Inclusiveness

Course code: SNIE-1012

(For undergraduate program)

By: Tadesse Abera (PhD)

 Chapter 1: Understanding Disabilities
and Vulnerabilities
1.1 Definitions of Basic Terms (Impairment,
Disability and Handicap)
1. Impairment: refers to any loss or
abnormality of physiological, psychological
or anatomical structure or function
 It is an absence of or significant difference in
person’s body structure or function or
mental functioning
e.g., Loss of limbs or loss of vision
Definition…

2. Disability: any restriction or lack (resulting

from an impairment) of ability to perform
an activity in the manner or within the
range considered normal for a human
being. (e.g., Difficulty walking or reading)
3. Handicap: refers to a disadvantage for an
individual that limits or prevents the
fulfillment of a role that is normal.
 It is a physical or attitudinal constraint that is

imposed upon a person, regardless of

whether that person has a disability.
e.g., Lack of wheel chair/Ramp or
eyeglasses)
Definition…

All those three traditional concepts are now

represented by a single concept: “Disability.”

According to the WHO(2001), disability has three

dimensions:
 Impairment in a person’s body structure or function,

or mental functioning; examples of impairments

include loss of a limb, loss of vision or memory loss.
 Activity limitation, such as difficulty seeing, hearing,

walking, or problem solving.

 Participation restrictions in normal daily activities,

such as working, engaging in social and recreational
activities, and obtaining health care and preventive
services.
Definition…
 A disability is any condition of the body or mind
(impairment) that makes it more difficult for the
person with the condition to do certain activities
(activity limitation) and interact with the world
around them (participation restrictions).
 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)
 If these problems/barriers addressed,
impairment may not lead to disability
Use person-first language
 We have to be very sensitive to words we use
in regard to disability.
 Use “a child with disability”, not “a disabled
child” (e.g., APA publication manuals).
 Some people, however, argue against it and
prefer identity-first language.(e.g., in UK)
 It emphasizes that the person is disabled not
by their body, but by a world that does not
accommodate them.
1.2 Types of Children with Special Needs
 These are children who have at least one of the following conditions:

1. Children with Visual impairment

2. Children with Hearing impairment

3. Children with Intellectual disorder

4. Children with Autism Spectrum Disorder

5. Children with Emotional & Behavioral disorder

6. Children with Learning disabilities

7. Children with Communication disorder

8. Children with Physical Disorder

9. Children with Health Impairment

10. Vulnerable Children

11. Gifted and Talented Children

 Types…
1. Visual Impairment/VI/
The World Health Organization (WHO) definitions of

VI is based on visual acuity scores.

Visual acuity is the ability to see or distinguish small

objects at a distance.
Visual acuity is measured using Snellen chart, a

clinical measure in which the test distance, usually 6

meters/20 feet/ is recorded as the numerator.
The denominator represents the distance at which

the letters or symbols seen can be read by the

normal eye.
Based on this criteria:
1. Normal Vision: 6/6 - 6/18
2. Low Vision/Partially Sighted: 6/18 -3/60
3. Blind: Less than 3/60
VI…

 The term blind is used to describe children

who rely predominantly on tactile methods in
their learning( e.g., Braille; Perkins).
 A person with low vision is one who has
difficulty accomplishing visual tasks, but who
can enhance his/her ability to accomplish
these tasks with the use of visual aids and
environmental modifications.
 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.
VI…
 Including children with visual impairment in
mainstream schools has:
increasing access to opportunities for social
interaction and learning
Inherent benefits of participation & learning
within an environment of non- segregation,
Promotes the child’s educational and social
inclusion.
Increases the diversity of needs in the
classroom enable teachers to increases
their creativity.
 Children with VI, however, require additional
support, e.g. in mobility or tactile awareness, in
addition to accessing the main curriculum.
 Videos
2. Hearing Impairment (HI)

 It is the most prevalent sensory deficit in the

human population (1 in 800 children born with
a serious HI and more than 60 percent of
people aged over 70 suffer from HI.
 Different definitions are used in different
countries for different purpose.
 From A. legal perspective, HI is a generic term

indicating a continuum of hearing loss from

mild to profound.
 Hard of hearing: refers to difficulty hearing

but (usually with hearing aids) can use hearing

as a primary modality of acquisition of
language and in communication with others.
 HI…
 Deaf: refers those who have difficulty
understanding speech, even with hearing aids
but can communicate in sign language.
 From B. causative factors perspective, HI can be
divided into two categories:
◦ Sensori-neural Hearing loss: may arise from
genetic disorders, diseases and other events
during pregnancy, from the act of birth itself.
◦ Conductive hearing loss: is the single
commonest cause of hearing loss, where fluid
invades the air space in the middle ear.
◦ The fluid prevents the efficient conduction of
sound through the chain of bones in the middle
ear.
HI…
 Hearing loss is measured using audiometer and
expressed in terms of decibels (dB), the unit used
to measure intensity of sound.
 The larger the number of decibels needed, the
more severe the hearing loss.
 Children with a mild to moderate hearing loss are
those for whom the oral/aural approach is
usually recommended and is most successful.
 This involves training in listening with
amplification so that the best use is made of
residual hearing together with lip reading.
 The profoundly deaf however communicate
through Sign language
Degree of Level of
loss (dB)
hearing Description of the problem
loss
25-40 dB Mild has difficulty responding to
hearing conversational speech especially with
loss background noise
40-70 dB Moderate -Has difficulty with all conversational
loss speech.
-Perception is better with
amplification and use of visual clues
like lip reading.
70-95 dB severe Difficulty with perceiving amplified
HI…

 Sign language is a socially accepted

mode of communication among the
deaf, which has its own grammatical
structure.

 Videos
3. Learning Disability/LD/

 Learning disability (LD) refers to a disorder in one

or more of the basic psychological processes
involved in understanding or in using language,
spoken or written and mathematics.
 LD manifest itself in the imperfect ability to
listen, think, speak, read, write, spell, or to do
mathematical calculations.
 LD should not be confused with learning
problems which are primarily the result of
sensory, or motor disorder; of intellectual
disability; of emotional disturbance; or of
environmental, cultural or economic
disadvantages.
LD…
 There often appears to be a gap between the
individual’s potential and actual achievement.
 It is some times called “hidden disability”
 A learning disability cannot be cured or fixed;
 It is a lifelong challenge.

Types of LD:
1. Auditory Processing Disorder (APD):
 Individuals with APD do not recognize subtle
differences between sounds in words.

2. Language Processing Disorder:

 It is a specific type of Auditory Processing Disorder

(APD)
 While an APD affects the interpretation of all sounds

coming into the brain, LPD relates only to the

processing of language
LD…

3. Dyslexia: is a specific learning disability that affects

reading and related language-based processing skills
4. Dysgraphia: is a specific learning disability that
affects a person’s handwriting ability and fine motor
skills.
5. Dyscalculia: is a specific learning disability that
affects reading and related language-based
processing skills
6. Non-Verbal Learning Disabilities: Difficulty
interpreting nonverbal cues like facial expressions or
body language
7. 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
4. Communication Disorder
 This disability category can be divided into two
groups: speech disorder and language disorder.
A. Speech Disorder
 There are three basic types of speech disorders:

articulation disorders, fluency disorders, and

voice disorders
 Articulation Disorders: include such problems
as:
1. Omission: (bo for boat)
2. Substitutions: (wabbit for rabbit)
3. Distortions: (shlip for sip)
4. Addition
SLD…
 Fluency Disorders: are difficulties with the
rhythm and timing of speech characterized by
hesitations, repetitions, or prolongations of
sounds, words, or phrases.
 Stuttering: rapid-fire repetitions of consonant

or vowel sound.
 Cluttering: excessively fast and jerky speech

B. Language Disorder
 A child may have a language disorder if he has

difficulty getting his meaning across through

speech, writing, or even gestures.
Types of Language Disorders

1. Receptive Language Disorder

 A child may have difficulty understanding the

words or sentences used by others.

 The child may seem to show poor attention to

speech.
 This may cause difficulty following directions

and learning.
Types of Language Disorders
 2. Expressive Language Disorder
 A child may have difficulty coming up with

the right words when talking, unable to join

words correctly into sentences.
 The child may have a small vocabulary or use

words incorrectly, may speak using short

phrases and leave out small words, such as
“the” or “is.”
 The child may say sentences, but put them

together incorrectly.
.
 For both types of language disorders, the main
problem may be with: content (words and their
meanings), form (grammar or word order), or use
(the ability to understand and use language
appropriately).

 Causes of language disorders may include hearing

loss, cognitive disability, emotional disturbance, a
lack of exposure to language in the environment, or
brain injury.
 Often, the cause of the language problem is
unknown.
 5. Autism Spectrum Disorder (ASD)
 Autism Spectrum Disorder (ASD) is a
neurodevelopmental disorder defined by
persistent deficits in social communication and
social interaction, accompanied by restricted,
repetitive patterns of behavior, interests, or
activities.
 ASD used to be called Pervasive Developmental

Disorder (PDD).
 These terms mean the same thing.
 The signs of ASD are usually evident in early

childhood.
.
 It is a pervasive developmental disorder
characterized by lack of sociability, impaired
communication and repetitive obsessive
behavior such as politeness, turn-taking.

 Other characteristics are atypical patterns of

activities and behaviors, such as difficulty
with transition from one activity to another, a
focus on details and unusual reactions to
sensations.
 1. Social Communication

 Limited use of gestures such as giving, showing,

waving, clapping, pointing, or nodding their head
 Delayed speech or no social babbling/chatting
 Makes odd sounds or has an unusual tone of voice
 Difficulty using eye contact, gestures, and sounds
or words all at the same time
 Little or no pretending or imitating of other people
 Stopped using words that they used to say
 Uses another person’s hand as a tool (e.g., putting
parent’s hand on a jar for them to open the lid)
2. Social Interaction

 Does not look right at people or hard to get

them to look at you
 Does not share warm, joyful expressions
 Does not respond when someone calls their

name
 Does not draw your attention to things or

show you things they’re interested in

 Does not share enjoyment or interests with

others
3. Repetitive Behaviors & Restricted Interests

 Unusual ways of moving their hands, fingers, or

whole body
 Develops rituals such as lining objects up or
repeating things over and over
 Very focused on or attached to unusual kinds of
objects such as strips of cloth, wooden spoons,
rocks, vents, or doorstops
 Excessive interest in particular objects, actions,
or activities that interferes with social interaction
 Unusual sensory interests such as sniffing
objects or looking out of the corner of their eye
 Over or under reaction to certain sounds,
textures, or other sensory input
6. Emotional and Behavioral Disorders/EBD/

 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:
 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;

 A tendency to develop physical symptoms or fears associated with

personal or school problems.
Causes of EBD
 Biological- includes genetic disorders, brain
damage, and malnutrition, allergies,
temperament and damage to the central
nervous system.
 Family factors- include family interactions, child
abuse, neglect, and poor disciplinary practices
 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
Classification of EBD

 Kauffman (1993) conclude that EBD 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
 Intellectual disability is a disability characterized
by significant limitations in both intellectual
functioning and in adaptive behavior.
 Intellectual functioning: refers to general mental
capacity, such as learning, reasoning, problem
solving, and so on
 One way to measure intellectual functioning is
an IQ test.
 An IQ test score of 75 an below indicates a
limitation in intellectual functioning.
 Adaptive behavior: involves conceptual, social,
and practical skills that are learned and
performed by people in their everyday lives.
ID…
 Conceptual skills—language and literacy;
money, time, and number concepts; and self-
direction
 Social skills—interpersonal skills, social
responsibility, self-esteem, social problem
solving, and the ability to follow
 Practical skills—activities of daily living,
occupational skills, healthcare, travel, safety,
use of money, use of the telephone.

 A individual who show a deficiency in one of

these adaptive skills is taken as having
Intellectual disability.
 Levels of support for individuals with ID

Level of Duration of Frequency of Setting of support

support support support
Intermittent Only as Occasional or Usually only one or two
needed infrequent (e.g. 1–2 classes or
activities)

Limited As needed, Regular, but Several settings, but not

but sometimes frequency varies usually all
continuing

Extensive Usually Regular, but Several settings, but not

continuing frequency varies usually all

Pervasive May be Frequent Nearly all settings

lifelong or continuous
8. Physical Disability
1. Physical disability is a condition that
interferes with the individual’s ability to use
his or her body.
 It includes orthopedic impairments, which

refers to conditions of muscular or skeletal

system and sometimes to physical disabling
conditions of the nervous system.
Classification and Characteristics
 Based on the impact of physical disability on

mobility and motor skills, it is divided into

three:
A. Mild physical disability:- Individuals have
minor problems and walk without aids.
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:-individuals who are
wheel-chair dependent and may need special
help to achieve regular development.

Physical disability can also be broadly classified in

to two groups:
 The neurological system (the brain, spinal cord

& nerve) related problems.

 Musculo-skeletal system (the muscles, bones

and joints) are deficient due to various causes.

Physical…
I. Neurological system:-
 Epilepsy: is disorder that occurs when the
brain cells are not working properly and
is often called a seizure disorder
 Spinal bifida: damage to the spinal cord
leads to paralysis and loss of sensation
in the affected areas of the body
II. Musculoskeletal system
 It includes the muscles and their supporting

framework and the skeleton.

 Progressive muscle weakness (muscular
dystrophy);
 Inflammation of the joints (arthritis), or
 Loss of various parts of the body
(e.g., Amputation)
Physical…

Examples of Musculoskeletal problem:

A. Muscular dystrophy:- is an inherited condition
accruing mainly in males, in which the muscles
weaken and deteriorate
B. Arthritis:-is an inflammation of the joints.
Symptoms include swollen and stiff joints, fever,
and pain in the joints during acute periods
C. Amputation:- a small number of children have
missing limbs because of congenital
abnormalities or injuiry or disease (malignant
bone tumors in the limbs)
D. Polio:- is viral disease that invade the brain and
cause severe paralysis of the total body system.
9. Health Impairments

 Any disease that interferes with learning can

make students eligible for special services.
 These disease caused problems are as

follow:
1. Heart disease
2. Diabetes:
3. Allergy
4. HIV/ AIDS/ Corona Virus, etc.
10. Vulnerability

 An individual is said to be vulnerable when he/she is

at risk of being harmed.
 In principle, everyone is vulnerable to some adverse
event or circumstance, but some people are more
vulnerable than others.
 Vulnerability can be generally defined as a complex
phenomenon that refers to the following dimensions:
 Economic difficulties/poverty
 Social exclusion
 Lack of social support from social networks
 Stigmatization
 Health problems
 Being a victim of crime
Causes of Vulnerability

 Vulnerability may be caused by:

 rapid population growth,
 poverty and hunger,
 poor health,
 low levels of education,
 gender inequality,
 fragile and hazardous location,
 lack of access to resources and services,
including knowledge and technological
means,
 disintegration of social patterns (social
vulnerability
Characteristics of Vulnerable People

 The following are thought to be

characteristics of vulnerable people:
 Less physically or mentally capable
(infants, older adults, people with
disabilities)
 Fewer material and/or financial resources
(low-income households, homeless)
 Less knowledge or experience (children,
illiterate, foreigners, tourists)
 Restricted by society to grow and develop
according to their needs and potentials
 Women, minorities and gifted & talented are

also categorized as vulnerable.

11. Gifted and Talented Children

 What do we mean when we say Gifted Child?

 What do we mean when we say Talented Child?

 What do we mean when we Creative Child?

 Gifted &Talented children are those who have

one or more abilities developed to a level

significantly ahead of their age group (or with

the potential to develop these abilities)

Giftedness
 Giftedness is a complex, covers a wide range
of abilities and traits.
 The term giftedness include Intelligence
Quotient (IQ) of 140 or higher.
 Giftedness describes individuals with high
levels of intelligence, outstanding abilities,
and capacity for high performance.
 Giftedness: The potential to perform at a level
significantly beyond what might be expected from
one's age-peers in any area of human ability.
 It is important to note that a student may be gifted in
any one of the cognitive, creative, socio-affective or
sensori-motor domains, or in several, or in all.
Talentedness
 Talent: An achievement at a level significantly
beyond what might be expected from age-peers in
fields such as arts, technology, academic , athletics,
sports and social action.

 Talented refers to a specific dimension of

skill like music, sport, drawing and art.
 The key to this definition is that it
distinguishes between outstanding potential
(giftedness) and outstanding performance
(talent).
Creative
 Creativity- an ability to generate novel ideas
and innovative solutions.
 Creativity as a form of intelligence, is
characterized by:
 Advanced divergent thought and thinking
 The production of many original ideas
 The ability to develop flexible and detailed
responses and ideas.
 The term is used to describe people who are
intellectually, creatively, academically or
otherwise superior to a comparison group of
peers or older age mates. Or
 Children capable of high performance and/or
potential ability in any of the following areas.
 General intellectual ability
 Specific academic aptitude
 Creative or productive thinking
 Leadership ability
 Visual and performance arts
1.3. The Education of Children with Disabilities

 The education of children with disabilities

seems to be linked with the change in the
conceptualization of disability and also the
changing paradigms in education.
 The paradigms are:-
 1. Segregated Education
 2. Integrated Education
 3. Inclusive Education
 1. Segregated Education

 Segregation occurs when students with

disabilities are educated in separate
environments (classes or schools) designed for
students with impairments or with a particular
impairment.

 Segregation is most blatant when students with

disabilities are forced to go to a school only for
students with disabilities.

 It also happens when students are educated in

separate classes/resource classes. in a regular
school.
2. Integrated Education
 Integrated education is an education system attempts to
bring together segregated children from segregated
environments.
 An integrated classroom is a setting where students with
disabilities learn alongside peers without disabilities.
 Types of integration:-
 1. Physical Integration
 2. Social Integration
 3. Educational Integration
3. Inclusive Education
 Inclusive education means that all students attend and
are welcomed by their neighbourhood schools in age-
appropriate, regular classes and are supported to learn,
contribute and participate in all aspects of the life of the
school.

 Inclusive education is about how we develop and design

our schools, classrooms, programs and activities so that
all students learn and participate together.

 Inclusive education is about ensuring access to quality

education for all students by effectively meeting their
diverse needs in a way that is responsive, accepting,
respectful and supportive.
.
 Inclusive education is carried out in a
common learning environment; that is, an
educational setting where students from
different backgrounds and with different
abilities learn together in an inclusive
environment.

 Students participate in the education program

in a common learning environment with
support to diminish and remove barriers and
obstacles that may lead to exclusion.
Effective common learning environments:
 Enable each student to fully participate in the learning
environment that is designed for all students and is
shared with peers in the chosen educational setting;
 Provide a positive climate, promote a sense of belonging
and ensure student progress toward appropriate
personal, social, emotional and academic goals;
 Are responsive to individual learning needs by providing
sufficient levels of support and applying student-centred
teaching practices and principles.
 It is an inclusive environment where instruction is
designed to be delivered to students of mixed ability and
with their peer group in the community school, while
being responsive to their individual needs as a learner,
and used for the majority of the students’ regular
instruction hours.
1.4. Education Era of Learners with
Special Needs

1. Era of Exclusion

2. The Era of Segregation

3. The Era of Integration & Normalization

4. The Era of Inclusion

History…

1. Era of Exclusion/Extermination(Before 1800)

 Disability is a “punishment of the gods”

 “An Individual is what he is, now and forever”
 Plato & Aristotle call for infanticide
 Ciceron of Rome calls for the purity of the race, a
society free of “defectives”
 PWDs experience chaining, left on hills to die,
thrown off cliffs, locked away or drown
 Father had the right to terminate child’s life
Early Beginning of SNE
 The following individuals were pioners in the
field of SNE:
 Pedro Ponce de Léon(1578) in Spain created the
first documented experience about education of
deaf children (from nobility)
 Abbé Charles Michel de l’Epée (1760) in Paris
created the first Institute for deaf
 Louis Braille invente “Braille script” in (1829)
 Jean Marc Gaspard Itard(1774-1838) designed
teaching methods for intellectual disability (e.g.,
the wild boy)
 Eduard Seguin (1812-1880) of the US
 Maria Montessori (1870-1952) introduced
new instructional methodology.
2. The Period of Segregation/Institutions
 People with disability were forced to live, learn in
far away places (prison-like institutions).
 Historically the care and instruction of
children with disability was catered for by
the church.
 The strong belief in the salvation of the

individuals & these religious convictions

were powerful impetus for the provision of
education
 «God created man in his own image»
 Jesus helps disabled persons (e.g., blind
miracle).
Segregation…
 There has been serious abuse on PWDs such as
Eugenics in the name of science.
 Sterilization of those deemed not a “good
American” and included anyone “non-White”,
Eastern European, physically/mentally disabled,
felons
 The 6 million Jews were slaughtered in Germany
as a result of Eugenics supported by ultra
nationalism.
 The same thing happens to those with
disabilities

 Some states in the US sterilization laws were in

practice until the 1970s and 1980s.
 3.The Period of Integration & Normalization (1960’s)

 In this period special classes flourished

 Students with special needs, especially those
with:
 intellectual disability
 Visual impairment,
 Hearing Impairment &
 EBD were assigned in regular schools but in a
separate classroom.

 Integration takes many forms:

 Physical integration
 Social integration
 Functional integration

 During integration it is the student who should

change to fit the “normal” school or classroom.
4.The Period of Inclusion

 Children with special needs/disability are

accepted as dignified citizens with equal
rights.
 Finally, the right to live, learn and work
together was recognized.

 Educational equality and equal educational

services is provided.
1.5 Models of disability
 1. The Medical Model
 Disability is considered as pathology
(physiological, biological and intellectual).
 Disability is defined as functional limitations
due to physical, intellectual or psychic
impairment, health or psychic disorders on a
person (WHO,1996).
 The medical definition has given rise to the
idea that people are individual objects to be
“treated”, “changed" or “improved" and made
more “normal”.
 The medical definition views PWDs as needing to “fit in
”rather than thinking about how society itself should
change.
 The medical model does not adequately explain the
interaction between societal conditions or expectations
and unique circumstances of an individual.
 2. The Social Model
 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,(e.g., ICT, and
education), which prevent persons with disabilities
from participating on equal terms.
 Comparison of Disability Models

Medical model: Social model:

Child is faulty Child is valued

Diagnosis and labeling Strengths and needs identified

Impairment is the focus of Barriers identified and solutions

attention developed

Segregation and alternative Resources are made available

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

Society remains unchanged Society evolves

Chapter 2: The Concept of Inclusion
 2.1. Definition of Inclusion

 Inclusion is seen as a process of addressing and responding

to the diversity of needs of all persons through increasing
participation in learning, employment, services, cultures and
communities, and reducing exclusion at all social contexts.

 Inclusive education 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” (UNESCO, 2008).
 It involves changes and modifications in
content, approaches, structures and strategies,
with a common vision which covers all children
of appropriate age range (UNESCO 2005).
• Inclusive education means:
• Educating learners with special educational needs in
regular settings.
• Putting in place a whole suite of provisions such as:
• Modified curriculum,
• Adapted teaching methods,
• Modified assessment techniques,
• Accessibility arrangements and
• Support system provided at the classroom level.
Inclusive Education Is Not!

• It is not about changing the students to fit in the system,

rather it is about changing the system to fit the student.
• Inclusive education is not automatic.
• It is a not rigid process
• It is not the perspective of a single culture, socio-
economic, and political circumstances.
• Inclusion or inclusive education is not another name for
special needs education.
• Inclusion education is not just about a specific group.
• Inclusion education is not only for children with
disabilities .
2.2 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 consideration of other

sources of disadvantage and marginalization, such as

gender, poverty, language, ethnicity, and geographic

isolation.
Principles…
 UNESCO (2005) has provided four major
inclusion principles:
1. Inclusion is a process. It has to be seen as a
never-ending search to find better ways of
responding to diversity.
2. Inclusion is concerned with the identification
and removal of barriers that hinders the
development of persons with disabilities.
3. Inclusion is about the presence, participation
and achievement of all persons.
4. Inclusion gives emphasis to those who may be
at risk of marginalization, exclusion or
underachievement.
 2.3 Rationale for Inclusion

Implementation of inclusion has number of rationales:

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. 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…
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
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
Rationale …

5. Foundations for Building Inclusive Society

◦ Formation of mutual understanding and

appreciation of diversity
◦ Building up empathy, tolerance and cooperation
◦ Promotion of sustainable development
Benefits…

2.4. Benefits of Inclusion

1. Benefits for Students with Special Needs
Education
 In inclusive settings people will develop:
 Appropriate models of behavior
 Improved friendships with the social environment
 Increased social initiations, interactions, relationships
and networks
 Gain peer role models for academic, social and
behavior skills
 Increased achievement of individualized educational
program (IEP) goals
 Greater access to general curriculum
 Enhanced skill acquisition and generalization in their
learning
Benefits…

2. Benefits for persons without Special Needs

Education
 Students without special educational needs
(SEN) will:
 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
 Play the role of a special ‘buddy’ during lunch, in
the bus or playground.
 Gain knowledge of a good deal about tolerance,
individual difference, and human exceptionality.
 Learn that students with SEN have many positive
characteristics and abilities.
Benefits…
3. Benefits for Teachers and Parents/Family
3.1 Benefits for Teachers
◦ They have more opportunities to learn new ways to
teach different kinds of students.
◦ They gain new knowledge, such as the different ways
children learn and can be taught.
◦ They develop more positive attitudes and approaches
towards different people with diverse needs.
3.2 Benefits for Parents/Family
◦ Learn more about how their children are being educated
in schools with their peers in an inclusive environment
◦ Become personally involved and feel a greater sense of
accomplishment in helping their children to learn.
◦ Feel valued and consider themselves as equal partners
in providing quality learning opportunities for children.
2.5. Benefits for Society

 Helps break down barriers and prejudice that

prevail in the society towards persons with
disability.
 Communities become more accepting of
difference, and everyone benefits from a
friendlier, open environment that values and
appreciates differences in human beings.
 2. 5. Features of Inclusive Environment

 An inclusive environment is one in which members

feel respected by and connected to one another.
 It is an environment that welcomes all people,
regardless of their disability and other vulnerabilities.
 An inclusive environment which have inclusive service
environment.
 An inclusive environment 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
2.6 Barriers to Inclusion

 Though many countries seem committed to inclusion

their rhetoric, and even in their legislation and policies,
practices often fall short.
 The major barriers include:

◦ Problems related with societal values and beliefs-

particularly the community and policy makers negative
attitude towards students with disability and
vulnerabilities.
◦ Economic factors- this is mainly related with
poverty of family, community and society at large
◦ Lack of stakeholders taking responsibility in their
cooperation
◦ Conservative traditions among the community members
about inclusion
◦ Lack of knowledge and skills among teachers
regarding inclusive education
Barriers…

◦ Rigid curricula, teaching method and examination systems that

do not consider students with dives needs and ability
differences.
◦ Fragile democratic institutions that could not
promote inclusion
◦ Inadequate resources and inaccessibility of
social and physical environments
◦ Globalization and free market policy that make students engage
in fierce competition, individualism rather than cooperation
◦ Using inclusive models that may be imported from other
countries.
 Barriers….
•There are three fundamental barriers of inclusive education.

A.Organizational: schools, classroom structures and managements.

B.Attitudinal: teachers and administrators beliefs, motivations

towards accommodating students with special needs in general

schools.

C.Knowledge: teachers differences in knowledge and skills about

instruction and adapting curriculum, as well as providing support

services for children with special needs.

Chapter 3: Identification & Differentiated
Services
3.1 Impact of Disability and Vulnerability on
daily life
1. The Nature of the Disability: Disability can be
acquired (a result of an accident, or acquired
disease) or congenital (present at birth).

 If the disability is acquired, it is more likely to cause

a negative reaction than a congenital disability.
 Congenital disabilities are disabilities that have
always been present, thus requiring less of an
adjustment than an acquired disability.
2. The Individual’s Personality - the individual
personality can be typically positive or negative,
dependent or independent, goal-oriented or
laissez-faire
3. The Meaning of the Disability to the Individual
4.  The Individual’s Current Life Circumstances -
◦ The individual’s independence or dependence on
others (parents).
◦ The economic status of the individual or the
individual's caregivers, the individual's education
level.
5. The Individual's Support System - The individual’s
support from family, a significant other, friends, or
social groups.
3.2 Economic Factors and Disability
 People with few economic assets are more likely
to acquire pathologies that may be disabling
 Economic resources can limit the options and
abilities of someone who requires personal
assistance services or certain physical
accommodations
 Economic factors also can affect disability by
creating incentives to define oneself as a PwDs.
3.3 Political Factors and 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

3.4 Psychological Factors of Disability

 One's psychological environment, including personal
resources, personality traits, and cognition.
 These constructs affect both the expression of disability
and an individual's ability to adapt to and react to it.
3.5 The Family and Disability
 The family can be either an enabling or a disabling
factor for a person with a disabling condition.
3.6 Needs of Persons with Disabilities and
Vulnerabilities.
 People with disabilities do not all share a single
experience.
 Analyzing human beings, Maslow has identified five
categories of needs, with different priority levels.
.
 Persons with disabilities and vulnerabilities have
socio-emotional, psychological, physical and social
environmental and economic needs in general.
 The basic needs of persons with disabilities and
vulnerabilities to ensure equality:
 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
3.7. Creating Welcoming (Inclusive) Environment
 3.7.1. Environmental modifications can take
many forms:
 Assistive devices,
 Alterations of a physical structure,
 Object modification, and
 Task modification.
Examples of Environmental Modification

1. Mobility Aids
◦ Hand Orthosis
◦ Prosthetic limb
◦ Wheelchair (manual and/or motorized)
◦ Canes
◦ Crutches
◦ Braces

2. Communication Aids
◦ Voice-activated computer
◦ Closed or real-time captioning
◦ Computer-assisted note taker
◦ Print enlarger
◦ Books on tape
◦ Sign language or oral interpreters
◦ Braille writer
◦ Cochlear implant
 3. Accessible Structural Elements
◦ Ramps, Elevators
◦ Wide doors
◦ Safety bars
◦ Enhanced lighting

4. Accessible Features
◦ Built up handles
◦ Voice-activated computer
◦ Automobile hand controls

5. Job Accommodations
◦ Simplification of task
◦ Flexible work hours
◦ Rest breaks
◦ Splitting job into parts

6. Differential Use of Personnel

◦ Personal care assistants
◦ Note takers
◦ Secretaries Editors
◦ Sign language interpreters
Inclusive Learning Environment
• The learning environment in inclusive school supposed to
be suitable for all learners with or without disabilities.
• The environment for learning includes issues such as

• Classroom Situations,
• Flexible Curriculum,

• Teaching Methods,

• Adapted Teaching,
• The relationship between teachers and students and

• Appropriate class size and other issues.

3.8. Disability Intervention Strategies

1. Implementing the Twin-track Approach

Track 1: Mainstreaming disability as a cross-cutting

issue within all key programs and services
(education, health, relief and social services, etc) to
ensure these programs and services are inclusive.
 This is done by: gathering information on the diverse
needs of persons with disabilities during the
assessment stage.
Disability Intervention Strategies

 Track 2: Supporting the specific needs of

vulnerable groups with disabilities to ensure
they have equal opportunities to participate in
society.
 This is done by strengthening referral to both
internal and external pathways and ensuring
that sector programs to provide rehabilitation.
Disability Intervention Strategies

 Prevention is a disability intervention strategy that emphasis

on addressing the needs of people with disabilities.

 Attention to environmental factors – including nutrition,

preventable diseases, safe water and sanitation, safety on

roads and in workplaces – can greatly reduce the incidence

of health conditions leading to disability.

 3.8.1. Types of Preventions

1. Primary Prevention – actions to avoid or remove the cause of

an impairment in an individual or a population before it arises.
 It includes health promotion and specific
protection (for example, HIV Education).
2. Secondary Prevention (Early Intervention) – actions to
detect a health and disabling conditions at an early stage in
an individual or a population, facilitating cure, or reducing
or preventing spread, or reducing or preventing its long-
term effects.
(e.g., Supporting women with intellectual disability to access
breast cancer screening)
.

3. Tertiary Prevention (Rehabilitation) – actions to

reduce the impact of an already established disease
by restoring function and reducing disease related
complications.
(e.g., Rehabilitation for children with musculoskeletal
impairment).
Rehabilitation
 Rehabilitation is to “returning or restoring of PwDs to
their previous state or condition”.
 Rehabilitation signifies restoring any individual to social,
functional, economic status he/he enjoyed before the
onslaught of impairment.
 It refers to all the measures, which need to be taken to
bring the individual to her/his functional capabilities
which he possessed before his impairment.
Rehabilitation….

 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:
1. Multiple Discipline Professionals:
 Physicians
 Occupational Therapists
 Physical Therapists
 Speech and Language Therapist
 Audiologists
 Rehabilitation Nurses
 Social Workers
 Rehabilitation Counselors
 Experts in Orthotics and Prosthetics, etc.

2. Persons with the Disability

3. Families/Care givers
Models of Rehabilitation

1. Institutional Based Rehabilitation

2. Out-reach Based Rehabilitation

3. Community Based Rehabilitation

1. Institutional Based Rehabilitation

 Institutional rehabilitation programs are those in which

the patient is housed during treatment.
 These are voluntary but participation is also often court-
mandated.
 Patients are supposed to remain in the facility full-time.
 Some are locked-door programs, with patients being
restrained from leaving.
 Others do not interfere with a client intent on leaving,
though they may forbid return.
.
 General and specialized services are offered in an
institution or home for PwDs.
 General institutions include centers that provide services
for people for all types of disability.
 Specialized ones include homes which provide services
for specific types of disabilities.
2. Out-reach Based Rehabilitation

 Out-reach rehabilitation services are typically

provided by health care personnel based in
institutions.
 Such a program provides for visits by rehabilitation
personnel to the homes of people with disabilities.
 The focus is on the PwDs, and perhaps the
person's family.
.

 Out-patient treatment is a type of rehab program

in which the patient lives in their own home and
attends to the daily routines of life, such as work,
school and family obligations, while going to the
rehab facility at regular intervals for treatment.
 The intervals vary according to need, and can be
daily, weekly or on whatever schedule the mental
health or substance abuse professional deems
necessary.
 3. Community Based Rehabilitation
 CBR was originally designed for developing countries where
disability estimates were very high and the countries were
under severe economic constraints.
 Community Based Rehabilitation (CBR) is a strategy within
general community development for rehabilitation, equalization of
opportunities and social inclusion of all people with disabilities
(WHO, ILO, UNICEF & UNESCO, 2004).

 Community-based programs are those that are set

within the community, rather than at a more formal
facility.
CBR

 All the activities that PwDs, their family members

and community members do in their community for
PwDs, such as general care, adaptation of family
members to disabled, education, health etc.
 CBR is a strategy that seeks to ensure that PwDs
are involved in the development of their community
by having equal access to rehabilitation and other
services and opportunities- health, education and
income.
CBR

 This definition advocates a broad approach for

developing programs that involves the following
elements:
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.
CBR
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.
Major Objectives of Community Based
Rehabilitation:

 To ensure that people with disabilities are able to maximize

their physical and mental abilities, to access regular services

and opportunities, and to become active contributors to the

community and society at large.

 To activate communities to promote and protect the human

rights of people with disabilities through changes within the

community, for example, by removing barriers to participation.

Chapter 4:Promoting Inclusive Culture
Inclusion is a sense of belonging, connection and
community at work. And inclusive organizations help
people feel welcomed, known, valued and encouraged to
bring their whole, unique selves to work.
 Culture is “the ideas, customs, and social behavior of
a particular people or society.”
 Culture plays a huge role in shifting the diversity
needle and forming truly inclusive environments.
4.1. Definition of Inclusive Culture
 An inclusive culture involves the full and
successful integration of diverse people into a
workplace or industry.
 Additionally, inclusive cultures extend beyond
basic or token presence of workers who have
disabilities.
 They encompass both formal and informal
policies and practices, and 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.
4.2 Dimensions of Inclusive Culture

 There are three dimensions/ elements of an

inclusive culture:
 1. Universal Design
 2. Recruitment, Training and Advancement
Opportunities
 3. Workplace Accommodations and
Accessibility: Policy & Practice
1. Universal Design
 Universal design refers to the construction of
structures, spaces, services, communications
and resources that are organically accessible
to a range of people with and without
disabilities, without further need for
modification or accommodation.
 Examples of universal design practices in the workplace include:

- Routinely providing manuals, materials and forms to all

employees in a variety of digital formats that are as readily
accessible to people who use adaptive computer
technologies as to other employees.
- Building workspaces accessible to people who use
wheelchairs or other assistive devices, as well as to all other
employees.
- Providing employees with a variety of flexible schedule and
work options.
2. Recruitment, Training, &
Advancement Opportunities
A. Recruitment:
 Effective recruitment of people with
disabilities involves two components:
1. Accessible outreach and hiring practices and
2.Targeted recruitment of workers with
disabilities.
 .

 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, or are free of barriers that
might inhibit people with disabilities from
participating.
 Wherever possible, outreach and hiring resources
generally should be equally accessible to workers
with and without disabilities.
 Targeted recruitment involves specific
outreach to people with disabilities.
 People with disabilities are not always able to
overcome existing barriers.
 Therefore, targeted recruitment enables
employers to reach and interview qualified
people with disabilities.
.

B. Training: Training plays a dual role in the creation of

inclusive workplace culture. The first consideration
involves the degree to which people with disabilities
have equitable access to training sites, events, and
materials.
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.
3.Workplace Accommodations and
Accessibility: Policy & Practice
 Policy plays a critical role in generating

meaningful inclusion of people with

disabilities.
 In addition to recruitment, training and

advancement, workplace policies need to

carefully plan for the provision of reasonable
accommodations.
4.3 Building Inclusive Community

 An inclusive society is a society that over-

rides differences of race, gender, class,
generation, and geography, and ensures
inclusion, equality of opportunity as well as
capability of all members of the society to
determine an agreed set of social institutions
that govern social interaction.
 An inclusive community aims at empowering
and promoting the social, economic, and
political inclusion of all, irrespective of age,
sex, disability, race, ethnicity, origin, religion,
economic, or other status. It is a society that
leaves no one behind.
 We work to ensure that societies are open
and inclusive to all.
4.3.1 Elements Necessary for Creating an Inclusive Community

 Respect for all human rights, freedoms, and

the rule of law, both at national and
international levels
 All members of society are able and
motivated to participate in civic, social,
economic and political activities, both at the
local and national levels
 The existence of a strong civil society

universal access to public infrastructure and

facilities
 Equal access to public information
 Equity in the distribution of wealth and resources
 tolerance for and appreciation of cultural

diversity.
 Education: it will provide opportunities to learn

the history and culture of one's own and other

societies,
 Effective leadership
 create positive narratives of an inclusive society

of the future
4.3.2 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 and the groups they
belong to and
 Diversity enriches our lives, so it is worth our
while to value our community's diversity.
4.3.3 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.
 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 in
culturally sensitive and appropriate ways.
 Essential services identified include good
schools, recreation, childcare, libraries, public
transit, affordable housing and supportive
housing, home care, crisis and emergency
supports, well coordinated and
comprehensive settlement supports
 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.
4.4. Inclusive Values

 Inclusion is most importantly seen as putting

inclusive values into action.

 It is a commitment to particular values which

accounts for a wish to overcome exclusion

and promote participation.

The fundamental inclusive values are:-

1. Freedom
2. Equality
3. Solidarity
4. Tolerance
5. Respect for nature
6. Shared responsibility
1. Freedom
 PwDs and PWODs have the right to live their
lives and raise their children in dignity, free
from hunger and from the fear of violence,
oppression or injustice.
 Democratic and participatory governance
based on the will of the people best assures
these rights.
2. Equality
 No PwDs must be denied the opportunity to
benefit from development.
 The equal rights and opportunities of PwDs
must be assured.
3. Solidarity
 Challenges must be managed in a way that
distributes the costs and burdens fairly in
accordance with basic principles of equity
and social justice.
 Those who suffer or who benefit least
deserve help from those who benefit most.
4. Tolerance
 Human beings must respect one other, in all
their diversity of belief, culture and language.
Differences within and between societies
should be neither feared nor repressed, but
cherished as a precious asset of humanity.
 A culture of peace and dialogue among all
civilizations should be actively promoted.
5. Respect for Nature
 Prudence must be shown in the management of all living

species and natural resources, in accordance with the

precepts of sustainable development.

 Only in this way can the immeasurable riches provided to

us by nature be preserved and passed on to our

descendants.
 The current unsustainable patterns of production and

consumption must be changed in the interest of our future

welfare and that of our descendants.

6. Shared Responsibility
 Responsibility for managing worldwide
economic and social development, as well as
threats to international peace and security,
must be shared among the nations of the
world and should be exercised multilaterally.
4.5. Understanding Social Inclusion
and Exclusion

 Social inclusion lies the concept of full

participation in all aspects of life.

 Social exclusion refers to the conditions

(barriers and processes) that impede

inclusion.
 Social inclusion refers to a process by which
efforts are made to ensure equal
opportunities for all, regardless of their
background, in order to enable full and active
participation in all aspects of life, including
civic, social, economic, and political activities,
as well as participation in decision-making
processes.
 Social exclusion conversely is a process and a state
resulting in lack of access to full participation in
mainstream society.
 The manifestations of social exclusion are often
understood differently according to the perceived
needs of the society.
 For example, in some societies, women may be the
main excluded group, in other societies, immigrants
or racial, ethnic and religious minorities are
excluded.
4.5.1 Dimensions of Social Inclusion
4.5.2.Levels Involved in a Social
Inclusion Process.
1) Visibility:

 First and foremost, people need to be noticed,

recognized, and have their own voices.
 There is no possibility of having a voice if an
individual or group is not accounted for and
represented in the processes that make up
formal society.
 One of the greatest difficulties even at a local
level is the actual census of population.
 People remain uncounted and therefore
invisible.
2) Consideration:

 The concerns and needs of individuals and

groups are taken into account by policy-
makers.
 Often policy-makers do not consider the poor
and other marginalized groups as important
stakeholders, and therefore, do not
incorporate their needs and concerns.
3) Access to Social Interactions

 People must be able to engage in society’s

activities and social networks in their daily

life, including economic, social, cultural,

religious, and political activities.

4) Rights:

 People must have rights to act and claim, rights

to be different, legal rights, rights to access
social services, such as housing, education,
transportation, and health care.
 They must have visibility consideration access
to social interaction rights resources to fully
participate the right to work and the right to
participate in social, cultural and political life.
5) Resources to fully participate in society

 Resources to fully participate in all aspects of societal

activities are the ultimate step for successful social
inclusion.
 It is not only because of lack of financial resources that
people are unable to participate, or stop participating,
but also because of conditions, such as insufficient
time or energy, spatial distance, lack of recognition,
lack of respect, physical conditions or constraints.
4.5.3.Elements of Social Inclusion

 Social inclusion touches almost all dimensions

of life, both individual and societal.
 These dimensions can be categorized in many
different ways.
 Social inclusion can be promoted at many
different levels, which has different objectives
and target beneficiaries.
Elements of Social Inclusion
Elements of Social Inclusion and Exclusion
Chapter 5: 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.
 As a result, inclusiveness should be the first
phase towards increasing participation and fight
for social justice for people with disabilities,
vulnerable and general populations.
5.1. Inclusion for Peace
 Peace is defined as creating mutual
understanding, positive relationship between
individuals and groups.
 These groups may include culturally,
linguistically, economically and biologically
heterogeneous groups.
 This means peace has a notion of societies’

completeness, fulfillment, wholeness,

harmony, feeling of security and well being of
an individual, a community or a society.
 Human being is interconnected and should be
free from negative force, fear, hatred, anger,
tension, violence stress, anxiety and any kind of
destructions.
 Peace make the mind quiet and calm prevents
anxieties, worries, stress and fears, and
awakens inner strength and confidence, develop
freedom, happiness, love, joy, justice and
gratitude.
 Peace can be achieved through formal and
informal inclusive education.
 Inclusive education is a foundation for
inclusiveness in all aspects of life.
 It creates equality and equity among divers
population.
 Diversity refers to in terms of language,
religion, socio-economic status, culture and
psychology.
 Equal (sameness and nondiscrimination)
and/or equitable (social justice and fairness )
distribution of resources within the system;
equal and/or equitable both in terms of
locations and numbers, in relation to resources
such as money, trained and qualified
professionals, teaching and learning materials,
school buildings, and school furniture.
 It is important to realize inclusive education to
create a society that is peaceful, democratize
and developed. Hence inclusive education is
crucial for:
 •Fostering education that promotes the
values, attitudes and behavior inherent in a
culture of peace, including conflict prevention
and resolution, dialogue, consensus-building
and active non-violence;
 •Promoting sustainable economic and social
development by targeting the eradication of
poverty and social inequalities;
 •Promoting respect for the Universal
Declaration of Human Rights at all levels;
 Promoting gender equality in economic, social and
political decision-making;
 Fostering democratic participation and citizenship and
supporting processes that promote and sustain
democracy;
 Advancing understanding, respect for cultural
diversity, and human solidarity by promoting a
dialogue among societies;
 Supporting participatory communication and the free
flow and sharing of information and knowledge in the
promotion of a culture of peace;
 Promoting international peace and security through
action such as the promotion of general and complete
disarmament.
5.2. Inclusion for Democracy
 Democracy is a great philosophy of inclusion that
born and grown in inclusive schools. It means the
rule of the people, by the people, for the people;
and where “people” is to mean all human being,
regardless of the diversities.
 Democratic schools are an educational ideal in
which democracy is both a goal and a method of
instruction.
 It brings democratic values to education and can
include self-determination within a community of
equals, as well as such values as justice, respect and
trust of diversities
 Inclusive education (when practiced well) is very
important because: All children are able to be part
of their community and develop a sense of
belonging and become better prepared for life in
the community today as children and tomorrow as
adults.
 It provides better opportunities for learning.
 In the absence of democracy, exclusion is prone
to be exercised, today in the school and
tomorrow in the society. Hence, democracy is one
of the principles of inclusiveness in the process of
building inclusive society that begun in schools.
5.3. Inclusion for Development
 The word development refer to a specified
state of advancement or growth a new and
advanced idea, profession, physical, mental,
product; or an event that constitutes a new
stage under changing circumstances.
 Development is a positive growth or change

in economical, social and political aspects of

a country.
 Any kind of development should be
inclusive.
 Inclusive development as a “process that
occurs when social and material benefits are
equitably distributed across divides in
society” (Hikey, 2015),
 Inclusive development also has an “integral
focus on the achievement of equity and the
rights of citizenship” (Hickey, 2013).
Chapter 6: Legal frame work of
Inclusive Education
 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.
 Besides, legal frameworks are thought to help
the persons with disabilities and
vulnerabilities to exploit their potential to the
optimum possible level.
Legal Frameworks/Conventions

 National-Country level

 Regional- EGAD

 Continental- African level

 International- UN
 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.
National Legal Frameworks Regarding Inclusion

 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.
 Although Ethiopia has lots of laws, policies 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.
 National Laws and Policy Frameworks Related
With Rights of People with Disabilities
Equal Participation in Education, Social,
Economic, Apolitical and Other Aspect of Life
 1. Constitution of the Federal Democratic Republic of
Ethiopia-1995: Article 41(5) of the Constitution
 2. Labor Proclamation, No. 377/2003, amended by
Labor Proclamation No. 494/2006
 3. The Federal Civil Servant Proclamation- No.
515/2007
 4. Proclamation concerning the Rights to Employment
for Persons with Disabilities- No. 568/2008
 5. Framework Document- 2009: provides for Special
Needs Education (SNE) in Technical and Vocational
Education and Training (TVET).
 6. Building Proclamation- No. 624/2009
 7. Proclamation on Definition of Powers of Duties of
the Executive Organs of the Federal
Democratic Republic of Ethiopia, No. 691/2010
 8. Growth and Transformation Plan (GTP) 2010-2015
 9. National Plan of Action of Persons with Disabilities -
(2012-2021)
 10. Proclamation concerning the Rights of Disabled
Persons to Employment-No.101/1994
 11. The Federal Civil Servant Proclamation
(Proclamation -No 1064/2017: Article 13/2 of
proclamation no 1064/2017
 12. Labor Proclamation-1156/2019
 13. Organization of Civil Society Proclamation -No.
1113/2019
 14. The Revised higher institutions proclamation- No.
1152/2019
 15. Advertisement Proclamation -No. 759/2012
 16. The Ethiopian Building proclamation -No 624/2009
 17. Definition of Powers and Duties of the
Executive Organs of the Federal Democratic
Republic of Ethiopia Proclamation -No.
1097/2018
 18. Developmental Social Welfare Policy 1997
 19. The FDRE Education and Training Policy

of 1994
 20. The FDRE special needs/inclusive
education strategy 2012
Key International Instruments and other
Documents that Promote Inclusion
 1948 Universal Declaration of Human Rights – Article 26
 1960 UNESCO Convention against Discrimination in Education –

Articles 1, 3 and 4
 1965 International Convention on the Elimination of All Forms of

Racial Discrimination – Article 5

 1966 International Covenant on Economic, Social and Cultural Rights

– Article 13
 1966 International Covenant on Civil and Political Rights – Articles

18 and 19
 1973 ILO Convention on the Minimum Age for Employment – Article

7
 1979 Convention on the Elimination of All Forms of Discrimination

Against Women – Article 10

 1982 World Program of Action Concerning Disabled Persons

proposals for implementation, national action, part 2

 1989 Convention on the Rights of the Child – Articles 23, 28
and 29
 1989 ILO Convention Concerning Indigenous and Tribal
Peoples – Articles 26, 27, 28, 29, 30 and 31
 1990 The World Declaration on Education for All, Jomtien
 1993 The Standard Rules on the Equalization of
Opportunities for Persons with Disabilities
 1994 The Salamanca Statement and Framework for Action
on Special Needs Education
 1999 ILO Convention on the Worst Forms of Child Labor –
Article 7
 1999 Salamanca Five Years On Review
 2000 World Education Forum Framework for Action, Dakar
 2000 Millennium Development Goals focusing on Poverty
Reduction and Development
 2002 EFA Global Monitoring Report: EFA
 2004 EFA Global Monitoring Report: Gender and Education
for All – the leap to quality
 2005 EFA Global Monitoring Report: Education for All – the
quality imperative
 2006 EFA Global Monitoring Report: Literacy for Life
 2006 Convention on the Rights of Persons with Disabilities
 2007 EFA Global Monitoring Report: Strong Foundations –
early childhood care and education
 2008 EFA Global Monitoring Report: Education for All by
2015
Chapter 7: Resources Management
for Inclusion
 Inclusion demands resources to meet the need
of all members of communities and to facilitate
equal participants in all sphere of life.
 The resource should be considered for people
with disabilities in workplaces, social gatherings,
recreational and in schools that help them to feel
comfortable, secure and work at their
independent and team activities.
 Available resources those meet their needs can
help persons with disabilities move towards
success.
Resources for school children
1. School based resource room
 The resource room is a classroom where a

special education program can be delivered

to a student with a disability and learning
difficulty.
2. Human resources in schools
• Sign language interpreter
• Braille specialist
• Mobility and orientation expert
• Special needs educators
• Speech and language therapist
• Physiotherapist
• Behavioral therapists…etc
3. 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)
 Sign language books and videos
 Various instructional videos related this unit
 Braille atlases
 Molded plastic, dissected and un-dissected

relief maps
 Relief globs
 Land form model
 Abacus
 Raised clock faces
 Geometric area and volume aids
 Write forms for matched planes and volumes
 Braille rulers
 Raised-line check books
 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
 Prosthesis
 Environmental accessibilities
 Ramps
 Elevators
 Wheel chairs
 And others additional resources
4. Resources for work/social environment
 Human resources

Special needs educator at every organization to

create inclusive environment
Sign language interpreter
Sighted guide
 Material resources
 Environmental Accessibilities
Chapter 8: 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.
 Collaboration means 'to work with another
person or group in order to achieve
accomplish intended goals.
Collaboration
 Collaboration provides every team member
with equal opportunities to participate and
communicate their ideas.
 Collaboration in the workplace is when two or
more people (often groups) work together
through idea sharing and thinking to
accomplish a common goal. It is simply
teamwork taken to a higher level
Cooperation
 Cooperation is one of the components of
collaboration.
 As an adjective, cooperative describes
working together agreeably for a common
purpose or goal as in cooperative play or
cooperative employee.
.
 Cooperation requires interdependence, which
can take one or more forms that help to create
inclusiveness:
1. Goal interdependence: the group has a single
goal.
2. Reward interdependence: the whole group
receives acknowledgement for achieving the goal
3. Resource interdependence: each group member
has different resources (knowledge or materials)
that must be combined to complete a task
4.Role interdependence: each group member is
assigned a different role (e.g, leader, reporter,
time-keeper)
 In cooperative learning and works, the strategies
for effective co-planning and team working are very
important. The following steps will help you and
your group to work effectively together.
1. Have clear objectives
2. At each stage you should try to agree on goals
3. Set ground rules
4. Communicate efficiently
5. Build consensus
6. Define roles
7. Clarify your plans, process and achievements all
the time
8. Keep good records
9. Stick to the plan
Stakeholder
 A stakeholder is any person, organization, social group, or

society at large that has a stake in the business.

 Thus, stakeholders can be internal or external to the

business.
 Stakeholders can affect or be affected by the organization's

actions, objectives and policies. Some examples of

key stakeholders are creditors, directors, employees,

government (and its agencies), owners (shareholders),

suppliers, unions, and the community from which the

business draws its resources.

 Strategies for community involvement inclusive
development
 Commit to participation of all persons with diversities
 Establish non-discriminative effective communication
with all people with divers back ground
 Expect to do most of the work yourself following the
inclusive principle
 Tap into local networks, culture and indigenous
experiences of inclusiveness
 Use all possible communication channel including sign
language for deaf people
THE END!!!