DEBARK UNIVERSITY

College of Social Science

Department of SNIE
Course title: inclusiveness
Course code: SNIE 1012
 Chapter 1: Understanding Disabilities and Vulnerabilities

1.1 Def in itions of Basic Terms in SNIE (Impairment, Disability and

Handicap)
 Impairment: means a lack/abnormality of an anatomic, physiological or
psychological structure or function on a person.
 It refers to any loss or abnormality of physiological, psychological
or anatomical structure or function of human body.
 Disability: The term disability is ambiguous as there is no single
agreement on the concept (Mitra, 2006) It is not synonymous with AKAL
-GUDATENGA (የአካል ጉዳተኛ) meaning impairment.
 It is losing/restriction to perform a task in the condition which is
expected as a normal condition.
 The concept of disability is complex, dynamic, multidimensional, and
challenged.
 Con,t
 Disability means functional limitations due to
physical, intellectual or mental impairment, health or
cognitive disorders on a person (WHO,1996).
 The medical def inition views the disabled person as
needing to-f it in rather than thinking about how
society itself should change.
 This medical def inition does not adequately explain
the interaction between societal conditions or
expectations and unique circumstances of an
individual the social definition of disability:
 Con,t
 Disability is a highly varied and complex condition
with a range of implications for social identity and
behavior.
 Disability largely depends on the context and is a
consequence of discrimination, prejudice and
exclusion.
Disabilities are a functional lim itation of an
individual to perform a task as a normal manner of
the communities life.
It is a result of impairment.
Handicap
 It means an individual is disadvantaged due to
his/her impairment and disability in the normal
manner of the life of the community.
 It is the result of both impairment and disabilities.

 This leads to underprivileged/poor in social,

psychological, economical and political aspect of
life of the society at large.
 Social construct
 Model of disability
 What is disability
 Traditional model of disabilities

Traditional model of disabilities believed that, it

is the result of God punishment, due to, their
parents and ancestors wrong doing.
This model also believes, it is caused by evil,
criminal and sinful.
There is no treatment, b/c it doesn’t focused on
the medical and social aspect of the individuals.
 Cont,t
 Medical model:

 According to medical model disability is caused by, disease.

 This model believed that the disability is the child him/her

self.
 It also think, the child is damaged, diagnosis and
classification,
 Change the child to fit the system, b/c no attention about
external environment.
 Can be cure through medication

 It characterized by Segregation
 Cont.t
 Social model:
 Social model of disabilities focused on the external environment rather
than the disabilities of the child.

 The society them selves are the causes of disabilities, due to;

 their attitude towards disabilities,

 knowledge about the causes, nature, type and level of disabilities,

 The norm, custom, culture and their backgrounds

 According to this model, the child is valued, have strengths, barriers

identified and solutions developed.

 It focuses on resources available, diversity welcomed ; child is welcomed,

society changes

 So, it give attention to change the system to fit the child.

Medical model: Social model:
Child is faulty Child is valued
Diagnosis and labelling Strengths and needs
Impairment identified
is focus of attention Barriers identified and
solutions developed
Medical model: Social model:
Segregation and alternative Resources made
services available
Re-entry if normal enough Diversity welcomed;

or permanent exclusion
Child is welcomed
Society remains unchanged Society evolves
Cause of disability
 Genetic Causes
Abnormalities in genes and genetic inheritance can cause intellectual
disability in children. Cause of genetic disorder are like illness, disease,
drought and desert, over- exposure tox-ray and malnutrition.
 Cont,t
 Environmental

 Poverty and malnutrition in pregnant mothers can cause a

def ic iency in vital minerals and result in deformation issues
in the unborn child.
 Even after birth, poverty and malnutrition can also cause poor
development of vital organs in the child, which can f inally
lead to disability
 The use of drugs, alcohol, tobacco, the exposure to certain
toxic chemicals by a pregnant mother can cause intellectual
disability to the child
 Cont..
 This can cause damage to the brain of the child. Toxic
material such as lead and mercury can damage the brain
too.

 Unknown Causes

 The human body is a phenomenal thing.

 Scientists have still not f igured out what and how some
things in the body, cells, brain, and genes come about.

 Humans have still not found all the answers to all the
defects in the human body
 Cont..
 Inaccessible environments

 Sometimes society makes it dif fic ult for people with

some impairment to function freely.

 When society develops infrastructure such as houses,

roads, parks and ot her public places wit hout
consideration to people with impairment, basically make
it impossible for them to take care of themselves.

 This way, their impairment is made inferior.

1.2 Type of disabilities
A. Visual Impairment
 Visual impairment in general terms has two sub- classifications.

 Blindness,

 total inability to see because of disease or

disorder of the eye, optic nerve, or brain.

 The term blindness typically refers to vision loss

that is not correctable with eyeglasses or contact
lenses.

 Low vision,



B. Hearing Impairment:
 The def initions given to hearing impairment convey different meaning to different
people.
 it is the generic term includes two sub-classifications
 Hard of hearing; Whether permanent of f lu ctuating, which adversely affects a
child's educational performance, persons with enough (usually with hearing aids) as
a primary modality of acquisition of language and in communication with others.
 Deaf ; Those who have dif ficulty understanding speech, even with hearing aids but
can successfully communicate in sign language.
C. Specific Learning Disability:
 Means a disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken or written, etc
 The term includes such conditions as perceptual disabilities, brain injury, minimal
brain dysfunction, dyslexia, and developmental aphasia.
 People with learning disabilities are of average or
above average intelligence.
 There often appears to be a gap between the
individual‘s potential and actual achievement. This is
why learning disabilities are referred to as hidden
disabilities.
 Learning disabilities should not be confused
with learning problems which are primarily the
result of;
Types of Specific Learning Disabilities
cont,t
o Dyscalculia
 is a specif ic learning disability that affects a person‘s ability
to understand numbers and learn math.
 also have poor comprehension of math symbols, may
struggle with memorizing and organizing numbers etc.
o Dysgraphia:
 is a specific learning disability that affects a person‘s
handwriting ability and fine motor skills.
 It include illegible handwriting, inconsistent spacing, and
difficulty composing writing as well as thinking and writing at
the same time
 Cont..
o Dyslexia:

 is a specif ic learning disability that affects reading and

related language-based processing skills.

 can affect reading fluency; decoding, reading comprehension,

recall, writing, spelling, and sometimes speech and can exist

along with other related disorders.


D. Speech and language impairment

It is disorder that adversely affects the child's ability to talk, understand,

read, and write.

This disability category can be divided into two groups:

1) Speech Impairments

2) Language Impairments

 S p e e c h I m p a i r m e n t s


There are three basic types of speech impairments:
1) articulation disorders,

2) fluency disorders, and

3) voice disorders.
 Cont.t
1. Articulation disorder exist due to anatomical or physiological
limitations in the skeletal, muscular, or neuromuscular support for
speech production.
 It characterized by;
Omissions: (bo for boat); shi for ship
Substitutions: (wabbit for rabbit); shili for Chili
Distortions: (shlip for sip) CC
2. Fluency disorders are difficulties with the rhythm and timing of speech
characterized by hesitations, repetitions, or prolongations of sounds,
syllables, words, or phrases. Common fluency disorders include:
 Stuttering: rapid-f ire repetitions of consonant or vowel sounds
especially at the beginning of words, prolongations, hesitations,
interjections, and complete verbal blocks
 Cluttering: excessively fast and jerky speech
3. Voice disorders are problems with the quality or use of one's voice
resulting from disorders in the larynx.

Voice disorders are characterized by abnormal production and/or

absences of vocal quality, pitch, loudness, resonance, and/or
duration.


 Language impairments:
 there are Five basic areas of language impairments:
 Phonological disorders:
 abnormal organization of the phonological system, or a
significant deficit in speech production or perception.
 Morphological disorders:
 are dif ficulties with morphological inf lections (inf lections on
nouns, verbs, and adjectives that signal different kinds of
meanings).
 Semantic disorders:
 are c harac t e ri ze d by po o r v o c abul ary d e v e l o pme nt ,
inappropriate use of word meanings, and/or inability to
comprehend word meanings.
 Cont,t
 Syntactic deficits:
 are characterized by dif fic ulty in acquiring the rules that
govern word order and others aspects of grammar such as
subject-verb agreement.
 Pragmatic difficulties:
 are characterized as problems in understanding and using
language in different social contexts.
E. Autism

 Means a developmental disability signif ic antly

affecting verbal and nonverbal communication and
social interaction.
 generally evident/ occur before age three

 adversely affects a child‘s educational performance.

 I t n e u r o d e v e l o p m e n t d i s o r d e r d e f in e d b y
im pairm ents in social and com m unication
development.
F. Emotional and Behavioral Disorders

According to Individuals with Disabilities Education

Act (IDEA), the term Emotional and Behavioral

Disorders means a condition exhibiting one or more

characteristics over a long period of time and to a

marked degree that adversely affects educational

performance.

Inappropriate types of behavior or feelings under

Classification of behavioral and emotional disorders
 Conduct disorder: individuals may seek attention, are
disruptive and act out.
 Socialized aggression: individuals join subculture
group of peers who are openly disrespectful to their
peers, teachers, and parents.
 Attention problems: These individuals may have
attention deficit, and have poor concentration.
 Anxiety/Withdrawn: They typically have low self-
esteem and withdraw from immediate activities.
 Motor excess: These students are hyperactive and
not keep their attention focused.
 Two Broad Classifications Con,t
1. Externalizing Behavior: also called under controlled disorder, include;

 disobedience,

 disruptiveness,

 fighting,

 irresponsibility, etc…

2. Internalizing Behavior: also known as over controlled disorders, include;

 anxiety, immaturity,

 social withdrawal, and feeling of inadequacy (inferiority),

 depression and worries a great deal.



G. Intellectual Disability

 Is a disability characterized by significant limitations

in both intellectual functioning and in adaptive
behavior, which covers many everyday social and
practical skills.
 This disability originates before the age of 18.

 Sub average intellectual functioning

 Generally, an IQ test score of around 70 or as high as

75 indicates a limitation in intellectual functioning.
 Cont..
Signif ic ant limitations exist in two or more adaptive skill
areas performed by people in their everyday lives.
 Conceptual skills: language and literacy; money, time, and
number concepts; and self-direction.
 Social skills: interpersonal skills, social responsibility, self-
esteem.
 Practical skills: activities of daily living (personal care),
occupational skills, healthcare.
H. Physical disability/Orthopedic Impairment and Health
impairment

 Physical disability

 physical disabilities are orthopedic impairments.

 The term orthopedic impairment generally refers

to conditions of muscular or skeletal system and

sometimes to physical disabling conditions of the
nervous system.
 cont,t

 based on the impact of physical disability on mobility

and motor skills, it is divided into three.
A. Mild physical disability:- individuals are able to walk
without aids and may make normal developmental
progress.
B. Moderate physical disability:- individuals can walk with
braces/supports and crutches.
C. Severe physical disability:-individuals who are wheel-
chair dependent and may need special help t o achieve
regular development
I. Health Impairments

 Heart disease:-

 It is caused by improper circulation of blood by the

heart some of the disorders are congenital

 Acquired immune deficiency syndrome (AIDS):-

 is a very severe disease caused by human immune def iciency

virus (HIV) infection and transmitted.

 Con,t
Asthma:

 is a chronic respiratory condition characterized by repaired

explode (go off) breathing difficulties.

9. Vulnerability
1.Economic
Economic dif ficulties/lack of f inancial resources: poverty,
low living standards, housing problems (e.g. too damp, too
expensive, too cold or difficult to heat) etc.;
2.. Social exclusion: limited access to facilities such as
transportation, schools, libraries or medical services;
3.. Lack of social support from social networks: no assistance
from family members, friends, neighbors or colleagues
(referring to practical help as well as emotional support) like
highly gifted individuals;
4. Stigmatization: being a victim of stereotypes, being
devalued, confronted with disgraceful behavior because of
belonging to a particular social or ethnic group;
5.. Health dif fic ulties: disadvantages resulting from poor
mental health, physical health or disabilities;
6. Being a victim of crime: in family context especially of
violence.
 chapter 2
 Concepts of Inclusion
Inclusion in education/service refers to:-
 An ongoing process education/services for all
human being
 Ensure the respecting of diversity and the different
needs and abilities, characteristics and learning
expectations of the students and communities
 Welcoming of all students through addressing and
responding their special educational needs
 Eliminating all forms of discrimination‖ (UNESCO)
 Cont…
 Inclusive, 2008, P.3 services at any level are quality provisions
without discrimination or partiality /bias and meeting the
diverse needs of people.
 Inclusion is a process of increasing all persons participation
in learning, employment, services, cultures and communities,
and reducing exclusion at all social contexts.

 It try to f ind to enable communities, systems and structures

in all c ultures and c o ntexts to c o mbat/struggle
discrimination, celebrate diversity, promote participation and
overcome barriers to learning and participation for all people.
 Cont…
The above definition has the following components:
 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
 Cont…
 Concepts about the education system and schools

 It is broader than formal schooling

 It is flexible, responsive educational systems

 I t c reates enabling and welc oming ed uc ational

environments

 It promotes school improvement –makes effective schools

 It involves whole school approach and collaboration between

partners
 Cont…
 Concepts about diversity and discrimination

 It promotes combating discrimination and

exclusionary pressures at any social sectors

 It enables responding to/acceptance of diversity

as a resource not as a problem

 It prepares learners for an inclusive society that

respects and values difference.

 Cont,t
 Concepts about processes to promote inclusion

 It helps to identifying and overcoming barriers to

participation and exclusionary pressures

 It increases real par ticipation of all

collaboration, partnership between all

stakeholders
 Cont…
 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.
 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.
 I nc l usi o n i mpl i e s t ransi t i o n/c hange fro m se parat e ,
segregated learning and working environments for persons
with disabilities to community based systems.
 Cont…
 Furthermore, UNESCO (2005) has provided four major
inclusion principles that support inclusive practice. These
include:
 Inclusion is a process.
 It never-ending
 it is to search to find better ways of responding to diversity.
 Inclusion is concerned with the identif ic ation and removal of
barriers that hinders the development of persons with
disabilities.
 I n c l u s i o n i s a bo u t t h e pr e s e n c e , pa r t i c i pa t i o n a n d
achievement of all persons.
 Cont…
Presence‘ concerned with where persons are

p rov i d ed and how rel i ab l y / d ep end ab l y and

punctually they attend;

p artic ip ation‘ m ust inc orp orate the v iews of

learners/and or workers and

achievement‘ outcomes of learning across the

curriculum, not just test and exam results.

 Cont…
 Inclusion invokes/raises a particular emphasis on those who may
be at risk of marginalization, exclusion or underachievement.
Rationale for Inclusion
 The major ones include: educational, social, legal, economic and
inclusive society building foundations.
 Educational Foundations
o Children do better academically, psychologically and socially in
inclusive settings.
o A more efficient use of education resources.
o Decreases dropouts and repetitions
o Teachers competency (knowledge, skills, collaboration, satisfaction
 Cont…
 Social Foundation

o Segregation teaches individuals to be fearful, ignorant

and breeds/types prejudice.
o All individuals need an education that will help them
develop relationships and prepare them for life in the
wider community.
 Legal Foundations
o All individuals have the right to learn and live together.

o Human being shouldn‘t be devalued or discriminate, excluded or

sent away because of their disability.
o There are no legitimate reasons to separate children for their
education
 Cont…
 Economic Foundation
o Inclusive education has economic benef it , both for
individual and for society.
o Inclusive education is more cost-effective than the
creation of special schools across the country.
o Children with disabilities go to local schools

o Better employment and job creation opportunities for

people with disabilities
 Cont…
 Foundations for Building Inclusive Society
o Formation of mutual understanding and appreciation of
diversity
o Building up em pathy/understanding , tolerance and
cooperation
o Promotion of sustainable development
 Origin of inclusiveness
 Inclusiveness originated from three major ideas.
These include:
 Inclusive education is a basic human right;

 Quality education results from inclusion of students

with diverse needs and ability differences, and

 T he re i s no c l e ar d e m arc ati o n b e twe e n the

c harac teristic s of students with and without

disabilities and vulnerabilities.

Positive Factors to Facilitate IE

Positive factors to facilitate IE


Benefits of Inclusion

 It is now understood that inclusion benefits for:

 Communities,

 families,

 teachers, and

 students by ensuring that children with disabilities

attend school with their peers and providing them
with adequate support to succeed both academically
and socially.
 Cont…
 Benefits for Students with Special Needs Education
In inclusive settings people will develop:

o Observe and imitate socially acceptable behaviors of the students without

special needs

o Improved friendships with the social environment and Increased social

initiations, interactions, relationships and networks

o Increased achievement of individualized educational program (IEP) goals

o Enhanced skill acquisition, generalization in their learning and the

probability that students with SEN will continue to participate in a variety of

integrated settings
o Improved academic achievement which leads to quality education service
 Cont…
Be ne f its f o r p e rso ns w i tho ut S p e c i al N e e d s
Education
o Have a variety of opportunities for interacting with their age

peers who experience SEN in inclusive school settings.

o Gain knowledge of a good deal about tolerance, individual

difference, and human exceptionality.

o Lea rn t ha t st udent s wit h SEN have ma ny posit ive

characteristics and abilities.

o Have increased appreciation, acceptance and respect of

individual differences among human beings that leads to

increased understanding and acceptance of diversity
 Cont…
 Benefits for Teachers
o They gain new knowledge and have more opportunities
to learn new ways to teach different kinds of students.
o They develop more positive attitudes and approaches
towards different people with diverse needs.
o They have greater opportunities to explore new ideas by
communicating more often with others from within and
outside their school, such as in school clusters or teacher
networks, or with parents and community members.
 Cont…
 Benefits for Parents/Family
They:
o Learn more about how their children are being educated in
schools with their peers in an inclusive environment.
o Become personally involved and feel a greater sense of
accomplishment in helping their children to learn.
o Feel valued and consider themselves as equal partners in
providing quality learning opportunities for children.
o Find out ways to interact with others in the community, as well
as to understand and the problems.
o Experience positive attitude about themselves and their
children.
 Cont…
Benefits for society
o Introduction of students with disabilities and vulnerabilities in to
mainstream schools bring in the students int o local communities
and neighborhoods and helps break down barriers and prejudice that
prevail in the society towards persons with disability.
o Communities become more accepting of difference, and everyone
benef it s from a friendlier, open environment that values and
appreciates differences in human beings.
o Meaningful participation in the economic, social, political and cultural
life of communities own cost effective non-segregated schooling
system that services both students with and without special needs
education.
 Cont…
Ultimate Goal of Inclusion
 The goal of inclusive education is including:-
 To create schools where everyone belongs, by creating
inclusive schools.
 To ensure that respect and acceptances of difference
and diversity in school.
 To create an inclusive school culture
 Creates better long-term outcomes for all students
 To create inclusive society
 To ensure well coming of all learners
 Features of Inclusive Environment
 An inclusive environment means:-

 Members feel respected by and connected to one another.

 Welcomes all people, regardless of their disability and other

vulnerabilities.
 It recognizes/identify and uses their skills and strengthens
their abilities.
 It includes individuals with disabilities and vulnerabilities at
all levels from first time participants to board members
 An inclusive service environment is respectful, supportive,
and equalizing.
 Inclusive environment
 An inclusive environment is a place that is adjusted to
individuals‘ needs and not that individuals are adjusted to the
environmental needs.
 It acknowledges that individual differences among individuals
are a source of richness and not a problem, and can be met
successfully with a wide range of flexible approaches
 Successful environment has the following characteristics:

 It d ev e l o p s w h o l e -s c h o o l /e n v i r o n m e n t t o p r o m o t e
inclusiveness and quality provisions and practice that are
responsive to the individual needs and diversities
 Cont…
 It recognizes and responds to the diverse needs of individuals
and ensuring quality provisions for all through:
 appropriate accommodations,

 organizational arrangements,

 restructuring environment, culture, policy, and practice

 resource use and partnerships with their community.

 provides services and facilities equally accessible to all people

 It is committed to serve all individuals together regardless of

differences.
 It promoting pro-social activities
Barriers of inclusion

Inaccessible
social and
physical env’t

Inadequate
resources
 Chapter three


Identification and Differentiated services

 Identification
 Identification is the process of detecting the presence and
absence of a certain problems on the child.

 Assessment
 Assessment is the way of to determining:-
 The nature
 The Severity and
 The type
 Causes
 Consequences

It is a teamwork including:- parents, special needs expert, health

professionals, psychologists, educational experts, peers etc.
 Cont..
 The purpose of assessment is to gather relevant information
about student performance or progress, or to determine
student interests to make judgments about their learning
process

 Intervention

 Intervention is the process/way of provision of support for

the child, who is eligible for intervention by the team
member of assessment.

 It describes diverse needs of persons with disabilities and

vulnerabilities followed by differentiated intervention and
 Cont..
 Differentiated service means a multiple service delivery
model that can satisfy the most needs of persons with
disabilities and vulnerabilities.
 Identification and provision of differentiated services is vital for
the realization of inclusiveness, from d/t 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
Impact of Disability and Vulnerability on daily life

 Factors related to the person

 People respond to disabilities in different ways.

 Some react negatively and as a result their quality of life is

negatively affected.
 Others to focus on their abilities as opposed to their
disabilities and continue to live a productive life.
 The following are often considered the most signif ic ant
factors in determining a disability's impact on an individual
life.
 Cont…
Factors
 The Nature of the Disability

Acquired (a result of an accident, or acquired disease)

or

Congenital (present at birth).

o If the disability is acquired, it is more likely to cause a

negative reaction than a congenital disability.
o Congenital disabilities are disabilities that have
always been present, therefore requiring less of an
adjustment than an acquired disability.
 Cont…
 The Individual’s Personality
can be typically/ naturally
 positive or negative,

 independent or dependent

 goal-oriented or laissez-faire.

 The Meaning of the Disability to the Individual

 Does the individual define himself/herself by his/her looks or

physical characteristics? If so, he/she is more likely to feel
def ined by his/her disability and thus it will have a negative
impact
 Cont…
 The Individual’s Current- Circumstance

 The economic status of the individual or the individual's

caregivers, the individual's education level.
The Individual's Support System –

 The individual‘s support from other, friends, or social groups.

If so, he/she will have an easier time coping with a disability
and thus will not be affected negatively by their disability.
 Cont…
 Common effects of a disability may include but not limited
to health conditions of the person; mental health issues
including anxiety and depression; loss of freedom and
independence; frustration and anger at having to rely on
other people; practical problems including transport,
choice of activities, accessing buildings; unemployment;
problems with learning and academic study; loss of self-
esteem and confidence, especially in social situations.
 But all these negative effects are due to restricted
environments, not due to impairments.
 Cont…
 The disability experience resulting fro m the
interaction of health conditions, personal factors,
and environmental factors varies greatly.
 People who experience mental health conditions or
intellectua l impa ir ments a ppea r to be mo re
disadvantaged in many settings than those who
experience physical or sensory impairments
 People with more severe impairments often
experience greater disadvantage.
.
 Cont…
 Conversely, wealth and status can help overcome activity
limitations and participation restrictions
Factors and disabilities
 Economic Factors and Disability

 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 on the
probability that disability will result from impairment or
other disabling conditions.
 Cont…
 Community can be defined in terms of systems

Microsystem (the local area of the person with the disabling

conditions),
Mesosystem (the area beyond the immediate neighborhood,
perhaps encompassing the town), and
Macro system (a region or nation).
 Political Factors and Disability

o The political system, through its role in designing public

policy
 Cont…
 Factors Psychological of Disability
 S e v e ra l c o n s t r u c t s c a n be u s e d t o d e s c r i be o n e '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.
 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 as housekeeping and
transportation and by providing personal assistance in
activities of daily living.
Vulnerabilities

Abraham‘s Maslow Hierarchy of

needs
 Cont..

 The survival needs are formed by the physiological needs and

include the biological requirements for feeding, performing
hygiene, sleeping, ADL, and so on.
 Disabilities and vulnerabilities fulf ill their survival needs, they
will look for situations that keep them safe, before moving up
the chain and fulf il l their needs to be part of society and to
achieve.
 Social need is a key element that disabilities and vulnerabilities
would like to develop continuously.
 Cont..
 Persons with disabilities and vulnerabilities have socio-
emotional, psychological, physical and social environmental
and economic needs in general.
 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.
 Soc ial protec tion from a rights-based approac h must
accommodate the needs of persons with disabilities and
vulnerabilities.
 Cont…
 basic needs of persons with disabilities and vulnerabilities to
ensure equality for all within our society includes:

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

 Cont..
An adequate Income

Equal opportunities for Employment

Appropriate and accessible Information

Advocacy (towards self-advocacy)

Counseling

Appropriate and Accessible Health Care

 Cont…
 The right of persons with disabilities to social
protection is recognized by:-
Declaration

International Covenant

 World Conference. conclusions and recommendations

about the rights of persons with disabilities for
education =


 People with disabilities are particularly vulnerable to deficiencies in

health care services, due to health promotion and prevention
activities seldom/rarely target people with disabilities.
 This implies that, to accelerate the health risk, rate of premature
death of PWDs and occurrence of the following conditions:
 Secondary conditions: conditions occur in addition to (and are
related to) a primary health condition,
 Co-morbid conditions: conditions occur in addition to (and are
unrelated to) a primary health condition associated with disability.
 Age-related conditions: The ageing process for some groups of
people with disabilities begins earlier than usual.
 Cont…
Engaging in health risk behaviors: Some studies
have indicated that 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/go to access health care
including the following
 Cont…
 Prohibitive costs: Affordability/enough money of health
services and transportation are two main reasons why
people with disabilities do not receive needed health
care services.
 Limited availability of services: The lack of appropriate
services for people with disabilities is a signif ic ant
barrier to health care.
 Physical barriers: Uneven access to buildings (hospitals,
health centers), inaccessible medical equipment, narrow
doorways, internal steps, inadequate bathroom facilities,
and inaccessible parking areas create barriers to health
care facilities.
 Cont…
 Inadequate skills and knowledge of health workers: People
with disabilities were more than twice as likely to report
f in ding health care provider skills inadequate to meet their
needs
 Addressing for Inclusive Barriers to Health Care
 Governments and professionals could be improve health
outcomes for people with disabilities by improving access to
quality, affordable/reasonable health care services, which
make the best use of available resources.
 To remove interacting/relating factors components of the
health care system the followings are required:
 Cont ..
 Policy and legislation: Assess existing policies and services, identify
priorities to reduce health inequalities and plan improvements for
access and inclusion
 Financing: Where private health insurance dominates health care
f in ancing, ensure that people with disabilities are covered and
consider measures to make the premiums/payments affordable.
 Service delivery: Provide a broad range of modif ic ations and
adjustments (reasonable accommodation) to facilitate access to
health care services
 Human resources: Integrate disability inclusion education into
undergraduate and continuing education for all health-care

professionals.
Disability Inclusive Intervention and Rehabilitation Services

 A „One-size-f its-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
 more than simply encouraging people; it requires making sure
that adequate policies and practices are in effect in a
community or organization
 Inclusion should lead to increased participation in socially
expected life roles and activities
 Cont..
 Disability inclusion means provision of differentiated services
for persons with disabilities and vulnerabilities.
 Persons with disabilities and vulnerabilities are often
excluded from development processes and humanitarian
action because of:
 physical,
 attitudinal and
 institutional barriers.
this exclusion are increased;
 inequality,
 discrimination and
 Marginalization etc.
 Cont….
 To change this, the twin-track approach should be
involved:
 ensuring all mainstream programs and services are
inclusive and accessible to persons with disabilities,
while at the same time
 providing targeted disability-specif ic support to
persons with disabilities.


Strategies to Disability inclusive intervention and rehabilitation

 Prevention

 Prevention of conditions associated with disability and

vulnerability is a development issue.
 can greatly reduce the incidence/occurrence of health
conditions leading to disability.
 Based on this a public health approach distinguishes three
ways:
 Primary prevention –actions to avoid or remove the cause of a
health problem in an individual or a population before it arises.
 Cont..
 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 its long-term effects.
 Tertiary prevention (rehabilitation) actions to reduce the impact of an
already established disease by restoring function and reducing disease
related complications
 Implementing the Twin-track Approach

 ensuring all mainstream programs and services are inclusive and

accessible to persons with disabilities, while at the same time
 providing targeted disability-specif ic support to persons with
disabilities
Implement effective Intervention and Rehabilitation

 Rehabilitation interventions promote a comprehensive

process to facilitate attainment/achievement of the optimal
physical, psychological, cognitive, behavioral, social,
vocational, and educational status.
 Rehabilitation requires goal-based activities and, more
recently, measurement of outcomes.
 Medical rehabilitation is often considered separately, and is
focused on recognition, diagnosis, and treatment of health
conditions
 Cont…
 Rehabilitation was conceived within the more
tradi ti onal model of medi cal care, but i t i s
increasingly obvious that disability issues are
more than medically driven.
 The social justice and civil rights model of
di sa bi l i t y i s i m por t a nt to u nderst a nd, a nd
elements must be incorporated into rehabilitation
interventions
 Components of Rehabilitation Interventions
 Rehabilitation is a process designed to optimize function and
improve the quality of life of those with disabilities.
 Cont..
 i n t e r v e n t i o n s m a y b e i d e n t i f ie d b y a s i n g l e
service—such as cognitive retraining by a psychologist
or speech pathologist, and audiologist rehabilitation
through hearing-aid etc.

 Rehabilitation interventions usually involve multiple

disciplines.

 There are a variety of professionals who participate in

and contribute to the rehabilitation process within a
team approach including:-
 Cont…
Occupati Physicia Speech
n and
onal language
therapists therapists

Physical
Audiolo therapist
gists s
 Community-Based Rehabilitation


 Community- based rehabilitation is a combination of two important
words;
 Community; consists of people living together in some form of
social organization sharing political, economic, social and cultural
characteristics in varying degrees
 rehabilitation; aimed at reducing the impact of disability for an
individual enabling him or her to achieve independence, social
integration, a better quality of life and self-actualization
 CBR promotes collaboration among:-
 community leaders,
 peoples with disabilities and
 their families and other concerned citizens to provide equal
opportunities for all peoples with disabilities in the community.
 Cont…
 Community based rehabilitation is a strategy that can address
the needs of peoples with disabilities with in their communities
 Community based rehabilitation is a common sense strategy
for enhancing the quality of life of peoples with disabilities by
improving services delivery in order to reach all in need by
providing more equitable opportunities and by promoting and
protecting their rights
 Community based rehabilitation is a strategy within general
community development for rehabilitation, equalization of
opportunities and social inclusion of all children and adults
with disabilities
 Major Objectives of Community Based Rehabilitation

 The major objective of community based rehabilitation is:

-
 to ensure that people with disabilities are empowered

 to maximize their physical and mental abilities,

 have access to regular services and opportunities and

 b e c o m e a c t iv e , c o nt r ib ut ing m e m b e r s o f t he ir
communities and then to belonging with societies.
 Inclusive job opportunities and employment
Legal
Attitude barriers
and
discrimination

Barriers of
Accessibilit inclusive Education
y & training
employment

Social network Inflexible work

& women arrangements
 Strategies to overcoming the barriers of ensuring
and enhancing inclusive employment opportunities

 There are a number of approaches to solve d/t barriers

for the realizing of inclusive employment opportunities.
 The following are some policies/plans make sure and
i m p rove exp er i en c e of i n c l u s i ve em p l oy m en t
opportunities for PWDs.
 Anti discriminatory legislation and policies

 Vocational education training and wage subsidies

(appropriate salary)
 Cont,t
 Supported employment and work place accommodation
 Quota /allocation ,share/ system and sheltered
/comfortable work place/
 Privet sectors initiatives and employer networks
 Support disability inclusive business
 Social enterprise and support PWDs in work place
 Building more inclusive society and boost/ increase
education and training policies
 Break down attitudinal barriers and challenge
discrimination.
 Chapter 4:

Promoting Inclusive Culture


 Culture is ―the ideas, customs, and social behavior
of organization‘s.
 culture is the culmination/f inal of the support their
employees in how they work singularly, in teams and
with clients.
 Culture plays a huge role in shifting the diversity
needle/ indic ator and f orm ing truly inc lusiv e
environments
 Cont….
 An inclusive culture involves the full and successful

integration of diverse people into a workplace or industry.

 inclusive cultures extend beyond basic or

t o ke n/ sym b o lic p re se nc e o f w o r ke r s w ho hav e

disabilities.

 They encompass/ incorporate both formal and informal

policies and practices, and involve several core values.

 Cont,t
 To develop an experience of inclusive culture in the work
place, we should be improve and ensure the realization
of the following core/basic value of inclusive culture.
 R e p r e se nt a t io n: T he p r e se nc e o f p e o p le w it h
disabilities across a range of employee roles and
leadership positions
 Receptivity: Respect for differences in working
styles and f lexibility in tailoring/f itting positions to the
strengths and abilities of employees.
 Fa i r n e s s : E q u i t a b l e a c c e s s t o a l l r e s o u r c e s ,
opportunities, networks and decision making processes.
 Demission of inclusive culture
o universal design
One of the most heralded/ signaled concepts in
disability advocacy and cultures in the last decade
are the concept of “universal design”
Universal design refers to;-
 the construction of structures,
 spaces,
 services,
 communications and
 resources that are organically/slowly accessible to a
range of people with and without disabilities, without
further need for modification or accommodation
  Recruitment, Training, & Advancement Opportunities
 Recruitment: Effective recruitment of people with disabilities involves
two components
 Accessible outreach and hiring practices: essentially
entail/require making sure that outreac h materials,
networking and recruitment sites, communications, and
application processes all include a range of accessible
options, or are free of barriers that might inhibit/prevent
people with disabilities from participating.
 Targeted recruitment involves specif ic outreach to people
with disabilities.
It making general recruitment practices more accessible
goes a long way towards building an inclusive
engagement/hiring structure
 Cont..
 Training: Training plays a dual role in the creation of

inclusive workplace culture.

 The f irst consideration involves the degree to which people

with disabilities have equitable access to training sites,

events, and materials.

 The second concern relates to the training of managers,

particularly middle management, and human resources

staff, to work effectively with all people, including those
with disabilities.
 Cont…

 Advancement:

 Research dem onstrates that in order to have

e q u i t a b l e o p p o r t u n i t i e s f o r p ro m o t i o n a n d

professional development, like most employees,

workers with disabilities typically require access to

mentoring.
Workplace Accommodations and Accessibility: Policy & Practice

 Policy plays a critical role in generating meaningful

inclusion of people with disabilities

 Assessing the effectiveness of existing

accommodations policies, employee experiences can

be described based on two m easures of

equity/impartiality.
 Cont,t
 Creating an inclusive organizational culture is
challenging but extremely advantageous.
 These are some of the benef it s of an Inclusive
organization that needs to be considered:
 Higher Job Satisfaction and Lower Turnover.
 Higher Productivity and Higher Employee Morale
 Improved Creativity and Innovation
 I m p ro v e d P ro b l e m - S o l v i n g a n d I n c re a s e d
Organizational Flexibility.
 Building inclusive society
 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 racialist and other
discriminating incidents.
 Cont,t
 An inclusive society aims at empowering and promoting

 the social,

 economic, and

 political inclusion of all, regardless of age, sex, disability,

race, ethnicity, origin, religion, economic, or other status.

 It is a society that believes no one behind.

 to ensure that societies are open and inclusive to all.

 Cont,t

 People have opportunities to experience a

variety of social roles that include friendships,
contributing to the community and gaining
new skills.
 Improved feelings of well-being and self-
esteem
 Cont,t
 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.
 An inclusive community can be built at any time.
 Inclusive value

 Inclusion is most impor tantly 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.

 Cont,t
The seven Pillars of Inclusion:

 Access;
 Explores the impor tance of a welcoming
environment and the habits that create it.
 Attitude
 Looks at how willing people are to embrace/hold
inclusion and diversity and to take meaningful action
 Choice/ excellence
Is all about finding out what options people want and
how they want to get involved
 Cont,t
Partnership/ business
 Looks at how individuals and organizational relation ship are
formed and how effective they are.
 Communication
 It examines the way we agreement people know about the
options to get involved and about the culture.
 Policy
 It considers how an organization commits to and takes
responsibility for inclusion
 Opportunity
 It explores what options are available for people
from disadvantage backgrounds.
 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 and organizations that support
social interaction and community activity
 Invested:
 inclusive communities are places where both the public
and private sectors commit resources for the social and
economic health and well-being of the whole community.
 Cont,t
 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
 Accessible and Sensitive:
 inclusive communities have an array of readily available and
accessible supports and services for PWDs
 Participatory:
 inclusive communities encourage and support the involvement of
all their members in the planning and decision-making
 Chapter five


Legal and policy frameworks considering people
with disabilities

 There are several regional and international;

 declarations/statements,

 conventions/agreements,

 world conferences’ conclusions and

recommendations about the rights of persons with

disabilities for education

 Cont,t
 The right of children to have access to inclusive

education is widely supported by;

 international human rights law,

 international conventions ratif ie d by its members

and

 the majority of human rights instruments.

 Cont,t
 The Universal Declaration of Human Rights
was created to guarantee the rights of every
individual at everywhere.
 Cont,t
 International legal Documents
 Universal Declaration of Human Rights (UDHR, 1948)

 The UNHR was the first international recognition that

all people have fundamental rights and freedoms.
 This declaration ensures three important rights;

 education mainly focus on equal and

 Equalizationofopportunities qualityaccessibility

participate in society of those three important

issues
 Cont,t
 Convention on the Rights of the Child

 States the rights of all children to basic quality primary

education

 Make primary education necessary and available free to

all (UPE) free appropriate public education.

 It assures the rights of the child to education based on

his or her needs, abilities and pace of effective learning

 Cont,t
 Convention against Discrimination in Education

 To combat discriminatory treatment in education

 promote the opportunity of addressing their

learning needs,

 children in disadvantaged situations or who

experience conditions of risk, disability have the

right to education of the same quality and standard

 Cont,t
 World Declaration on Education for All (EFA)
 This declaration conf ir ms that every human being
including;

 children,

 youth, and adults, females,

 street children, immigrants,

 children with disability,… have right to quality and equity

in education.
 Cont,t
UN Standard Rules of Equalization of Opportunities For
Persons With Disabilities
 Every individual has equal opportunity for participation
 Accessibility
 Education and Employment
 Income maintenance and social security
 Family life and personal
 Culture and Religion
 Recreation and sports
 Cont,t
 Salamanca Frame Work for Action
 It was declared in an international
conference on special needs education held
in Salamanca, Spain in 1994.
The conference emphasized the following
principles:
 The right of children including those with
temporary and permanent special education
needs to attend school.
 Cont,t
The right of all children to attend school in their

home community

 The right of children to participate in a child-

centered education meeting individual needs

 The right of all children to participate in quality

education that is meaningful for each child

 Cont,t
 UN Co nv e nti o n o f the ri g ht o f p e rso n w i th
disabilities (UNCRPDS)
The UN Convention on the Rights of Persons with
Disabilities (2006) underlines under article 24, sub-
article no. 1 and no. 2
 According to article 24, sub-article no. 1 and no. 2

 “States Parties shall, recognize;

 the right of persons with disabilities to education,

 Cont,t
 to e nsure re a l i z i ng o f t hi s ri g ht w i t ho ut

discrimination,

 on the basis of equal opportunity, and

 ensure an inclusive education system at all

levels.
 Cont,t
 UN Millennium Development Goals (MDGS)

 MDGs was adopted by the UN General assembly and It

encourages collaborative action to address development
problems that impacts lives of the poor and marginalized
sections of the society,
 by reducing poverty,

 improving health,

 increasing educational opportunities and

 addressing environmental anxiety

 National Legal Instruments

 The Ethiopian Constitution

The Constitution of the Federal Democratic

Republic of Ethiopia (FDRE) under article 41
sub-articles no.3 and no.9 clearly stipulates:

 The rights of citizens to equal access to

publicly funded services.
 Cont,t
 The State shall, within available means, allocate

resources to provide rehabilitation and assistance to

the physically and mentally disabled, the aged, and to

children who are left without parents and guardians.

 U nd e r ar t ic le 9 ( 4 ), it is also ind ic at e d t hat all

international agreements ratif ie d by Ethiopia are an

integral part of the law of the land.

  The Education and Training Policy

 The Education and Training Policy (1994) states

that persons with disabilities and the gifted learn

in accordance to their potential and needs.

 there will be special education and training for

persons with special needs, and utilization of

support input for special education respectively

 Higher Education Proclamation No.650/2009,

Article 40, item1 states that institutions shall make,

to the extent possible, their facilities and programs

are easy to use by physically challenged students.

 The special needs education program strategy (2006)
 The key elements of the strategy are:

 Favorable policy environment

 Duties & responsibilities in education system

 Using strengthening national expertise

 Allocation and use of funds

 Cooperation and partners

 School management
 Cont,t
 Education Sector Development /ESDP IV/

 Expected program outcomes

 Enrollment of children with special educational

needs increased at all levels of education

 Capacity of schools in addressing the academic

a n d s o c i a l n e e d s o f c h i l d re n w i t h s p e c i a l

educational needs improved

 Cont,t
 Ethiopia has adopted and implemented a number

of laws, policies to people with disabilities,

including their right to productive and decent

work.
 Cont,t
 Building Code (Article) 624/2009:

 Even if the code was declared for the

convenient of physical accessibilities in

architectural activities still the problem is

not minimized.
 Chapter six
Resources Management for Inclusion
 Provisions of Resources
When we provide the resource we should be considered
for people with disabilities;

 in workplaces,

 social gatherings,

 Recreational,

 in schools that help them to feel comfortable,

 Cont,t
 secure and work at their independent and team

activities.

o Because allocation of available resources with

equal and quality access for people who have

special educational needs to meet their needs can

help persons with disabilities m ove towards

success.
 Cont,t
In general speaking availability of;
 skilled,

 Knowledgeable,

 well trained human resource and

 other important material resources are

crucial/ vital for the realization or
implementation of inclusive education.
 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.
 It is typically a large room in the main school
building with lots of facilities for children with special
needs.
 Methods and materials are adapted to students'
l e arni ng styl e s and c harac te ri sti c s usi ng
multisensory and other specialized approaches
 It is for those students who belong to a regular class but
need some special instructions in an individualized or
 Cont,t
 Human resource include d/t professionals, b/c inclusive
education is multidisciplinary and it needs a team work by
it’s nature.
 Human resources in schools incorporate various experts
for the success of inclusive education, such as;
 Sign language interpreter
 Braille specialist
 Mobility and orientation expert
 Special needs educators
 Speech and language therapist
 Physiotherapist
 School based material resources
 LCD and/or Smart Board
 Various magnifying lenses
 Slate and styles
 Perkins Braille writer
 White Cane
 Audiometer
 Hearing aids (various type)
 Sign language books and videos
 Land form model
 Cont,t
 Environmental accessibilities

 Ramps

 Elevators

 Wheel chairs

And others additional resources which helps us to

improve accessibility of the school environment.

 Accommodation
 Accommodations are adjustments that teachers and

school personnel make to maximize learning and

social well-being for individual students.
Instructional accommodation checklist

 Use a multisensory approach.

 Use a highly structured format for presentations.
 Use graphic organizers.
 Present material in small, sequential steps.
 Review key points frequently.
Organization and Task Completion
 Keep work area clear.

 Extend time to complete assignments.

 Give timeline for longer projects.

 Give specific feedback.

 Provide peer tutoring.

 Use cooperative learning groups.

 Provide structured daily activities.
 Evaluation
 When we provide evaluations for students the teacher
should be consider SWDs/SWNS.
 B/c there may be students in the class may have special
educational needs.
 So, the evaluators prepare and address instruments
according to their needs and provide clear direction for the
instruments, such as;
 Explain ordering and give introduction.
 Orient student to test format.
 use a clear, uncluttered/organized copy; enlarge print.
 Cont,t
 Make test directions simple and clear.

 Provide ample/sufficient space for answers on test.

 Read test aloud/ clearly to student.

 Use alternate forms of evaluation (oral report, group

projects, and debate).

 Reduce required assignments

 Chapter seven
C o l l a b o r a t i v e ( C o o p e r a t i v e ) Pa r t n e r s h i p s w i t h
stakeholders

 Collaboration is the act of working together to produce

or create something according to the capacities and

abilities of individuals.
 It enables individuals to work together to achieve a
defined and common business purpose.
 Cont,t
 Each individual‘s collaboration is based on their
knowledge and skills.
 A person should not be discrim inated due to
mismatch with other people‘s abilities.
 bec ause they have their own quality in other
perspectives/viewpoints.
 Collaboration means 'to work with another person or
group in order to achieve and accomplish intended
goals.
 Cont,t
 Collaboration provides every team member with

equal opportunities to participate and communicate

their ideas.

 Collaboration in the workplace is when two or more

people work together through idea sharing and

thinking to accomplish a common goal.

 Cont.t
 It exists in two forms:

 Synchronous; everyone interacts in real time, as in

through telephone, email, online meetings, through
instant texts messages, and; the team sees value in
working together as the common goal.

 The team sees value in working together as the common goal

gives them a meaningful reason to work together, receiving

mutual benefits for the institution as well as the team.

Key elements of successful collaboration
 successful collaboration ensure, enhance and

integrate the following commitment/promise to:

 mutual relationships and goals,

 jointly/equally developed structure,

 shared responsibility,

 mutual authority/power,

 accountability for success, and

 Cont,t
 There are four most important elements of successful

teamwork to help to build a team that will lead to

success.

 Respect.

 Communication.

 Delegation/allocation.

 Support.
 Cont.t
 qualities that a successful team has.
 They communicate well with each other.

 They focus on goals and results.

 Everyone contributes their fair share.

 They offer each other support.

 Team members are diverse.

 Good leadership.

 They're organized.


General principles of collaboration

 Establish clear common goals for the collaboration.

 D ef in e respecti ve/i ndi vi dua l rol es a nd who i s

responsibility for the decisions and their outcomes.

 Take a problem-solving approach.

 Establish an atmosphere of trust.

 Aim for consensus/agreements for decision-making.

 Cont,t
 Ask for and give immediate and objective feedback to

others;

 in a non aggressive and

 non-judgmental manner.

 Give credit to others for their ideas and accomplishments

 Develop procedures for resolving skillfully.

 Advantage/ benefit of collaboration
o Creating a sense of teamwork and

o building bonds/union to encourage team members to

work for the collective rather than just themselves.
o Higher employee productivity.

o Greater efficiency and less duplicated effort.

o Access to additional resources or lower costs through

sharing resources
 cooperativeness
 cooperative describes working together agreeably for a

common purpose or goal

 Cooperativeness helps individuals to willing/ready learn

from each other.

 Learners work together in small groups, helping each

other to carry out individual and group tasks.

 Cooperativeness in the work place and other sites have

the following characteristics

 Cont,t
 Interdependence:

 all group members seek/search for to achieve a group

goal and help each other’s’ achievement;

 Individual accountability:

 each member of the group is held responsible for his or

her own learning, which in turn contributes to the group

goal;
 Cont,t
 Cooperation:

 the learners discuss, problem-solve and collaborate

with each other;
 Face to face interaction and establish consensus;

 Evaluation:

 members of the group review and evaluate how

they worked together and make changes as needed.
 Cont,t
 The following are important point of interdependency to
help the creation and enhancement of inclusiveness.
 Goal interdependence:

 the group has an ultimate a single goal to achieve at the

end of their plane in the work place.
 Reward interdependence:

 t he w ho le g ro up re c e iv e s ac kno w le d g e m e nt fo r
achieving the goal
 Cont,t
 Resource interdependence:

 each group member has different resources (knowledge

or materials) that must be combined to complete a task

 Role interdependence:

 each group member is assigned a different role

To develop effective co-planning and team work we should be keep the following steps

8. Keep good
records
3. Set ground
rules

1. Have
clear 4.
objectives Steps of Communica
te efficiently
effective co-
planning and
5. Build
team work consensu
2. At s
each
stage you
should try
to agree
on goals 6. Define
roles

7. Clarify the plans, process

and achievements all the time
 Stakeholders

 A stakeholder is any person, organization, social group, or

society at large that has a stake in the business.

 stakeholders can be internal or external to the business.

 A stake is a vital interest in the business or its activities.

 Be both affected by a business and affect a business.

 Cont…

 A business is any organization where people work

together.
 I n a b usiness, p eop le work to m ake and sell
products or services.
 Stakeholders can affect or be affected by the
organization's actions, objectives and policies.
 Benefits of stakeholders participation
 Provide all stakeholders with full opportunities to
share their;
views,
needs and
 knowledge on flood management.
 Build consensus through bringing together a diverse
range of stakeholders to share;
 needs,
information,
ideas and knowledge and
 harmonize the objectives of individual groups to reach
 Characteristics of successful stakeholders
partnership
 Existence of an agreement: Partnership is the
outcome of an agreement between two or more
persons to carry on business or offer services for the
community.
 Sharing of prof its or stratif ic ation for the services
offered to the community.
 Establishing equal and equitable relationship.
 Membership without discrimination.
 Nature of liability/accountability.
 Strategies for community involvement inclusive development


 Commit/promise to participation of all persons with
diversities

Establish non-discriminative effective communication with
all people with divers back ground.

The creation of opportunities to enable all members

of a community;
 actively contribute to and influence the development
process and
 to share equitably in the fruits of any development
activities.
 Cont…..

 Participation has an intrinsic value for participants

and a promoter for further development;
 encourages a sense of responsibility; guarantees
that a sensed need is involved; ensures things are
done the right way;
 uses valuable indigenous knowledge; frees people
from dependence on others' skills; and makes people
more independent and productive.
The end!!!
Thank you for
your attention
and Patience!!!