, and contested (WHO and World Bank, 2011).
• The full inclusion of people with impairments in society can be
inhibited by:
1. Attitudinal (societal barriers, such as stigma)
2.Physical barriers (environmental barriers, such as
absence of stairs), and
3. Policy barriers (systemic barriers),

01/27/2025 kahsay Tareke 7

 Disability
• Disability: is a condition which is characterized by loss
of function due to impairment. Note that, all
impairments may not be necessarily result disability.
• E.g. unable to write using hands, unable to
move from place to place using feet
- Every impairment do not result in a disability
- The limitation is usually in the areas of self-care,
mobility, recreational etc
- A disability may be temporary or permanent.
01/27/2025 kahsay Tareke 8
 Handicap
• Handicap: refers to the social, economic, or
psychological disadvantages resulting from a
disability that limits a fulfillment of a role.
E.g. neglect from vacant job, engaging in
begging etc.

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 Models of Disability
• Models of Disability are tools for defining
impairment and, ultimately, for providing a
basis upon which government and society
can devise strategies for meeting the needs
of disabled people.
• are a useful framework in which to gain an
understanding of disability issues, and also of
the perspective held by those creating and
applying the models.
What is disability ?
• Two Models /approaches/ on defining
disability
 Medical model /approach/
 Social model /approach/
Moral model
 Economic model
 Human right model
 Bio-psycho-social Model
 Models of Disability
1. Medical Model
• based on the view that disability is caused by
disease or trauma and its resolution or solution is
intervention provided and controlled by
professionals.
• Disability is perceived as deviation from normality
and the role of persons with disability is to accept
the care determined by
• and imposed by health professionals who are
considered the experts.
• disability is considered as residing within the
individual.
 Models…Cont’d
2. The Social Model
• views disability as socially constructed and a
consequence of society’s lack of awareness
and concern about those who may require
some modifications to live full, productive
• views the medical diagnosis, illness or injury
as having no part in disability. Rather, society
is considered the cause of disability, which is
considered a consequence of an environment
created for the able-bodied majority.
 Models…cont’d
• This model is best summarized in the definition of
disability from the Disabled Peoples’ International:
• "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.“
• This Model implies that the removal of attitudinal,
physical and institutional barriers will improve the
lives of disabled people, giving them the same
opportunities as others on an equitable basis.
• Taken to its logical conclusion, there would be no
disability within a fully developed society.
• This is the basis for INCLUSIVE EDUCATION
 Causes of disability
wrongly believe that
• disability is a punishment from God
• disability is a form of personal punishment
Disability can be caused by the following factors
• Genetic Causes :Abnormalities in genes and genetic
inheritance
• Environmental : Poverty and malnutrition in pregnant
mothers
• Unknown Causes : Humans have still not found all the
answers to all the defects in the human body
• Inaccessible environments : Sometimes society makes it
difficult for people with some impairment to function freely.
Types of Disabilities
1. Visual impairment
Legal definition of visual impairment
• Partial sightedness (low vision)
 is a condition in which one’s vision is seriously impaired.
 defined usually as having between 20/70 and 20/200
feet central visual acuity in the better eye, with
correction.

• Blindness
 a descriptive term referring to lack of sufficient vision for
the daily activities of life.
 Legally defined as having central visual acuity of 20/200
or less using the better eye with correction. Or
 having a peripheral vision contracted to an extent in
which the widest diameter of the visual field covers an
angular distance less than 20 degrees.
01/27/2025 kahsay Tareke 19
 2. Hearing impairment:

 Hearing impairment:
– is a generic term indicating a continuum of hearing loss from
mild to profound.
– includes the hard of hearing and deaf.
 Hard of hearing
 persons with enough residual hearing, which can hear using a
hearing aid.
 Can acquire speech language and communicate with others
using hearing aid.
 Can hear between 21 and 69 dB (decibels).
 Can affect the child’s educational performance to some
extent.

 Deaf:
 Are persons whose sense of hearing is non functional for
ordinary use in communication, with or without a hearing aid.
 The hearing loss is usually above 70 dB.
 Can not process linguistic information which adversely affects
the educational performance
 3. Specific learning disability
• Specific learning disability is a disorder in one or
more of the basic psychological processes
involved in understanding or in using language
that may manifest itself in an imperfect ability to
listen, think, speak, read, write, spell, or to do
mathematical calculations. The term does not
apply to children who have learning problems
that are primarily the result of visual, hearing,
motor disabilities, mental retardation,
emotional disturbance, and environmental,
cultural, or economic disadvantages.
 Con. …Specific learning disability

Types of Specific Learning Disabilities ( Auditory Processing Disorder (APD))

 Dyscalculia : that affects a person‘s ability to understand numbers and
learn math.
 Dysgraphia: that affects a person‘s handwriting ability and fine motor
skills.
 Dyslexia: that affects reading and related language-based processing
skills.
 Language Processing Disorder: there is difficulty attaching meaning to
sound groups that form words, sentences and stories.
 Non-Verbal Learning Disabilities: has trouble interpreting nonverbal cues
like facial expressions or body language, and may have poor coordination.
 Visual Perceptual/Visual Motor Deficit: disorder that affects the
understanding of information that a person sees, or the ability to draw or
copy
 4. Speech and Language Impairments

• It is disorder that adversely affects the child's

ability to talk, understand, read, and write.
• communication disorder such as stuttering,
impaired articulation, language impairment, or
a voice impairment that adversely affects a
child‘s educational performance.
• can be divided into two groups:
a) speech impairments
b) language impairments.
 Con. …
• There are three basic types of speech impairments:
• articulation disorders errors in the production of speech sounds
that may be related to anatomical or physiological limitations ,
such as
Omissions: (bo for boat)
Substitutions: (wabbit for rabbit)
Distortions: (shlip for sip)
fluency disorders are difficulties with the rhythm and timing of
speech characterized by hesitations, repetitions, or prolongations of
sounds, syllables, words, or phrases. Common fluency disorders
include Stuttering & Cluttering
voice disorders are problems with the quality or use of one's voice
resulting from disorders in the larynx.
Language Impairments
There are five basic areas of language impairments:
Phonological disorders are defined as the abnormal
organization of the phonological system
Morphological disorders are defined as difficulties with
morphological inflections
Semantic disorders are characterized by poor vocabulary
development
Syntactic deficits are characterized by difficulty in acquiring
the rules such as subject-verb agreement
Pragmatic difficulties are characterized as problems in
understanding and using language in different social
contexts
 5.Autism
 Autism is a neurodevelopment disorder defined
by impairments in social and communication
development, accompanied by stereotyped
patterns of behavior and interest
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
 6. Emotional and Behavioral Disorders

• An inability to learn that cannot be explained by intellectual, sensory,

or health factors;
• An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers;
• Inappropriate types of behavior or feelings under normal
circumstances;
• A general pervasive mood of unhappiness or depression; or A tendency
to develop physical symptoms or fears associated with personal or
school problems.
behavioral disorders fall into two broad classifications
• Externalizing Behavior: also called under controlled disorder, include
such problems disobedience, disruptiveness, fighting, tempers
tantrums, irresponsibility, jealous, anger, attention seeking etc…
• 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
 7.Intellectual Disability

Definition
– The AAMR defined intellectual disability as:
• substantial limitation in present functioning.

• characterized by significantly sub average

intellectual functioning, existing concurrently
with related limitations in two or more of the
adaptive skill areas. (Communication, Self-
care, Home Living ,Social Skills, Community
Use ,Self-direction, Health and Safety,
Functional Academics, Leisure, And Work.

• manifests before the age of 18.

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8. Physical disability/Orthopedic Impairment and Health
impairment
Physical/motor related difficulties include children with
neurological defects, orthopedic conditions, birth defects,
developmental disabilities, and conditions that are the result
of infection and diseases.
It can be categorized as of the following:
• Neurological based disorders :-are those entailed with lesion
of central nervous system. Neurological impairments are
problems with the structure or functioning of the central
nervous system, including the brain and the spinal cord. The
most common neurological disorders include:

• Musculo skeletal system ( the muscles, bones and joints) are

deficient due to various causes.
01/27/2025 kahsay Tareke 29
9. Vulnerability
Vulnerable means being at risk of being harmed
some people are more vulnerable than others
because of
 Economic difficulties/lack of financial resources
 Lack of social support from social networks
 Stigmatization:
 Health difficulties
 Being a victim of crime
 Chapter 2: Concept of Inclusion
Brainstorming Questions

• What comes to your mind when you hear about

the word inclusion?
• Do you know to whom inclusion is required?
Why?
• Who do you think benefit from inclusion?
• Why inclusion has got the world wide attention?
• Where do you think inclusion originated from?
• How do you think inclusion can be
implemented?
• What are the barriers to inclusion?
 2.1. Definition of Inclusion
• .
 Is a process of addressing and responding to
the diversity of needs of all persons through
increasing participation in learning,
employment, services, cultures and
communities, and reducing exclusion at all
social contexts.
 It involves changes and modifications in
content, approaches, structures and strategies,
with a common vision which covers all people,
a conviction that it is the responsibility of the
social system to educate all children (UNESCO
2005), employ and provide social services.
 inclusion is defined as having a wide range of
 Con…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 are met.
 Inclusion in education/service refers to ―an
ongoing process aimed at offering quality
education/services for all while respecting
diversity and the different needs and abilities,
characteristics and learning expectations of the
students and communities and eliminating all
forms of discrimination
 Inclusive services at any level are quality
provisions without discrimination or partiality
 Con…Inclusion
 is an educational program in which all children
and students are included physically,
psychologically, socially and emotionally in
schools and actual classes with appropriate
provision of supports in accordance to their
unique needs.
 all learners, young people-with or without
disabilities being able to learn together in ordinary
preschool provisions, schools, and community
educational settings with appropriate network of
support services.

 is a practice of accepting every one, regarding of

talent, disability, socioeconomic position or cultural
heritage in regular schools and class where all the
 The definition has the following
components
Concepts about learners
• Concepts about the education
system and schools
• Concepts about diversity and
discrimination
• Concepts about processes to
promote inclusion
• Concepts about 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.
 2) Concepts about the education system and
schools
• It is broader than formal schooling
• it is flexible, responsive educational systems
• It creates enabling and welcoming educational
environments
• It promotes school improvement – makes
effective schools
• It involves whole school approach and
collaboration between partners.

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 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 related
activities
 5. concepts about resources
• Promotes unlocking and fully using local resources
redistributing existing resources
• It helps to perceive people (children, parents,
teachers, members of marginalized groups, etc) as
key resources
• It helps to use appropriate resources and support
within schools and at local levels for the needs of
different children, e.g. mother tongue tuition,
Braille, assistive devices.
 It is a principle that demands valued recognition
of all people and the entitlement of all
meaningful interaction, involvement and
engagement in every part of the multifaceted
societies in which we live in.
 Inclusion is a process that has to be performed
meticulously with a lot of care because even in
inclusion there are some issues we can't ignore
that need a detailed planning and execution.
McLeskey and Waldron (2000) have identified inclusion and
non-inclusive practices. According to them inclusion includes
the following components:
• Being accepted and regarded as a full and valued member
• Special education supports are provided to a student with
disability
• students receive an education addressing their individual
needs
• No student is excluded based on type or degree of disability.
• There is school-based planning, problem-solving, and
ownership of all students and programs
• Employed according to their capacities without
discriminations
they argue that inclusion does not mean:
• Placing students with disabilities into general education
classrooms without careful planning and adequate support.
• Reducing services or funding for special education services.
• Teachers spending a disproportionate amount of time
teaching or adapting the curriculum for students with
disabilities.
• Isolating students with disabilities
• Relegating special education teachers to the role of
assistants in the general education classroom.
• Requiring general and special education teachers to team
together without careful planning and well-defined
responsibilities.
 2. Principles of Inclusion
• The fundamental principle of inclusion is that all
persons should learn, work and live together
wherever possible, regardless of any difficulties or
differences they may have.
• Inclusive education extends beyond special needs
arising from disabilities, and includes 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
 Principles of Inclusion
UNESCO (2005) has provided four major inclusion
principles that support inclusive practice.
1. Inclusion is a process
 Never -ending search to find better ways of
responding to diversity needs.
 It is about learning how to live with difference
and learning how to learn from difference
 Difference is seen positively as a stimulus for
fostering learning
2. Inclusion is concerned with the identification
and removal of barriers
 Involves collecting and evaluating information
from a wide variety of sources to plan for
improvements in policy and practice
 Cont …
3. Inclusion is about the presence,
participation, and achievement of all
students
 Presence-where children are educated, and
how punctually they attend
 Participation-the quality of their experience
 Achievement-the outcomes of learning across
the curriculum

4. Inclusion emphases on learners who are at

risk of marginalization, exclusion, and under
achievement
 Necessary steps are taken to ensure presence,
participation, and achievement of these
 Rationale for Inclusion
• Rationales for Inclusion and Their
Respective Descriptions
1. Educational Foundations
2. Social Foundation
3. Legal Foundations
4. Economic Foundation
5. Foundations for Building Inclusive
Society
 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,
satisfaction and collaboration

01/27/2025 49
 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.

01/27/2025 50
 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

01/27/2025 51
 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 use
community infrastructure
 Better employment and job creation
opportunities for people with disabilities

01/27/2025 52
 5. Foundations for Building Inclusive Society
 Formation of mutual understanding and
appreciation of diversity
 Building up empathy, tolerance and
cooperation
 Promotion of sustainable development

01/27/2025 53
 Factors that Influence Development of
Inclusion
Inclusiveness originated from three major ideas.
1. inclusive education is a basic human right
2. quality education results from inclusion of
students with diverse needs and
3. ability differences
inclusion has got the world‘s attention because it is
supposed to solve the world‘s major problems
occurring in social, economic, religious, educational
and other areas of the world.
 Con…

• Inclusive education is facilitated by many influencing actors.

Some of the major drivers include:
1. Communities
2. Activists and advocates:
3. The quality education and school improvement movement
4. Special educational needs movement
5. Involvement of International agencies
6. Involvement of NGOs movements, networks and campaigns
7. Other factors
 Benefits of Inclusion

• inclusion benefits communities, families, teachers, and

students .
Activity
1. Explain how the following actors could benefit from
inclusion
a) Students with Special Needs Education
b) persons without Special Needs Education
c) Teachers
d) Parents/Family
e) Society
 Elements of Inclusive Education
1. Flexible Curriculum:
Flexible curriculum means:
• Open to make accommodations and adaptations in line with unique
needs PWSNs
• Providing flexible time frame for pupils studying particular subject,
• Giving greater freedom to teachers in choosing their working
methods,
• Allowing teachers the opportunities of giving special support in
practical subjects, and
• Allowing time for additional assistant for classroom –based work.

 Flexible curricula should adapt to children, but child should not

be made to adapt to curriculum.
 Cont … Elements of IE
2. Welcoming School Environment
• Welcoming educational environment, which include:
– physical situation of the buildings (classrooms, toilets,
cafeteria, play grounds )
– classrooms regarding to their conduciveness to student-centre
teaching method, lighting, and free from distractive noise.
– Schools should enable children with disabilities attend their
neighbour school.
 Cont … Elements of IE
3. Differentiated instruction, Diversifying Teaching strategies
• IE in its philosophical nature requires diversity instructions.
• Students are not expected to learn the same.
• Child-centered pedagogy
• The aim of inclusive teaching is a matter of changing style that
accommodate a diversity of abilities, cultural backgrounds and
learning styles and needs.
• Inclusive teaching acknowledges that students with disabilities
may learn differently but are not less academically capable.
 Cont … Elements of IE
4. Partnership with communities /collaboration
• Inclusive education couldn’t realize with out having
inclusive society and inclusive ideology.

5. IEP-individualized educational plan

 Features of Inclusive Environment
• An inclusive environment is one in which members feel respected by and
connected to one another.
• An inclusive environment is an environment that welcomes all people.
• 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 vulnerabilities at all levels — from first time participants to
board members.
It has the following major characteristics:
 It ensures the respect and dignity of individuals with disabilities
 it meets current accessibility standards to the greatest extent possible to all
people with special needs provides accommodations willingly and proactively .
 Persons with disabilities are welcomed and are valued for their contributions
as individuals.
Challenges(barriers) to Inclusive
Education
 Negative attitudes
 Physical barriers
 Rigid curriculum
 Lack of skilled manpower
 Poor socio-economic status
 Limited and inaccessible learning materials
 Organization of the educational system-
centralization
 Policy barriers
 What is inclusion? & What is not inclusion?
Inclusion is about Inclusion is not about
 Welcoming diversity  Reforms of special education
 Benefits all learners, not only alone
targeting the excluded  Responding only to diversity
 Children in school who may  Special schools
feel excluded  Meeting the needs of
 Providing equal access to children with disabilities only
education  Meeting one child's needs at
the expense of another child

01/27/2025 kahsay Tareke 63

 Chapter 3
Identification and
Differentiated services
 Chapter Overview
The chapter discusses
• overview of the impacts of disability on daily life of
peoples with disabilities
• describes diverse needs of persons with disabilities
• differentiated intervention and rehabilitation
approaches
• inclusiveness from different perspectives such as;
health services provision, accessibility of
technologies, employment and economic
independence, disability and rural life and access to
education for peoples with disabilities and
vulnerabilities in brief.
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.
 physical pain, limitation of mobility,
disorientation, confusion, uncertainty and a
disruption of roles and patterns of social
interaction.
 Impact of Disability and Vulnerability on
daily life
Activities
Dear students,
• Can you list the impacts of disability on daily
life of peoples with disabilities?
• Do you think that individuals with the same
disabilities have the same needs? If your
answer is Yes, how?/No, why?
 Con…Impact

Factors related to the person

the most significant factors in determining a
disability's impact on an individual are:-
 The Nature of the Disability
 The Individual’s Personality
 The Meaning of the Disability to the Individual
 The Individual’s Current Life Circumstances
 The Individual's Support System
all negative effects are due to restricted
environments, not due to impairments.
 Con…Impact
• The disability experience resulting from the
interaction of health conditions, personal factors,
and environmental factors varies greatly.
• Persons with disabilities are diverse and
heterogeneous
• Disability encompasses the congenital condition
and acquired condition.
• Persons with disabilities have diverse personal
factors
• Disability and vulnerabilities can limit or restrict
one or more Activities of Daily Living (ADL).
 Economic Factors and Disability
• people with few economic assets are more likely to
acquire pathologies that may be disabling.
• economic status affects whether pathology will
proceed to impairment.
• economic resources can limit the options and
abilities of someone who requires personal
assistance services or certain physical
accommodations.
• The economic status of the community may have a
more profound impact than the status of the
individual
Political Factors and Disability
• The political system, through its role in designing public
policy, can and does have a profound impact
• the built environment impedes people with disabling
conditions is a function of public funds
Psychological Factors of Disability
 the physical and social environments are fundamentally
important to the expression of disability.
 Several constructs can be used to describe one's
psychological environment, including personal resources,
personality traits, and cognition.
 The constructs affect both the expression of disability and
an individual's ability to adapt to and react to it
 Con…psychological
 four psychological constructs; three cognitive processes
(self-efficacy beliefs, psychological control, and coping
patterns) and one personality disposition (optimism)
1. Social Cognitive Processes
 Three interrelated cognitive processes have been selected
to illustrate the direct and interactive effects of cognition
on disability.
 Cognition consists of thoughts, feelings, beliefs, and ways
of viewing the world, others, and ourselves.
1.1 Self-Efficacy Beliefs
1.2 Psychological Control
1.3 Coping Patterns
2. Personality Disposition
 1.1 Self-Efficacy Beliefs
• concerned with whether or not a person believes
that he or she can accomplish a desired outcome
• affect the person's affective and emotional
responses.
• Under conditions of high self-efficacy, a person's
outlook and mental health status will remain
positive even under stressful and aversive situations.
• Under conditions of low self-efficacy, mental health
may suffer even when environmental conditions are
favorable.
 1.2 Psychological Control / control beliefs/

• is akin to self-efficacy beliefs in that they are

thoughts, feelings, and beliefs regarding one's
ability to exert control or change a situation.
• Perceptions of control will influence whether
disabling environmental conditions are seen as
stressful and consequently whether it
becomes disabling.
• The individuals control over themselves
depends on the provision of the environments:
accessibility or inaccessibility.
 1.3 Coping Patterns

Coping patterns refer to behavioral and cognitive

efforts to manage specific internal or external demands
that tax or exceed a person's resources to adjust.
Several coping strategies may be used when a person
confronts a stressful situation. Such as
- seeking information, cognitive restructuring,
emotional expression, catastrophizing, wish-
fulfilling fantasizing, threat minimization,
relaxation, distraction, and self-blame
 An adaptive coping pattern would involve the use of
primary and secondary control strategies.
 2. Personality Disposition

Optimism (in contrast to pessimism) is used for

illustrative purposes because it relates to many
other personality traits.
Optimism is the general tendency to view the
world, others, and oneself favorably.
Optimists tend to have better self-esteem and
less hostility toward others and tend to use more
adaptive coping strategies than pessimists.
Optimism is a significant predictor of coping
efforts and of recovery from surgery.
 The Family and Disability

The family can be either an enabling or a

disabling factor for a person with a disabling
condition.
Families can be enabling to people with
functional limitations by providing such tangible
services, provide economic support, provide
emotional support
 families may also be disabling, promote
dependency, fatalistically accept functional
limitations and conditions , may also not provide
needed environmental services and resources.
 Needs of Persons with Disabilities and Vulnerabilities.

• People with disabilities do not all share a

single experience, even of the same
impairment.
• Maslow has identified five categories of
needs, with different priority levels- survival
(physiological), safety, social needs, esteem,
and self-actualization (fulfillment).
the needs of a person with disability
 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
 Social Needs of Persons with Disabilities
and Vulnerabilities
• social protection measures may include poverty reduction
schemes; cash transfer programs, social and health insurance,
public work programs, housing programs, disability pensions
and mobility grants.
• Social protection from a rights-based approach must
accommodate the needs of persons with disabilities and
vulnerabilities.
• social protection needs to move beyond traditional welfare
approaches to intervention systems
• The right of persons with disabilities to social protection is
recognized by the 1948 UDHR, 1966 International Covenant on
Economic, Social and Cultural Rights (ICESCR)
 Gender and disability

The importance of work and the daily activities

required of living in the country are paramount
in considering gender.
 work is universally seen as important, whether
paid work or voluntary
 Work, particularly paid work, is also important
for many of the female contributors.
 Identity and disability

• Identity marked by disability is complex and

multilayered; relationships, outside of paid,
formalized service settings.
• New technologies, determination and interests
shape differing identities for people who are
active agents in their own lives.
• Disability as part of an individual‘s identity is
seen by some as a struggle.
 Belongingness and disability
 Belonging is a complex concept involving an attachment to
place, relationships with others, a sense of safety, common
values and a shared and/or developing history.
 an internal sense of being at home in one‘s own body and
mind.
 Persons with disabilities and vulnerable groups have
struggled to make adjustments or accommodations both for
themselves and in terms of their relationships with others.
 Different kinds of relationship contributed to the sense of
belongingness
 Historically for people with disabilities, being a rural person
was once the site of exclusion, rather than belonging
 Intersectionality
• Intersectionality is a concept that helps us understand how various aspects
of a person's identity can combine to create different modes of
discrimination and privilege.
• intersectionality examines how disability intersects with other
marginalized identities to impact a person's experiences.
• Social structures and norms surrounding age are particularly significant,
shaping the kind of lives people have and their experience of gender and
identity.
• Age matters in terms of the support that family and services can offer in a
rural environment
• contextual values and economic and social changes have also impact on
the life of persons with disabilities
• Religious values are a powerful influence on the way people with
disabilities are able to live their lives.
• These values intersect with societal expectations of gender roles.
• Poverty has impact on living a decent life with a disability in a rural
landscape
 The Health Care Needs of Persons with
Disabilities and Vulnerabilities
People with disabilities report seeking more
health care than people without disabilities
and have greater unmet needs.
Health promotion and prevention activities
seldom target people with disabilities
how are the lives of people with disabilities
affected by lack of health care service?
 Con…
 People with disabilities are particularly vulnerable to
deficiencies in health care services.
 persons with disabilities may experience greater vulnerability
to secondary conditions, co-morbid conditions, age-related
conditions, engaging in health risk behaviors and higher rates
of premature death.
 Secondary conditions: conditions occur in addition to a
primary health condition, and are both predictable and
therefore preventable. include pressure ulcers, urinary tract
infections, osteoporosis and pain.
 Co-morbid conditions: example the prevalence of diabetes in
people with schizophrenia is around 15% compared to a rate of
2-3% for the general population.
 Con…
 Age-related conditions: The ageing process for
some groups of people with disabilities begins
earlier than usual. For example some people
with developmental disabilities show signs of
premature ageing in their 40s and 50s.
 Engaging in health risk behaviors and higher
rates of premature death: people with
disabilities have higher rates of risky behaviors
such as smoking, poor diet and physical
inactivity.
 Barriers to Health Care for Persons with Disabilities and Vulnerable Groups

People with disabilities encounter a range of

barriers when they attempt to access health
care
 Prohibitive costs: Affordability of health
services and transportation
 Limited availability of services
 Physical barriers
 Inadequate skills and knowledge of health
workers
 Addressing for Inclusive Barriers to Health Care

 Governments and professionals can improve health outcomes

for people with disabilities
 reforms in all the interacting components of the health care
system are required.
 Policy and legislation : Assess existing policies and services,
identify priorities to reduce health inequalities
 Financing : Where private health insurance dominates health
care financing, ensure that people with disabilities are
covered
 Service delivery: Provide a broad range of modifications and
adjustments to facilitate access to health care services
 Human resources: Integrate disability inclusion education into
undergraduate and continuing education for all health-care
professionals
 Disability, vulnerability and the Environment

• Changing from Medical model to social model

• The amount of disability is not determined by levels of
pathologies, impairments, or functional limitations, but
instead is a function of the built environment.
• Disability is not inherent in an individual but is, rather, a
relational concept—a function of the interaction of the
person with the social and physical environments.
• The amount of disability that a person experiences,
depends on both the existence of a potentially disabling
condition (or limitation) and the environment in which
the person lives.
 Con …
 The environmental mat may be conceived of as having
two major parts: the physical environment and the
social and psychological environments
The physical environment subdivided conceptually
into the natural environment and the built
environment.
 Three types of attributes of the physical environment
need to be in place to support human performance.
1. object availability
2. accessibility
3. availability of sensory stimulation
 Con …
The Natural Environment
• The natural environment may have a major
impact on whether a limitation is disabling.
• the natural environment, including topography
and climate, affect whether or to what degree a
functional limitation will be disabling.
The human made Environment
• The physical environment is a complex
interaction of built-in objects
 Rural environment, Disability and Vulnerability

• Persons with disabilities, vulnerable and marginalized

groups living in rural areas have double disadvantaged
due to their impairments and vulnerabilities and
unfavorable physical and social environment.
• Professionals who are working in rural areas should
work in collaboration
Creating Welcoming (Inclusive) Environment
 External environmental modifications
 assistive devices,
 alterations of a physical structure
 object modification, and
 task modification.
 Culture and the Disabling Process
• Culture affects the enabling-disabling process at each stage; it also affects
the transition from one stage to another.
Definition of Culture
• includes both material culture (things and the rules for producing them)
and nonmaterial culture (norms or rules, values, symbols, language,
ideational systems such as science or religion, and arts such as dance,
crafts, and humor).
• Culture can affect the likelihood of the transition from pathology to
impairment
• Cultures can also speed up or slow down the movement from pathology
to impairment
• Culture has an impact on whether a particular impairment will become a
functional limitation.
• the culture of a society or a subculture influences the types of personality
or intrapsychic processes that are acceptable and influences the
institutions that make up the social organization of a society.
• These institutions include the economic system, the family system, the
educational system, the health care system, and the political system.
 Element of Social and Psychological Environment

Culture Psychological Political Economic

Type of

Factor

Tax credits to hire people

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

Targeted earned income

Expecting everyone Cognitive Banning discrimination tax

to know sign restructuring against people who can Credits

language perform the essential

functions of the job
Economic disincentives to
Stigmatizing people Catastrophizing Segregating children get
off Social Security
with disabling with mobility Disability
Disabling

conditions impairments in schools Income benefits

No subsidies or tax credits

Valuing physical Denial Voting against for
purchasing assistive
beauty paratransit system technology
 Disability Inclusive Intervention and Rehabilitation
Services
A ‘’One-size-fits-all” approach to provide services for persons
with disabilities and vulnerability groups is no longer enough.
 Including people with disabilities in everyday activities and
encouraging them to have roles similar to peoples who do
not have a disability is disability inclusion.
 Disability inclusion means provision of differentiated
services for persons with disabilities and vulnerabilities
 Persons with disabilities and vulnerabilities are often
excluded (either directly or indirectly) from development
processes and humanitarian action because of physical,
attitudinal and institutional barriers.
 Intervention
• Intervention
- is a support mechanism to people with some special needs.
- Intervention can be classified into three. Those are:
a. Preventive/Primary intervention: refers to the measures taken
ahead of time to avoid causes or disabling events that may lead to
disability. E.g. Caring personal hygiene, taking vaccination
b. Secondary intervention/Remedial: is an intervention that focuses on
preventing an already happened disability from getting worse.
E.g. taking medicines
c. Tertiary intervention/Compensatory: is compensation or
rehabilitation actions taken to replace a missed part and function
of our body.
E.g. moving using wheelchairs, replacing an amputated hand by
artificial equipment
01/27/2025 kahsay Tareke 98
 Con …
Implementing the Twin-track Approach
Implementing the twin-track approach involves:
Track 1: Mainstreaming disability as a cross-cutting issue
within all key programs and services (education, health,
relief and social services, microfinance, infrastructure and
camp improvement, protection, and emergency response) to
ensure these programs and services are inclusive, equitable,
non-discriminatory, and do not create or reinforce barriers.
Track 2: Supporting the specific needs of vulnerable groups
with disabilities
to ensure they have equal opportunities to participate in
society.
 The following tips will help to overcome the
challenges as a key considerations for including
persons with disabilities in all program and
project.
 Education and vocational training
 Health
 Relief and social services
 Infrastructure and camp improvement, shelter,
water and sanitation and environmental health
 Livelihoods, employment and microfinance
 Protection
 Humanitarian and emergency response
Implement effective Intervention and Rehabilitation
• Rehabilitation:-
Is a holistic and integrated program of medical, physical,
psychosocial, and vocational interventions that empower a
person with disability to achieve a personally fulfilling,
socially meaningful, and functionally effective interaction
with the world.( Maki & Rigger, 1997). It often refers to the
situation which comes after the onset of the problem.
• Medical rehabilitation is often considered separately, and
is focused on recognition, diagnosis, and treatment of
health conditions
• Assistive technology is often used in conjunction with
rehabilitation interventions
01/27/2025 kahsay Tareke 101
 Con …
• Rehabilitation is a process designed to optimize function and improve the
quality of life of those with disabilities.
• It involves multiple participants, and it can take on many forms.
Rehabilitation interventions usually involve multiple disciplines.

The physician‘s role is to manage the medical and health conditions of the
patient/consumer within the rehabilitation process

Occupational therapists (OTs) typically work with patients/consumers through

functional activities in order to increase their ability to participate in activities
of daily living (ADLs) and instrumental activities of daily living (IADLs), in school
and work environments, using a variety of techniques.

Physical therapists (PTs) assess movement dysfunction and use treatment

interventions such as exercise, functional training, manual therapy techniques,
gait and balance training, assistive and adaptive devices and equipment, and
physical agents, including electrotherapy, massage, and manual traction.
 Con …
Speech and language therapist assess, treat, and help to prevent disorders
related to speech, language, cognition, voice, communication, swallowing,
and fluency.
Audiologists identify, assess, manage, and interpret test results related to
disorders of hearing, balance, and other systems related to hearing.
The rehabilitation nurse usually takes the role of educator and taskmaster
throughout rehabilitation
Social workers in health settings may provide case management or
coordination for persons with complex medical conditions and needs
Case management is a relatively new concept that has come about with the
survival of patients/consumers with complex medical problems and
disabilities, and with the development of a more complex health care
system.
Rehabilitation psychology is a specialized area of psychology that assists the
individual (and family) with any injury, illness, or disability that may be
chronic, traumatic, and/or congenital in achieving optimal physical,
psychological, and interpersonal functioning
 Con …

Neuropsychology is another specialized area within

psychology, and it is of particular importance in the care
of individuals who have sustained brain injuries.
Recreational therapists, also referred to as therapeutic
recreation specialists, provide treatment services and
recreation activities for individuals with disabilities or
illnesses.
Rehabilitation counselors (previously known as
vocational counselors) assist persons with both physical
and mental disabilities, and cover the vocational,
psychological, social, and medical aspects of disability,
through a partnership with the individuals served.
 Con …
Orthotists and Prosthetists professionals practice within a unique
area of rehabilitation, combining technical and some clinical skills.
The orthotist fabricates and designs custom braces or orthotics to
improve the function of those with neuromuscular or musculoskeletal
impairments
The prosthetist works with individuals with partial or total limb
absence or amputation to enhance their function by use of a
prosthesis
Other rehabilitation professionals who might be considered members
of the team include nutritionist, spiritual care, rehabilitation engineer,
music therapist, dance therapist, child-life specialist, hospital-based
school teacher, massage therapist, and trainer, among others.
The person with the disability and his or her family members are
partners in this team process.
 Community-Based Rehabilitation

• 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, education, vocational, social and other services.
A. The participation of people with disabilities and their representatives at
all stages of the development of the program
B. The formulation and implementation of national policies to support the
equal participation of people with disabilities
C. The establishment of a system for program management
D. The multi-sectoral collaboration of governmental and nongovernmental
sectors to support communities as they assume responsibility for the
inclusion of their members who experience disabilities.
E. CBR focuses on strengthening the capacity of peoples with disabilities,
and their families.
F. CBR focuses on challenging negative views and barriers in society to
enable equal rights and opportunities.
 Con …
Three main meanings are attached to the notion of CBR
1. People Taking Care of Themselves
Services for people with disabilities in most regions
in developing countries are still limited to what
people can do for themselves
2. Concept and an Ideology As a concept and an
ideology, it promotes a decentralized approach to
rehabilitation service-delivery, whereby, it is
assumed that community members are willing and
able to mobilize local resources
3. Community Based Rehabilitation is mostly in a form
of Non-Governmental Organizations (NGOs).
Objectives of Community Based Rehabilitation

to ensure that people with disabilities are

empowered to maximize their physical and mental
abilities, have access to regular services and
opportunities and become active, contributing
members of their communities and then societies.
promotes the human rights of people with
disabilities through attitude changes within the
community.
to include people who have disabilities from all types
of impairments, including difficulty hearing,
speaking, moving, learning or behaving.
 Inclusiveness and Information Technology
(ICT)
• Effective access to information is crucial in facilitating the
participation of citizens in civil society
• For PWDsV technological developments can make an important
contribution to facilitating independent living. By accessing
digital television such as audio description (video description),
closed signing, and the availability of subtitles (captions) in live
broadcasts enabled by speech-to text technologies
• PWDsV still face significant barriers in accessing ICTs.
Such as
poorly designed Web sites , limited availability of subtitles on
webcasts, the use of multiple remote controls for digital television,
and difficult to navigate on-screen displays.
• Technologies promote independence for people with disabilities
and vulnerability.
 Inclusiveness and Assistive Technology

• Worldwide the number of persons with disabilities, vulnerabilities and

marginalized groups is increasing alarmingly
• The cases are population aging, accident, global warming and climate change,
medical advancement, humanitarian crises, natural disaster, conflict and
increases in chronic health conditions
• Over a billion people, about 15% of the world's population, have some form of
disability.
• The use of devices, computers, robots, and other established assistive
technology (AT) can potentially increase the autonomy of PWDs.
• Wellbeing or quality of life is an important concern for PWDsV, who, like every
person, is seeking to be well, happy, healthy, and prosperous.
• In modern societies, PWDsV can attain some components of wellbeing such as
access to services using assistive technology (AT).
• Surgery, generic therapy, rehabilitation, human assistance, and the use of
assistive technology (AT) help PWDs cope with their disabilities.
• Human assistance aids Persons with disabilities and vulnerabilities in their daily
living activities.
 AT Definitions

ISO 9999 defines AT as

 any product, instrument, equipment or technical system
used by persons with disabilities
The Technology Act and Assistive Technology Act defines AT as
 any item, piece of equipment or product system, whether
acquired commercially, modified, or customized, that is
used to increase, maintain, or improve functional
capabilities of individuals with disabilities.
The Older Americans Act defines AT as
 technology, engineering methodologies, or scientific
principles appropriate to meet the needs of, and address
the barriers confronted by, older individuals with functional
limitations
 Definition AT …

the European Commission (EC) defines AT as

products, devices or equipment that is used to maintain,
increase or improve the functional capabilities of people
with disabilities
The World Health Organization (WHO) defines AT as
Equipment that enables an individual who requires
assistance to perform the daily activities essential to
maintain health and autonomy and to live as full a life as
possible
An umbrella term for any device or system that allows
individuals to perform tasks they would otherwise be
unable to do
 AT and Daily Living of PWDsV

• AT works by compensating for absent or

nonfunctional skills, by maintaining or enhancing
existing abilities
• PWDsV utilize AT to enhance the performance of
their daily living tasks, including communication,
vision, hearing, recreation, movement, seating
and mobility, reading, learning, writing, and
studying, as well as controlling and accessing their
environment.
• Assistive Technology varies from low-tech devices
such as a cane or adapted loop, to high-tech
systems such as assistive robotics or smart spaces.
AT and User Needs: A Classification Scheme
Types of Needs & Barriers Assistive technologies
disability
A. People with Safety Technologies Self-care and Mobile systems ,vibro tactile
Communication medication management, social needs, displays reading screen,
Disabilities access to information technology, speech technologies,
communication and interaction with Medication organizers, text–
environment, access to public speech translators,
administration and facilities transportation ,Shopping
tools, education tools

People with survival, hygiene , feeding,, house Mobile systems , socialization

Cognitive keeping, technologies, safety of and entertainment tools ,
Disabilities environment, access to information medications, Communication
technology, education, shopping, aids
independence, employment,
recreation and leisure
People with the need for mobility, working in the orthotics (cognitive orthotics),
Motor inaccessible environment smart environments, home
Disabilities control, shopping tools
impairment (internet access) and
education tools
 AT and the Marketplace
• AT products can either represent a barrier to
demand or become an engine of demand.
• AT in the marketplace follows one of two
strategies: (1) trivialization (2) specialization
• Specialization is based on the development of
products or services that are adapted for Persons
with disabilities.
• Trivialization considers Persons with disabilities
as an augmentation of the market for devices
used by people without disabilities
 AT and Design Methods

• the design of AT requires both excellent engineering

capacities and relevant knowledge about Persons with
disabilities and Vulnerabilities characteristics.
• design methods to assist in the process of AT
development are user centered design and universal
design
• User-centered design is a set of techniques and
processes that enable developers to focus on users,
within the design process.
• Universal design (also called design for all) is the design
of products and environments to be usable by all
people, without the need for adaptation or specialized
design. Eg. ramp
 Implement Inclusive Job Opportunities and
Employment
• The right to work is fundamental to being a full and
equal member of society
• Barriers to employment thus not only affect individuals‘
lives, but the entire economy.
• Study show that PWODs were nearly three times more
likely than PWDs to participate in the labor market.
• Persons with disabilities and vulnerabilities are more
likely to be own-account workers and occupy jobs in the
informal sector
• when persons with disabilities are formally employed,
they are more likely to be in low-paid, low-level
positions with poor prospects for career development.
 Barriers of employment for 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;
 the discouragement of family and community
members
 Con. …
The major types of barriers are
a) Attitudes and Discrimination
b) Accessibility
c) Education and Training
d) Social Networks
e) Women Disabilities
f) Legal Barriers
g) Inflexible Work Arrangements
h) Dismissal on the Basis of Disability
i) The Benefit Trap
 Strategies to Improve Employment for PWDs & vulnerability
There a number of strategies that is available to governments in respective sector as
they work to improve the employment prospects
 Anti-Discrimination Legislation
 Vocational Education and Training
 Wage Subsidies
 Supported Employment
 Workplace Accommodation Schemes
 Workers’ Compensation
 Quota Systems
 Sheltered Workshops
 Private Sector Initiatives
 Employer Networks
 Support Disability-Inclusive Business
 Social Enterprises
 Support Persons with Disabilities in the Workplace
 Building a More Inclusive Society
 Boost Education and Training Opportunities
 Break Down Attitudinal Barriers and Challenge Discrimination
 Chapter- 4
Promoting Inclusive
Culture
 Definition of Inclusive Culture
Inclusion: is a sense of belonging, connection and community at work.
Culture : is the ideas, customs, and social behavior of a particular
people or society.
An inclusive culture involves the full and successful integration of
diverse people into a workplace or industry. Encompass both formal
and informal policies and practices
An inclusive culture involve several core values:
• Representation: The presence of people with disabilities across a
range of employee roles and leadership positions
• Receptivity: Respect for differences in working styles and flexibility
in tailoring positions to the strengths and abilities of employees
and
• Fairness: Equitable access to all resources, opportunities, networks
and decision making processes.
 Dimensions of Inclusive culture

Recruitment, Workplace
Training, & Accommodations
Universal Design
Advancement and Accessibility:
Opportunities Policy & Practice

Recruitment Advancement
Recruitment Training
Opportunities
Accessible
Targeted
outreach and
recruitment
hiring practices
 Dimensions of Inclusive culture

There are three dimensions/ elements of an inclusive

culture
1. 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.
2. Recruitment, Training, & Advancement Opportunities
A. Recruitment: Effective recruitment of people with
disabilities involves two components: Accessible outreach
and hiring practices and Targeted recruitment of workers
with disabilities.
 Dimensions Con. …
Accessible outreach and hiring practices
 essentially entail making sure that outreach materials,
networking and recruitment sites, communications, and
application processes all include a range of accessible
options
 are free of barriers that might inhibit people with
disabilities from participation
Targeted recruitment
 involves specific outreach to people with disabilities.
 enables employers to reach and interview qualified
people with disabilities.
 Dimensions Con. …
B. Training: Training plays a dual role in the creation of inclusive
workplace culture.
i. involves the degree to which people with disabilities have
equitable access to training sites, events, and materials.
ii. relates to the training of managers, particularly middle
management, and human resources staff, to work
effectively with all people, including those with disabilities.
C. Advancement: Research demonstrates that in order to have
equitable opportunities for promotion and professional
development, like most employees, workers with disabilities
typically require access to mentoring and coaching
 Dimensions Con. …
3. Workplace Accommodations and Accessibility: Policy & Practice
 Policy plays a critical role in generating meaningful inclusion of people with
disabilities.
 an inclusive workplace culture involves the perception of ―procedural
justice, employees with disabilities perceive the accommodations policy as
fair, accessible and functional.
 Interactional justice refers to the experience of feeling that the managers or
colleagues with whom one is interacting are behaving fairly, reasonably and
respectfully.

some of the benefits of an Inclusive organization that needs to be considered:

• Higher Job Satisfaction
• Lower Turnover.
• Higher Productivity
• Higher Employee Morale Improved Creativity and Innovation Improved
Problem-Solving
• Increased Organizational Flexibility.
 4.3 Building inclusive community

What is an inclusive community?

An inclusive community:
• Does everything that it can to respect all its citizens, gives
them full access to resources, and promotes equal
treatment and opportunity, Works to eliminate all forms of
discrimination, Engages all its citizens in decision-making
processes that affect their lives, Values diversity and
Responds quickly to racist and other discriminating
incidents.
• An inclusive society aims at empowering and promoting the
social, economic, and political inclusion of all, irrespective of
age, sex, disability, race, ethnicity, origin, religion, economic,
or other status. It is a society that leaves no one behind.
Why is building an inclusive community
important?
• Acts of exclusion and injustice based on group
identity and other factors should not be
allowed to occur and/or continue.
• All people have the right to be part of
decisions that affect their lives
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..
• Diverse: inclusive communities welcome and incorporate diverse people
and cultures.
• Equitable: inclusive communities make sure that everyone has the means
to live in decent conditions 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
• Participatory: inclusive communities encourage and support the
involvement of all their members in the planning and decision-making
 Means of establish inclusive culture

• An organization is inclusive when everyone has a sense

of belonging; feels respected, valued and seen for who
they are as individuals
• stages in establishing inclusive culture:
1. Consider what you want to achieve and what the
benefits will be.
2. Undertake an inclusion review of your workplace
3. Decide where work is needed and create an action
plan.
4. Communicate the plan with staff and put the plan into
action.
 Con. …

• four key inclusive leadership behaviors:

Empowerment: Enable team members to grow and excel
by encouraging them to solve problems
Accountability: Show confidence in team members by
holding them responsible
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.
 Ten Characteristics of an Inclusive Organization

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

2. It evaluates individual and group performance on the basis
of observable and measurable behaviors and competencies.
3. It operates under transparent policies and procedures.
4. It is consistent in its interactions with everyone.
5. It creates and maintains a learning culture.
6. It has a comprehensive and easily accessible system of
conflict resolution at all levels.
7. It recognizes that it is part of the community that it serves.
8. It lives its mission and core values.
9. It values earned privilege over unearned privilege
10. It accepts and embraces change.
 Inclusive values

Inclusion is most importantly seen as putting inclusive values into action

Values are fundamental guides and prompts to action.
inclusive values are appreciating diversity, equality and equity,
cooperativeness, participation, community, and sustainability are
examples of inclusive values that are fundamental for successful
inclusive education.
The seven Pillars of Inclusion
 Access
 Attitude
 Choice
 partnership,
 Communication
 policy and
 opportunity
 Indigenous inclusion

Indigenous inclusion :-
 is 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.
 Features of an indigenous inclusion:

1. Inclusion has been embraced as a core competency and embedded into the
organizational culture
2. Companies share their organization‘s experience and achievements with inclusion and
explain how it has helped their performance;
3. Human rights and responsibilities are promoted and respected. Employees are free of
concerns related to basic equity issues;
4. Comprehensive Indigenous procurement, recruitment and corporate social
responsibility strategies have been developed as part of an enterprise-wide
coordinated approach;
5. Indigenous people are employed and retained in all areas of the organization including
the senior leadership and executive positions
6. There are significant revenues and jobs gained by Indigenous people and businesses
through the organization‘s supply chain
7. Indigenes community sustainable gains have been realized as a result of the
relationships built between the company and the community
8. High levels of Indigenous employee engagement are seen and experienced in the
organization
9. Leadership has put into place the resources needed to sustain its Indigenous inclusion
strategy and it may have introduced an inclusion policy framework or statement
10. Indigenous inclusion is integral to the mission and vision of the organization.