Institute of Education and Behavioral Science

Department of Special Needs and Inclusive

Education

INCLUSIVENESS

By
Mohammed Endris
Understanding
Disabilities &
Vulnerabilities
 Definitions of Basic Terms

(Impairment, Disability and Handicap)

1. Impairment
• Impairment refers to any loss of physiological, psychological or
anatomical structure or function.

• It is the absence of particular body part or organ.

• It could also a condition in which the body exists but doesn‘t function.
 2. Disability
• It is defined as any continuing condition that restricts every-day or
life activities of individuals.
• The common disabling factors are:
• Attitudinal barriers (societal barriers, such as stigma);

• Physical barriers (environmental barriers, such as stairs); and

• Policy barriers (systemic/legislation barriers).

• If these barriers are addressed, impairment may not lead to disability.

 3. Handicap
• A disadvantage for a given individual, resulting from an impairment
or disability that limits and prevents the fulfillment of a role that is
normal, depending on age, sex, social and cultural factors, for that
individual.

• The word handicap, in fact, is thought to come from a time when

disabled people had to beg in the streets, with cap in hand.
 Models of Disability
Disability has been explained in the light of three models:

Traditional Model of Disability

 According to this model disability is the result of punishment from God

for wrong doing by themselves or their parents.

 Based on culturally and religiously determined fixed knowledge, views

and practices.
 Medical Model of Disability

 Here, Disability means functional limitations due to physical,

intellectual or mental impairment, health or cognitive disorders on a
person (WHO, 1996).
 The medical definition views the person with disability as needing to
fit in rather than thinking about how society itself should change.
 The Social Model of disability

• Here, Disability is a highly varied and complex condition

with a range of implications for social identity and behavior.

• Thus, disability largely depends on the context and is a

consequence of discrimination, prejudice and exclusion.
 Causes of Impairment/Disability

Impairment/disability can be caused by the following

factors:
• Genetic/Biological Causes
• Environmental Factors
• Unknown Causes
 Major type of Impairments/disabilities

Visual impairment
• Visual impairment is the loss/abnormality of vision/sight
which includes sub-classifications of low vision and blindness.
a) Low vision: is used for moderately impaired vision.
b) Blindness: is 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.
 Hearing Impairment

• Hearing impairment is a generic term indicating a continuum of

hearing loss from mild to profound, which includes the sub-
classifications of the hard of hearing and deaf.
a) Hard of Hearing: "a hearing impairment, whether permanent of fluctuating,
which adversely affects a child's educational performance but which is not
included under the definition of deaf"'(Whelan,1988).

b) Deaf: Those who have difficulty understanding speech, even with hearing
aids but can successfully communicate in sign language.
 Specific learning disability/Difficulties
• 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, that may manifest itself in the imperfect ability to
listen, think, speak, read, write, spell, or to do mathematical calculations.
A. Auditory Processing Disorder (APD): E. Language Processing Disorder

B. Dyscalculia F. Non-Verbal Learning Disabilities

C. Dysgraphia G. Visual Perceptual/Visual Motor Deficit

D. Dyslexia
 Communication Disorder (Speech and
Language Impairments)
Speech Impairments
Is an abnormal speech that is unpleasant or interferes with communication
which adversely affects a child educational performance.

Three basic types of this impairment are:

I, Articulation disorders: are errors in the production of speech sounds

II, Fluency disorders: are difficulties with the rhythm and timing of speech.

III, Voice disorders: problems with the quality or use of one's voice resulting from
disorders in the larynx.
 Language Impairments

• Language impairments are disorders of language that interfere with

communication, adversely affect performance and/or functioning.

• Five basic areas of language impairments are:

I. Phonological disorders

II. Morphological disorders

III. Semantic disorders

IV. Syntactic deficits

V. Pragmatic difficulties
 Autism
• Autism means a developmental disability significantly affecting verbal
and nonverbal communication and social interaction, generally evident
before age three/3 that adversely affects a child’s educational
performance.

• Other characteristics are:

 engaging in repetitive activities and stereotyped movements,

 resistance to environmental change or change in daily routines, and

 unusual responses to sensory experiences.

 Emotional and Behavioral Disorders (EBD)

• An emotional and behavioral disorder is an emotional disability characterized by:

1) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

2) An inability to build or maintain satisfactory interpersonal relationships with peers and

teachers.

3) Inappropriate types of behavior or feelings under normal circumstances.

4) A general pervasive mood of unhappiness or depression and

5) A tendency to develop physical symptoms or fears associated with personal or school

problems.
 Intellectual Disability

• 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. And this
disability originates before the age of 18.
 Physical disability and Health
impairment
Physical disability
• Is a condition that interferes with the individual’s ability to use his or her
body.

• Many but not all, physical disabilities are orthopedic impairments.

• The term orthopedic impairment generally refers to conditions of muscular

or skeletal system and sometimes to physical disabling conditions of the
nervous system.
Cont.

The physical disability could be broadly classified in to two main groups:

I. The neurological system (the brain, spinal cord & nerve); and

II. Musculo-skeletal system (the muscles, bones and joints).

Health Impairments
• It’s a condition that requires ongoing medical attention. Any disease
that interferes with learning can make students eligible for special
services.
These disease-caused problems are as follows:

 Heart disease  Sickle-cell anemia

 Cystic fibrosis  Leukemia
 HIV/AIDS  Lead poisoning Disorder
 Hemophilia  Rheumatic fever disease
 Asthma  Tuberculosis
 Diabetes  Cancer
 Nephrosis & Nephritis
Kidney disorders or diseases
 Vulnerability
• Vulnerable means being at risk of being harmed.

• Everyone can be harmed, so being vulnerable is part of being human.

In principle, everyone is vulnerable to some adverse event or
circumstance, but some people are more vulnerable than others.

• For instance, people with disabilities are more likely as a group to

experience greater vulnerability.
Cont.

Based on the existing literature, vulnerability can be generally defined as a

complex phenomenon that refers to the following dimensions:

• Economic difficulties/lack of financial resources

• Social exclusion

• Lack of social support from social networks

• Stigmatization

• Health difficulties

• Being a victim of crime

 Causes of Vulnerability

Vulnerability may be caused by:

• Rapid population growth,

• Low levels of education,

• Gender inequality,

• Lack of access to resources and services, including knowledge and technological

means,

• Lack of access to information and knowledge,

• Limited access to political power and representation (political vulnerability),

(Aysan,1993).
 Characteristics of Vulnerable People

1. Less physically or mentally capable (infants, older adults, people

with disabilities)
2. Fewer material and/or financial resources (low-income households,
homeless)
3. Less knowledge or experience (children, illiterate, foreigners,
tourists)
4. Restricted by society to grow and develop according to their needs
and potentials.
Cont.
• People who are helped by others (who are then restricted by
commitments) are still vulnerable people, which includes the
following:
• Women, • Age,

• Children, • Illiteracy and less education,

• Minorities, • Sickness,

• Poverty, • Gifted and Talented, etc.

• Disabilities,
UNIT TWO
Concept of
Inclusion
 Definition of Inclusion

• Inclusion in 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.

• Inclusive services at any level are quality provisions without

discrimination or partiality and meeting the diverse needs of people.
Definition of inclusion has the following components:

1. Concepts about learners

• Education is a fundamental human right for all people.

• Learning begins at birth and continues throughout life.

• Everyone can learn, and any child can experience difficulties in learning.

2. Concepts about the education system and schools

• It is broader than formal schooling.

• It is flexible, responsive educational systems.

• It involves whole school approach and collaboration between partners.

Cont.
3. Concepts about diversity and discrimination
• It promotes combating discrimination and exclusionary pressures at any social
sectors.
• It enables responding to/embracing diversity as a resource not as a problem.

4. Concepts about processes to promote inclusion

• It helps to identifying and overcoming barriers to participation.

• It increases real participation of all collaboration, partnership between all

stakeholders.
Cont.
5. Concepts about resources
• Promotes unlocking and fully using local resources and redistributing
existing resources.
• It helps to perceive people (children, parents, teachers, members of
marginalized groups, etc.) as key resources.
• It helps to use appropriate resources and support within schools and at local
levels for the needs of different children, e.g., mother tongue tuition, Braille,
assistive devices.
 Components of Inclusion

• Students with disabilities and vulnerability attend their neighborhood

schools.

• Each student is in an age-appropriate general education classroom.

• All students receive an education that addresses their individual needs.

• No student is excluded based on type or degree of disability.

• Employed according to their capacities without discriminations.

 Inclusion does not mean

• Placing students with disabilities into general education classrooms

without careful planning and adequate support.

• Reducing services or funding for special education services.

• Isolating students with disabilities socially, physically, or academically

within the general education school or classroom

• Endangering the achievement of general education students through

slower instruction or a less challenging curriculum.
 Principles of Inclusion

Inclusion is a process.

Inclusion is concerned with the identification and removal of

barriers that hinders the development of persons with disabilities.
Inclusion is about the presence, participation and achievement of all
persons.
Inclusion invokes a particular emphasis on those who may be at risk
of marginalization, exclusion or underachievement.
 Rationale/Foundations for Inclusion

• Educational Foundations

• Social Foundation

• Legal Foundations

• Economic Foundation

• Foundations for Building Inclusive Society

Factors that Influenced the Development of Inclusion:

Inclusion originated from three major ideas.

1. Inclusive education is a basic human right;

2. Quality education results from inclusion of students with diverse

needs and ability differences; and

3. There is no clear demarcation between the characteristics of

students with and without disabilities and vulnerabilities.
Inclusive education is facilitated by many
influencing actors. Those are:

• Communities

• Activists and advocates

• The quality education and school improvement movement

• Special educational needs movement

• Involvement of International agencies

• Involvement of NGOs movements, networks and campaigns and

• Other factors.
 Benefits of Inclusion

Discuss the benefits of Inclusion for:

• Persons with Disabilities/Special Needs
• Persons without Disabilities/Special Needs
• Teachers
• Parents/Family
• Society
 Ultimate goal of inclusion

• The goal of inclusive education is to create schools where everyone

belongs.

• Students educated together have a greater understanding of

difference and diversity.

• An inclusive society is a necessary precondition for inclusive growth.

 Inclusive Environments
• An inclusive environment is a place that is adjusted to individuals
‘needs’ and not vice versa that individuals are adjusted to the
environmental needs.

• An inclusive environment is also directed towards developing culture,

policy and practice which meet pupils’ diversities, towards identifying
and removing obstacles in learning and participating, towards
developing a suitable provision and supporting individuals.
Therefore, Inclusive environment has the following characteristics:

• Ensures the respect and dignity of individuals with disabilities.

• Provides accommodations willingly and proactively.

• It recognizes and responds to the diverse needs.

• It involves restructuring environment, culture, policy, and practice.

• It provides services and facilities equally accessible to all people.

• It involves mobilizing resources within the community.

• It develops social relationships as an equal member of the class.

 Barriers to Inclusion

• Societal values and beliefs

• Economic factors

• Lack of taking measures to ensure conformity of implementation

• Lack of stakeholders taking responsibility

• Conservative traditions

• Lack of knowledge and skills among teachers

Cont.

• Rigid curricula, teaching method and examination systems

• Fragile democratic institutions

• Inadequate resources and in accessibility of social and physical

environments

• Large class sizes

• Globalization and free market policy

• Using inclusive models that may be imported from other countries

Promoting Inclusive
Culture
 Introduction
• 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.
Cont.

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.
 Dimensions of Inclusive culture
 Universal Design

 Recruitment, Training, and Advancement Opportunities

 Workplace Accommodations and Accessibility: Policy & Practice

 Ten Characteristics of an Inclusive Organization:

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

2. It evaluates individual and group performance on the basis of

observable/measurable behaviors and competencies.

3. It operates under transparent policies and procedures.

4. It is consistent in its interactions with everyone.

5. It creates and maintains a learning culture.

Cont.

6. It has a comprehensive and easily accessible system of conflict

resolution at all levels.

7. It recognizes that it is part of the community that it serves.

8. It lives its mission and core values.

9. It values earned privilege over unearned privilege.

10. It accepts and embraces change.

CHAPTER THREE
Identification &
Differentiated Services
 Impact of Disability and Vulnerability on Daily life

The impacts of disability and vulnerability depend on different factors.

A. Factors Related to the Person

• The Nature of the Disability: Congenital/Adventitious

• The Individual’s Personality: Strong/Weak

• The Meaning of the Disability to the Individual: Definition given

• The Individual’s Current Life Circumstances: Dependence/Economic status

• The individual's support system: Family/Peer/Society

Cont.

B. Economic Factors

C. Political Factors

D. Psychological Factors
Social Cognitive Processes
 Self-Efficacy Beliefs
 Psychological Control
 Coping Patterns
Personality Disposition/optimism

E. The Family and Disability

Social Needs of Persons with Disabilities and
Vulnerabilities

• Social protection plays a key role in realizing the rights of persons

with disabilities and Vulnerabilities of all ages.
Cont.

• The right of persons with disabilities to social protection is recognized

by
• The 1948 Universal Declaration of Human Rights (UDHR),

• The 1966 International Covenant on Economic, Social and Cultural Rights

(ICESCR) and,
• The 2006 UN Convention on the Rights of Persons with Disabilities (CRPD).
 Gender and disability
• For the male and female with disabilities and vulnerable groups, work
is universally seen as important, whether paid work or voluntary.

• Sustaining this in the face of community views about disability is at

times difficult, particularly when it is balanced with expectations of
traditional women’s roles of home making and childcare.
 The Health Care Needs of Persons with
Disabilities and Vulnerabilities:

• Barriers to Health Care for Persons with Disabilities and

Vulnerable Groups:
• Prohibitive costs
• Limited availability of services
• Physical barriers
• Inadequate skills and knowledge of health workers
Strategies to address the barriers:
• Policy and legislation
• Financing
• Service delivery
• Human resources
 Some Enabling and Disabling Factors in the
Physical Environment

• The environmental may be conceived of as having two major

parts: the physical environment and the social/psychological
environments.

• The physical environment may be further subdivided

conceptually into the natural environment and the built
environment.
Cont.
• Three types of attributes of the physical environment need
to be in place to support human performance.
• The first attribute is object availability.
• The second attribute is accessibility.
• The third attribute is the availability of sensory stimulation.
 Creating Welcoming (Inclusive) Environment

External environmental modifications can take many forms.

These can include:

• Assistive devices,
• Alterations of a physical structure,
• Object modification, and
• Task modification.
Cont.

Examples of Environmental Modification:

• Mobility aids
• Communication aids
• Accessible structural elements
• Accessible features
• Job accommodations
• Differential use of personnel
 Disability Inclusive Intervention and
Rehabilitation Services

• A “One-size-fits-all” approach to provide services for persons

with disabilities and vulnerability groups is NO longer enough.

• The twin-track approach involves:

(1) Ensuring all mainstream programs and services are inclusive and
accessible to persons with disabilities, while at the same time,
(2) Providing targeted disability-specific support to persons with
disabilities.
 Prevention, intervention and rehabilitation

I. Prevention
• Primary prevention

• Secondary prevention/early intervention

• Tertiary prevention/rehabilitation

II. Implementing the Twin-track Approach

• Track 1: Mainstreaming disability as a cross-cutting issue

• Track 2: Supporting the specific needs of vulnerable groups with disabilities

Cont.
III. Implement Disability Inclusive Project/ Program
a. Education and vocational training

b. Health

c. Relief and social services

d. Infrastructure and camp improvement, shelter, water and sanitation and

environmental health:

e. Livelihoods, employment and microfinance

f. Protection

g. Humanitarian and emergency response

IV. Implement effective Rehabilitation Intervention

 Components of Rehabilitation
Interventions:

• 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.

 Multiple Disciplines

¤ Physicians ¤ Person with Disability and

Family
¤ Occupational Therapists ¤ Rehabilitation Psychologists
¤ Physical Therapists ¤ Neuropsychologists
¤ Speech and Language Therapist ¤ Therapeutic Recreation Specialists
¤ Audiologist ¤ Rehabilitation Counselors
¤ Rehabilitation Nurses ¤ Orthotics and Prosthetics
¤ Social Workers ¤ Rehabilitation Professionals etc.
¤ Case Managers
 Community-Based Rehabilitation

• CBR is a strategy that can address the need of peoples with

disabilities within their community which can be implemented
through the combined efforts of peoples with disabilities
themselves, their families, organizations and communities,
governmental and non-governmental organizations, health,
education, vocational, social and other services.
“If you give a person a fish, He/she
will eat for a day;
If you teach him/her to fish, He/she
eat for a lifetime.”
 Inclusiveness and Assistive
Technology
Assistive Technologies (AT)
• In the United States, the Technology Act and Assistive Technology Act
define an AT device as any item, piece of equipment or product
system, whether acquired commercially, modified, or customized,
that is used to increase, maintain, or improve functional capabilities
of individuals with disabilities.
Examples of AT user needs and classification

• People with Cognitive Disabilities: The impairments may include:

Cognition, memory loss and forgetfulness.

• Needs & Barriers: are survival, hygiene (toileting, bathing, laundry);

feeding (food preparation, eating, drinking), remembering, etc.

• Assistive technologies: may include Mobile systems (phones,

wearable electronics, and computers), socialization and

entertainment tools etc.

 AT and Design Methods

• Most widely known are user centered design and universal design,
which are discussed as follows:

• User-centered design is a set of techniques and processes that enable

developers to focus on users, within the design process.

• Universal design (also called design for all) is the design of products
and environments to be usable by all people, to the greatest extent
possible, without the need for adaptation or specialized design.
 Inclusive Job Opportunities and Employment

• The right to work is fundamental to being a full and equal member of

society, and it applies to all persons, regardless of whether or not they
have a disability.

• Barriers to the employment of persons with disabilities take many

forms and operate at many levels, both within and beyond the
workplace itself.
The major barriers are described below:
¤ Attitudes and Discrimination,
¤ Accessibility,
¤ Education and Training,
¤ Social Networks,
¤ Women Disabilities,
¤ Legal Barrier,
¤ Inflexible Work Arrangements,
¤ Dismissal on the Basis of Disability and
¤ The Benefit Trap.
In addition, private sector initiatives that have been
demonstrated to improve the employment
experiences of persons with in these groups are also
discussed below:
¤ Anti-Discrimination Legislation,
¤ Vocational Education and Training,
¤ Wage Subsidies,
¤ Supported Employment,
¤ Workplace Accommodation Schemes,
¤ Workers’ Compensation,
¤ Improve Data Collection.
Unit 4
Inclusion
for
Peace, Democracy and Development
 Introduction
• Inclusive education is at the heart of any strategy for peace-building,
democracy and development.

• It is through inclusive education that values, skills and knowledge

which form the basis of respect for human rights and; Democratic
principles can be developed.
 Inclusion for Peace

Peace can be defined in several ways:

• However, for the purpose of this module peace is defined as creating
mutual understanding, positive relationship between individuals
and groups.

• These groups may include culturally, linguistically, economically and

biologically heterogeneous groups.
Cont.

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, etc.
Cont.

Contrary to the important of inclusive education, exclusion in education

create undesirable result for a nation such as:

 Educational exclusion cut people off from full involvement in the economic
and social life of their countries;
 Social exclusion is often the consequence of severe horizontal inequalities,
and as such it can underpin grievances that can mobilize groups for conflict.
 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.
Cont.

• Inclusive education sees young people not as passive recipients of

knowledge, but rather as active co-creators of their own learning that
help to exercise democracy.

• Inclusive education aims to develop real democracy through active

participation by all divers learners involved in classrooms and
educational institutions.
Cont.
Democratic principles for inclusive practices:
• Diversity enriches and strengthens all communities.
• All persons with disabilities are different in their needs, potentials,
learning and working styles.
• Their achievements according to their potentials are equally valued,
respected and celebrated by society.
• All learners are enabled to fulfill their potential by taking into account
individual requirements and needs.
 Inclusion for Development
• Any kind of development should be inclusive.

• Some scholars define inclusive development as a process that occurs

when social and material benefits are equitably distributed across
divides in society (Hikey, 2015),

• Others focus on the voice and power to the concerns and aspirations
of otherwise excluded groups (Johnson and Anderson 2012).
 Respecting diversity

• Valuing diversity Recognizes differences between people and

acknowledges that these differences are a valued asset.

• Multicultural education is an important component of valuing

diversity.
 Benefits of Cultural Diversity

• Increased productivity • Improved company reputation

• Improved creativity • Wider range of skills
• Increased profits • Improves cultural insights
• Improved employee engagement • Reduced Fear, and
• Reduced employee turnover • Improved Performance.
 Religious Conflict/Diversity

• A religious conflict is a conflict primarily caused or justified by

differences in religion.

• In the modern period, debates are common over the extent to which
religious, economic, or ethnic aspects of a conflict predominate in a
given conflict.
 What causes conflict?
• Lack of values for differences and poor management of religious
institutions

• Disrespect and unfair treatment of other religions

• Unclear roles as followers of a given religion

• Inadequate spiritual education and training or ill thought

• Poor communication with each other

 How to Resolve Conflict
 Agree on a mutually acceptable time and place to discuss the conflict;

 State the problem as you see it and list your concerns;

 Let the other person have his/her say;

 Listen and ask questions;

 Stick to one conflict at a time to the issue at hand;

 Seek common ground;

 Seek for win-win approaches.

 Gender differences

• "Gender" can refer to the role of a male or female in society, known

as a gender role, or an individual's concept of themselves, or gender
identity.
 Mental abilities
• Women are generally better at language tasks. And men on average
are a little bit better at organizing things in space.

• But really there's much more variability within the women, or within
men, than there is difference between the woman and men.

• There are genius male or female and less geniuses in both cases.
 Woman’s participations in
developments
• What is expected from society to equally treat female?
Answer:

• Reproductive freedom and other women's health issues;

• An equitable distribution of life's opportunities and resources
• Caring practices for female, not violence;
• Equal opportunity for education and employment.
 Marginalized group of people
• Marginalization is a process that includes many external forces.

• People may be marginalized on the basis of the social, gender,

cultural, ethnic, economic, social order, beliefs and other factors.

• Marginal groups can always be identified by members of dominant

society, and will face irrevocable discrimination.

• Marginalized groups exist nearly everywhere.

 Creating friendly environments for
marginalized people
 Tolerate for the difference’s opinions and attitudes;

 Seek out marginalized voices & perspectives and provide support;

 Confront your own racist thought and try to be inclusive of all the differences;

 Use your privilege to support marginalized people ‘s movements;

 Give your time and money, if possible, for the success of inclusive development;

 Be proactive about inclusion in your daily life;

 Avoid segregation; and

 Do the work that help to promote inclusiveness.

Legal frame work
 Introduction
• Discrimination against persons with disabilities has a long history and
persons with disabilities are regularly excluded from participation in
society and denied their human rights.

• The effects of discrimination are most clearly felt in the sphere of

economic, social and cultural rights, in the fields of, for instance,
housing, employment, transport, cultural life and access to public
services.
 Legal Frameworks Regarding
Inclusion
• States have specific obligations under international law to respect,
protect and fulfill the right to inclusive education for persons with
disabilities.

• The obligation to respect requires States to refrain from denying or

limiting equal access to inclusive education for persons with disabilities.

• This right should be guaranteed by law.

 International and National Legal
Frameworks
International Legal Framework
Key International Instruments and other Documents that Promote Inclusion:

o 1948 Universal Declaration of Human Rights – Article 26:

Right to education
“Article 26 of the 1948 Universal Declaration of Human Rights states that
everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages, and elementary education shall be
compulsory. Technical and professional education shall be made generally
available and higher education shall be equally accessible to all on the basis of
merit.”
Cont.
o 1966 International Covenant on Economic, Social and Cultural Rights –

Article 13

o 1966 International Covenant on Civil and Political Rights – Articles 18 and

19
o 1979 Convention on the Elimination of All Forms of Discrimination Against
Women – Article 10

o 1989 Convention on the Rights of the Child – Articles 23, 28 and 29

Cont.
o 1990 The World Declaration on Education for All, Jomtien

o 1993 The Standard Rules on the Equalization of Opportunities for Persons

with Disabilities

o 1994 The Salamanca Statement and Framework for Action on Special

Needs Education

o 2000 Millennium Development Goals focusing on Poverty Reduction and

Development

o 2006 Convention on the Rights of Persons with Disabilities

 National Laws and Policy
Frameworks
• Ethiopia has signed most of the international conventions and
declarations protecting the rights of persons with disabilities.

• There are also national policies on the rights of persons with

disabilities.

• These different national and international policies, conventions and

declarations are presented in various international and local policy
documents.
Cont.
The following are the National Laws and Policy Frameworks Related

with Rights of People with Disabilities, Equal Participation in Education,

Social, Economic, Political and Other Aspect of Life etc.

Cont.

 Constitution of the Federal Democratic Republic of Ethiopia-1995:

Article 41(5):

Article 41. Economic, Social and Cultural Rights:

5. “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 or guardian.”
Cont.

 Labor Proclamation, No. 377/2003, amended by Labor Proclamation No.

494/2006
 Proclamation concerning the Rights to Employment for Persons with

Disabilities- No. 568/2008

 Building Proclamation- No. 624/2009

Proclamation concerning the Rights of Disabled Persons to Employment-

No.101/1994
Cont.

The Federal Civil Servant Proclamation (Proclamation -No

1064/2017: Article 13/2 of proclamation no 1064/2017
The Revised higher institutions proclamation - No. 1152/2019
Developmental Social Welfare Policy 1997
The FDRE Education and Training Policy of 1994
The FDRE special needs/inclusive education strategy 2012
Cont.
• 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.
Resources Management
for Inclusion
 Introduction

• Resources are very important to create inclusiveness.

• Inclusion demands resources to meet the need of all members of

communities and to facilitate equal participants in all sphere of life.

• Hence, we need to adapt and modify our environment to all people

be accessible.
 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.

• Resource rooms are very important to provide direct remedial,

compensatory and developmental instruction services to small groups
for usually three to five hours per week by special education experts
as a pull-out program.
List of Human resources in schools
• Sign language interpreter

• Physiotherapist

• Braille specialist

• Behavioral therapists

• Mobility and orientation expert

• Sighted guide

• Special needs educators

• Speech and language therapist

Speech and language therapist
List of material resources in schools

• LCD and/or Smart Board

• E - Chart

• Various magnifying lenses

• Slate and styles

• Hearing aids (various type)

• Sign language books and videos

• Abacus

• Relief globes
Relief globe
 Accommodations
Instructional Accommodation

• Accommodations are adjustments that teachers and school

personnel make to maximize learning and social well-being for
individual students.
Cont.
These include:
• Use a multisensory approach.

• Use a highly structured format for presentations.

• Present material in small, sequential steps.

• Teach specific strategies (e.g., taking notes, reading comprehension).

• Highlight sections of text.

• Give oral and written directions.

• Speak slowly and clearly.

Tip for Organization and Task Completion in inclusive
school/class:

o Keep work area clear.

o Post assignments and work completed in a consistent spot.

o Assist student with notebook organization.

o Use assignment notebook.

o Extend time to complete assignments.

Assessment and Evaluation strategies in inclusive class/school:

• Explain grading and give rubric/instruction set.

• Give specific feedback.

• Preview before test; give frequent quizzes; give sample questions.

• Orient student to test format.

 Collaborative
Partnerships with
stakeholders
 Introduction

• Collaboration: is defined as the act of working together to produce or

create something according to the capacities and abilities of
individuals.

• It means 'to work with another person or group in order to

accomplish intended common goals.
Cont.

Collaboration enables individuals to work together to achieve a

defined and common business purpose. It exists in two forms:
• Synchronous, where everyone interacts in real time, as in through
telephone, email, online meetings, through instant texts messages, or
via Viber, and
• Asynchronous, is best suited for ongoing work that doesn’t require
anyone’s immediate attention, as well as ongoing discussions that
require more time and preparation from the participants.
 Key elements of successful
collaboration
• Respect
• Communication
• Delegation
• Support
Here are a few qualities that a successful team
possesses:
1. They communicate well with each other.
2. They focus on goals and results.
3. Everyone contributes their fair share.
4. They offer each other support.
5. Team members are diverse.
6. Good leadership.
7. They're organized.
8. They have fun.
 General principles of collaboration

Establish clear common goals

Define your respective roles

Take a problem-solving approach

Establish an atmosphere of trust and mutual respect

Aim for consensus decision-making.

Ask for and give immediate and objective feedback

Cont.
Give credit to others

Develop procedures for resolving conflicts

Anticipate possible conflicts and take steps to avoid them

Arrange periodic meetings to review progress

Higher employee productivity

Creating a sense of teamwork

 Benefits of collaboration
 Greater efficiency

 less duplicated effort

 Access to additional resources or lower costs

 Improved service coordination across agencies

 Challenges to Team Collaboration
 Indecisive decision-makers

 "E-fail" This is a little term used for when email straight up fails

 Mis (sing) communication. When collaborating, there is always room

for misinterpretation and miscommunication
 Process sinking vs. process syncing.

 Too many cooks.

 Negative Nancy/pessimistic attitude.

 Cooperativeness

• 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.
Cont.

It 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).
 Stakeholder

• A stakeholder is any person, organization, social group, or society at

large that has a stake in the business.

• In business, a stakeholder is usually an investor in your company

whose actions determine the outcome of your business decisions.
 Benefits of stakeholder participation

• Provide all stakeholders with full opportunities to share their views,

needs and knowledge.

• Build consensus through bringing together and harmonize the

objectives of individual groups to reach common societal goals.
What qualities make for a great business
partner/stakeholder?
• Passion
• Reliability
• Compatibility
• Ability to Build Strong Relationships
• Fiscal Responsibility
• Creativity
• Open-Mindedness
• Comfort with risk.
 What are the main features of a partnership?

• Participants described the right partnership behaviors principally as

being effective co-ordination and chairing, and a set of personal skills
and qualities including good listening, clear communication, honesty,
patience, enthusiasm, acceptance and love.
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.
THANK YOU!