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Handout for the course Inclusiveness (SNIE 1012)

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Chapter One: Understanding Disabilities and Vulnerabilities

1.1 Definitions of Basic Terms (Impairment, Disability and Handicap)
Impairment- Impairment means a lack/abnormality of an anatomic, physiological or psychological
structure or function or deviation on a person. It refers to any loss or abnormality of physiological,
psychological or anatomical structure or function. It is the absence of particular body part or organ. It
could also a condition in which the body exists but does not function. Some children, for instance, have
impairments such as eyes that do not see well, arms and legs that are deformed, or a brain is not
developing in a typical way etc.
Disability- The term disability is ambiguous as there is no single agreement on the concept (Mitra, 2006)
It is not synonymous with AKAL-GUDATENGA (የአካልጉዳተኛ) meaning impairment. The concept of
disability is complex, dynamic, multidimensional, and contested.

1.2. Derrieres / Challenges Affecting/ Inhibit the full inclusion of people with
impairments in society/in developmental Affairs
1. Attitudinal (societal barriers, such as stigma)
2. Physical barriers (environmental barriers, such as absence of stairs),
3. Policy barriers (systemic barriers),
These factors all together can create a disabling effect and inhibit disability inclusive development. They
are disabling factors If these problems addressed, impairment may not lead to disability. Societal,
environmental, and systemic barriers are the most popular disabling factors:

1.3. What is disability?

1.3.1. Models/Approaches of Disability
1.3.1.1 The Medical Approach Definition of Disability
Disability is pathology (physiological, biological and intellectual). Disability means functional
limitations due to physical, intellectual or psychic impairment, health or psychic disorders on a
person (WHO,1996).
This medical definition does not adequately explain the interaction between societal conditions or
expectations and unique circumstances of an individual

1.3.1.2. The social model / Approach definition of disability:

• 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. • Emphasizes the shortcomings in the environment and in many organized activities in society,
for example on information, communication and education, which prevent persons with disabilities from
participating on equal terms.

1.4. Causes of disability

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What do you think is the causes of disability?

Some people, especially in the past times, wrongly believe that disability is a punishment from God.
There are some who still believe that disability is a form of personal punishment for individual with
disability, a kind of karma for their past mistakes, which is totally unacceptable now days.
Disability can be caused by the following factors.

1.4.1 Genetic Causes

Abnormalities in genes and genetic inheritance can cause intellectual disability in children. In some
countries, down syndrome is the most common genetic condition. Sometimes, diseases, illnesses, and
over-exposure to x-rays can cause genetic a disorder.

1.4.2. Environmental factors

Poverty and malnutrition in pregnant mothers can cause a deficiency in vital minerals and result in
deformation issues in the unborn child. After birth, poverty and malnutrition can also cause poor
development of vital organs in the child, which can eventually lead to disability. The use of drugs,
alcohol, tobacco, the exposure to certain toxic chemicals and illnesses, toxoplasmosis, cytomegalovirus,
rubella and syphilis by a pregnant mother can cause intellectual disability to the child.

1.4.3.Unknown Causes
The human body is a phenomenal thing. Scientists have still not figured 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

1.4.4. Inaccessible environments

Sometimes society makes it difficult for people with some impairment to function freely. When society
develops infrastructure such as houses, roads, parks and other public places without consideration to
people with impairment, the basically make it impossible for them to take care of themselves. For
example, if a school is built with a ramp in addition to stairs, it makes it easy for people with wheelchairs
to move about freely. This way, their impairment is not made worse. Lack of education, support services,
health and opportunities for people with impairment can cause additional disability to people with
disabilities and even people with no disability.

Some type of disabilities

1.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 of the following
characteristics over a long period of time and to a marked degree that adversely affects educational
performance
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;
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5) A tendency to develop physical symptoms or fears associated with personal or school problems.

Classification of behavioral and emotional disorders

 Conduct disorder: individuals may seek attention, are disruptive and act out. The disorder is
classified by type: overt (with violence or tantrums) versus covert (with lying, stealing, and/or
drug use).
 Socialized aggression: individuals join subculture group of peers who are openly disrespectful
to their peers, teachers, and parents. Common are delinquency and dropping out of school. Early
symptoms include stealing, running away from home, habitual lying, cruelty to animals, and fire
setting.
 Attention problems- These individuals may have attention deficit, are easily destructible and
have poor concentration. They are frequently impulsive and may not think the consequence of
their actions.
 Anxiety/Withdrawn- These individuals are self-conscious, reserved, and unsure of themselves.
They typically have low self-esteem and withdraw from immediate activities. They are also
anxious and frequently depressed.
 Psychotic behavior: These individuals show more bizarre behavior. They may hallucinate, deal
in a fantasy world and may even talk in gibberish.
 Motor excess: These students are hyperactive. They cannot sit nor listen to others nor keep their
attention focused.
Kauffman (1993) conclude that emotion or behavioral disorders fall into two broad classifications:
1) Externalizing Behavior: also called under controlled disorder, include such problems disobedience,
disruptiveness, fighting, tempers tantrums, irresponsibility, jealous, anger, attention seeking etc…
2) Internalizing Behavior: also known as over controlled disorders, include such problems anxiety,
immaturity, shyness, social withdrawal, feeling of inadequacy (inferiority), guilt, depression and worries a
great deal.

Causes of behavioral and emotional disorders

1. Biological causes- includes genetic disorders, brain damage, and malnutrition, allergies, temperament
and damage to the central nervous system.
2. Family factors- include family interactions, family influence, child abuse, neglect, and poor
disciplinary practices at home.
3. Cultural factors- include some traditional and cultural negative practices, for example watching
violence and sexually oriented movies and TV programs.
4. Environmental factors- include peer pressure, living in impoverished areas, and schooling practices
that are unresponsive to individual needs. Inclusive life for persons with behavioral difficulties

2.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. This disability
originates before the age of 18.
An individual is considered to have an intellectual disability based on the following two criteria:
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1.Sub average intellectual functioning: It refers to general mental capacity, such as learning, reasoning,
problem solving, and so on. One way to measure intellectual functioning is an IQ test. Generally, an IQ
test score of around 70 or as high as 75 indicates a limitation in intellectual functioning.
2. Significant limitations exist in two or more adaptive skill areas: It is the collection of conceptual,
social, and practical skills that are learned and 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, gullibility, innocence (i.e.,
suspicion), social problem solving, and the ability to follow rules/obey laws and to avoid being
victimized.
 Practical skills—activities of daily living (personal care), occupational skills, healthcare,
travel/transportation, schedules/routines, safety, use of money, use of the telephone.
People with intellectual disabilities academic learning can be affected, as well as their ability to adapt to
home, school, and community environments are presented under the following sub-headings:
General Cognition: People with intellectual disabilities vary physically and emotionally, as well as by
personality, disposition, and beliefs. Their apparent slowness in learning may be related to the delayed
rate of intellectual development.
Learning and Memory: The learning and memory capabilities of people with intellectual disabilities are
significantly below average in comparison to peers without disabilities. Children with intellectual
disabilities may not spontaneously use appropriate learning or memory retention strategies and may have
difficulty in realizing the conditions or actions that aid learning and memory.
Attention: To acquire information, children must attend to the learning task for the required length of
time and control distractions. Children with intellectual disabilities may have difficulty distinguishing and
attending to relevant questions in both learning and social situations (Saunders, 2001). The problem is not
that the student will not pay attention, but rather that the student does not understand or does not filter the
information to get to the salient features.
Adaptive Skills: The adaptive skills of people with intellectual disabilities are often not comparable to
those of their peers without disabilities. A child with intellectual disabilities may have difficulty in both
learning and applying skills for a number of reasons, including a higher level of distractibility,
inattentiveness, failure to read social cues, and impulsive behavior.
The lack or underdevelopment of these skills notably affects memory, rehearsal skills, organizational
ability, and being in control of the process of learning.
Speech and Language: People with intellectual disabilities may have delayed speech, language
comprehension and formulation difficulties. Language problems are generally associated with delays in
language development rather than with a bizarre use of language. People with intellectual disabilities may
show delayed functioning on pragmatic aspects of language, such as turn taking, selecting acceptable
topics for conversation, knowing when to speak knowing when to be silent, and similar contextual skills.
Motivation: People with intellectual disabilities are often described as lacking motivation, or outer-
directed behavior. Past experiences of failure and the anxiety generated by those failures may make them
appear to be fewer goals directed and lacking in motivation. The result of failure is often learned
helplessness. The history of failure is likely to lead to dependence on external sources of reinforcement or
reward rather than on internal sources of reward. They are less likely to self-starters motivated by self-
approval.
Academic Achievement: The cognitive difficulties of children with mild to moderate intellectual
disabilities lead to persistent problems in academic achievement, unless intensive and extensive supports
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are provided. Physical characteristics: Children with intellectual disabilities with differing biological
etiologies, may exhibit coexisting problems, such as physical, motor, orthopedic, visual and auditory
impairments, and health problems. A relationship exists between the severity of the intellectual
disabilities and the extent of physical differences for the individual.

Levels of support for individuals with intellectual disabilities

Levels of support range from intermittent (just occasional or ―as needed‖ for specific activities) to
pervasive (continuous in all realms of living).
Areas of support for intellectual disabilities
consultation or monitoring by professional
regular contact with professionals
Nearly all settings Continuous contact and monitoring by professionals

1.4. 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.
Vulnerability can be generally defined as a complex phenomenon that refers to the following dimensions:
1. Economic difficulties/lack of financial 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 difficulties: disadvantages resulting from poor mental health, physical health or disabilities;
6. Being a victim of crime: in family context especially of violence.

Causes of Vulnerability
Vulnerability may be causes by:
Rapid population growth, poverty and hunger, poor health, low levels of education, gender inequality,
fragile and hazardous location, and lack of access to resources and services, including knowledge and
technological means, disintegration of social patterns (social vulnerability).
Lack of access to information and knowledge, lack of public awareness, limited access to political power
and representation (political vulnerability). When people are socially disadvantaged or lack political
voice, their vulnerability is exacerbated further.
The economic vulnerability is related to a number of interacting elements, including its importance in
the overall national economy, trade and foreign-exchange earnings, aid and investments, international
prices of commodities and inputs, and production and consumption patterns.
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Environmental vulnerability concerns land degradation, earthquake, flood, hurricane, drought, storms,
water scarcity, deforestation, and the other threats to biodiversity.
Poverty: People are vulnerable for many undesirable phenomena due to poverty. This may be resulted in,
poor households and large households, inequality, absences of access to health services, important
resources for life, lack of access to education, information, financial and natural resources and lack of
social networks Disabilities: People with disabilities very much vulnerable for many kind of risks. This
includes abuses, poverty, illiteracy, health problems, psychological and social problems.
. Age: Old people or very young children are vulnerable for all kinds evils
Illiteracy and less education: People with high rates of illiteracy and lack quality educational
opportunities are vulnerable for absence all kinds of developments
Sickness: Uncured health problems for example people living with HIV/AIDS are much vulnerable for
psychosocial problems, poverty and health
Gifted and Talentedness: Gifted and talented children are vulnerable for socioemotional developments.
Due to lack of psychological support they may feel isolation as they are pulled from their regular
classrooms and given instruction in separate settings and due to myths and expectations of themselves and
the public.

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

Groups of potentially vulnerable people

People who are helped by others (who are then restricted by commitments) are still vulnerable people,
which includes the following extracted from various researches.
A. Women: particularly women in developing nations and those who are living in rural areas are
vulnerable for many backward traditional practices. These women are oppressed by the culture
and do not get access to education and employment.
B. Children are vulnerable for psychological and physical abuse. This include illegally working
children, children who are pregnant or become mothers, children born out of marriage, children
from a single-parent, delinquent children, homeless children, HIV infected children, uneducated
children, institutionalized children, married children, mentally ill children, migrant children,
orphans, sexually exploited children, street children, war-affected children…etc.
C Minorities: some people are vulnerable due to their minority background. Particularly, ethnic
(cultural and linguistic minority), religious minority. These people are political and socially
discriminated.
Hence, inclusiveness is an outlet for creating a society of productivity who leads independent
life.
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Chapter Two: Concept of Inclusion

2.1. Definition of Inclusion
Inclusion in education/service refers to- an ongoing process aimed at offering quality education/services
for all while respecting diversity and the different needs and abilities, characteristics and learning
expectations of the students and communities and eliminating all forms of discrimination.
 Inclusion is seen as a process of addressing and responding to the diversity of needs of all persons
through increasing participation in learning, employment, services, cultures and communities,
and reducing exclusion at all social contexts.
 It involves changes and modifications in content, approaches, structures and strategies, with a
common vision which covers all people, a conviction that it is the responsibility of the social
system to educate all children, employ and provide social services.
 Besides, inclusion is defined as having a wide range of strategies, activities and processes that
seek to make a reality of the universal right to quality, relevant and appropriate education and
services.
 It acknowledges that learning begins at birth and continues throughout life, and includes learning
in the home, the community, and in formal, informal and non-formal situations.
 It seeks to enable communities, systems and structures in all cultures and contexts to combat
discrimination, celebrate diversity, promote participation and overcome barriers to learning and
participation for all people.
 It is part of a wider strategy promoting inclusive development, with the goal of creating a world
where there is peace, tolerance, and sustainable use of resources, social justice, and where the
basic needs and rights of all are met.
This definition 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
All children have a right to education within their own community
Everyone can learn, and any child can experience difficulties in learning
All learners need their learning supported child-focused teaching benefits all children.

2.)Concepts about the education system and schools

 It is broader than formal schooling
 it is flexible, responsive educational systems
 It creates enabling and welcoming educational environments
 It promotes school improvement – makes effective schools
 It involves whole school approach and collaboration between partners.
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
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 It prepares learners for an inclusive society that respects and values difference.

4) Concepts about processes to promote inclusion

 It helps to identifying and overcoming barriers to participation and exclusionary pressures
 It increases real participation of all collaboration, partnership between all stakeholders
 It promotes participatory methodology, action research, collaborative enquiry and other related
activities
5) Concepts about resources
 Promotes unlocking and fully using local resources redistributing existing resources
 It helps to perceive people (children, parents, teachers, members of marginalized groups, etc) as
key resources
 It helps to use appropriate resources and support within schools and at local levels for the needs
of different children, e.g. mother tongue tuition, Braille, assistive devices.
 McLeskey and Waldron (2000) have identified inclusion and non-inclusive practices. According
to them inclusion includes the following components:
 Students with disabilities and vulnerability attend their neighborhood schools
 Each student is in an age-appropriate general education
 Every student is accepted and regarded as a full and valued member of the class and the
school community.
 Special education supports are provided to each student with a disability within the
context of the general education classroom.
 All students receive an education that addresses their individual needs
 No student is excluded based on type or degree of disability.
 All members of the school (e.g., administration, staff, students, and parents) promote
cooperative/collaborative teaching arrangements
 There is school-based planning, problem-solving, and ownership of all students and
programs
 Employed according to their capacities without discriminations

On the other hand, they argue that inclusion does not mean:
 Placing students with disabilities into general education classrooms without careful planning and
adequate support.
 Reducing services or funding for special education services.
 Placing all students who have disabilities or who are at risk in one or a few designated
classrooms.
 Teachers spending a disproportionate amount of time teaching or adapting the curriculum for
students with disabilities.
 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.
 Relegating special education teachers to the role of assistants in the general education classroom.
 Requiring general and special education teachers to team together without careful planning and
well-defined responsibilities.

2. 2. Principles of Inclusion
The fundamental principles of inclusion are that:
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 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.
 The complex inter-relationships that exist among these factors and their interactions with
disability must also be a focus of attention.
Inclusion begins with the premise that all persons have unique characteristics, interests,
abilities and particular learning needs
 All persons have equal access education, employment and services.
 Inclusion implies transition from separate, segregated learning and working environments
for persons with disabilities to community based systems.
 Effective transitions from segregated services to inclusive system requires careful
planning and structural changes to ensure that persons with disabilities are provided
with appropriate accommodation and supports that ensure an inclusive learning and
working environment.
The four major inclusion principles that support inclusive practice According to
UNESCO (2005) are:
1. Inclusion is a process.It has to be seen as a never-ending search to find better ways of
responding to diversity. It is about learning how to live with difference and learning how to learn
from difference. Differences come to be seen more positively as a stimulus for fostering learning
amongst children and adults.
2. Inclusion is concerned with the identification and removal of barriers that hinders the
development of persons with disabilities.
It involves collecting, collating and evaluating information from a wide variety of sources in
order to plan for improvements in policy and practice. It is about using evidence of various kinds
to stimulate creativity and problem - solving.
3. Inclusion is about the presence, participation and achievement of all persons.
Presence - is concerned with where persons are provided and how reliably and punctually they
attend;
participation- relates to the quality of their experiences and must incorporate the views of
learners/and or workers
Achievement -is about the outcomes of learning across the curriculum, not just test and exam
results.
4. Inclusion invokes a particular emphasis on those who may be at risk of marginalization,
exclusion or underachievement.
2.3.Rationale/reasons/ Foundations for Inclusion
Implementation of inclusion has number of rationales.
The major ones include:
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Educational rationales /foundations

Social rationales/foundations
Legal rationales/foundations
Economic rationales/foundations
Inclusive society building foundations
Educational Foundations
Children do better academically, psychologically and socially in inclusive settings.
 A more efficient use of education resources.
 Decreases dropouts and repetitions
 Teachers competency (knowledge, skills, collaboration, satisfaction)
Social Foundation
 Segregation teaches individuals to be fearful, ignorant and breeds prejudice.
 All individuals need an education that will help them develop relationships and prepare them for
life in the wider community.
 Only inclusion has the potential to reduce fear and to build friendship, respect and understanding.

Legal Foundations
 All individuals have the right to learn and live together.
 Human being should not be devalued or discriminated against by being excluded
or sent away because of their disability.
 There are no legitimate reasons to separate children for their education
Economic Foundation
 Inclusive education has economic benefit, both for individual and for society.
 Inclusive education is more cost-effective than the creation of special schools
across the country.
 Children with disabilities go to local schools
 Reduce wastage of repetition and dropout
 Children with disabilities live with their family use community infrastructure
 Better employment and job creation opportunities for people with disabilities
Foundations for Building Inclusive Society
 Formation of mutual understanding and appreciation of diversity
 Building up empathy, tolerance and cooperation
 Promotion of sustainable development

2.4. Factors that Influenced Development of Inclusion

Inclusiveness originated from three major ideas/concepts. These include:
 inclusive education is a basic human right; quality education results from inclusion of
students with diverse needs and ability differences
 demarcation between the characteristics of students with and without disabilities and
vulnerabilities. Therefore, separate provisions for such students cannot be justified.
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 Moreover, inclusion has got the world ‘s attention because it is supposed to solve the
world’s major problems occurring in social, economic, religious, educational and other
areas of the world.
2.5. Major Influencing actors/ drivers that Facilitating Inclusive Education
A. Communities: pre-colonial and indigenous approaches to education and community-based
programs movement that favor inclusion of their community members.
B. Activists and advocates: the combined voices of primary stakeholders – representatives of
groups of learners often excluded and marginalized from education (e.g. disabled activists;
parents advocating for their children; child rights advocates; and those advocating for
women/girls and minority ethnic groups).
C. The quality education and school improvement movement: in both North and South, the
issues of quality, access and inclusion are strongly linked, and contribute to the understanding
and practice of inclusive education as being the responsibility of education systems and schools.
D. Special educational needs movement: the new thinking of the special needs education
movement has been a positive influence on inclusive education, enabling schools and systems to
really respond to a wide range of diversity.
E. Involvement of International agencies: the UN is a major influence on the development of
inclusive education policy and practice.
F. Involvement of NGOs movements, networks and campaigns: a wide range of civil society
initiatives, such as the Global Campaign for Education, seek to bring policy and practice together
and involve all stakeholders based on different situations
G. Other factors: the current world situation and practical experiences in education. The
current world situation presents challenges such as the spread of HIV/AIDS, political
instability, trends in resource distribution, diversity of population, and social inclusion.

2.6. Benefits of Inclusion

2.6.1. Inclusion benefits 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.
This necessitates implementation of inclusion to solve the problems.
 Increased social initiations, interactions, relationships and networks
 Gain peer role models for academic, social and behavior skills
 Increased achievement of individualized educational program (IEP) goals
 Greater access to general curriculum
 Enhanced skill acquisition and generalization in their learning
 improved academic achievement which leads to quality education service
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 Attending inclusive schools increases the probability that students with SEN will
continue to participate in a variety of integrated settings throughout their lives (increased
inclusion in future environments that contribute building of inclusive society).
 Improved school staff collaboration to meet these students’ needs and ability differences
 Increased parental participation to meet these students’ needs and ability differences
 Enhanced families’ integration into the community
2.6.2. Benefits for persons without Special Needs
Education Students without special educational needs (SEN) will:
Have a variety of opportunities for interacting with their age peers who experience SEN
in inclusive school settings.
serve as peer tutors during instructional activities
Play the role of a special playground.
Gain knowledge of a good deal about tolerance, individual difference, and human
exceptionality.
Learn that students with SEN have many positive characteristics and abilities.
Have chance to learn about many of the human service profession such as special
education, speech therapy, physical therapy, recreation therapy, and vocational
rehabilitation.
2.6.3. Benefits for Teachers
Inclusive education has benefit to teachers. The benefit includes:
 developing their knowledge and skills that meet diverse students’ needs and ability
differences to enhancing their skills to work with their stakeholders.
 gaining satisfaction in their profession and other aspects.
 They benefit from developing teamwork and collaborative problem-solving skills to
creatively address challenges regarding student learning.
 Develop positive attitude that help them promoting the recognition and appreciation that
all students have strengths and are contributing members of the school community as
well as the society.
 They have more opportunities to learn new ways to teach different kinds of students.
 They gain new knowledge, such as the different ways children learn and can be taught.
 They develop more positive attitudes and approaches towards different people with
diverse needs.
 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.
 They can encourage their students to be more interested, more creative and more attentive
 They can experience greater job satisfaction and a higher sense of accomplishment when
all children are succeeding in school to the best of their abilities.
 They get opportunities to exchange information about instructional activities and teaching
strategies, thus expanding the skills of both general and special educators
 They benefit from developing teamwork and collaborative problem-solving skills to
creatively address challenges regarding student learning
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 Develop positive attitude that help them promoting the recognition and appreciation that
all students have strengths and are contributing members of the school community as
well as the society.
2.6.4. Benefits for parents/ family
 Become personally involved and feel a greater sense of accomplishment in helping their
children to learn.
 Feel valued and consider themselves as equal partners in providing quality learning
opportunities for children.
 Learn how to deal better with their children at home by using techniques that the teachers
use in school.
 Find out ways to interact with others in the community, as well as to understand and
help solve each other’s problems.
 Experience positive attitude about themselves and their children by seeing their children
accepted by others, successful in the inclusive setting, and belonging to the community
where they live
 parents/family benefit from inclusive education. For example, parents benefit from
implementation of inclusive education in developing their positive attitude towards their
children’s education, positive feeling toward their participation, and appreciation to
differences among humankinds.
 Experience positive attitude about themselves and their children by seeing their children
accepted by others, successful in the inclusive setting, and belonging to the community
where they live.
2.6.5.Benefits for Society
 Inclusion goes beyond education and should involve consideration of employment,
recreation, health and living conditions.
 It should therefore involve transformations across all government and other agencies at
all levels of society.
 When students with special needs and without special needs are educated through quality
inclusive education, it not only benefits students, teachers and parents it also benefits the
society.
Thus, some of the major benefits may include:
 Introduction of students with disabilities and vulnerabilities into mainstream schools
bring in the students into local communities and neighborhoods
 It helps break down barriers and prejudice that prevail in the society towards persons
with disability.
 Communities become more accepting of difference, and everyone benefits from a
friendlier, open environment that values and appreciates differences in human beings.
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.
2.7. Ultimate Goal of Inclusion
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1. Create schools where everyone belongs. By creating inclusive schools, we ensure that
there’s a welcoming place in the community for everyone after their school year’s end. 2
2. Students educate together have a greater understanding of difference and diversity.
Students educated together have fewer fears about difference and disability.
3. An inclusive school culture creates better long-term outcomes for all students.
Inclusive society is a necessary precondition for inclusive growth is a society which does
not exclude or discriminate against its citizens on the basis of disability, caste, race,
gender, family or community.

2.8. Inclusive Environments

 what does inclusive environment mean?
The major components of inclusive environment in terms of inclusive education
An inclusive environment is an environment that welcomes all people, regardless of their
disability and other vulnerabilities.
An inclusive environment is one in which members feel respected by and connected to one
another.
It recognizes and uses their skills and strengthens their abilities.
An inclusive service environment is respectful, supportive, and equalizing.
An inclusive environment reaches out to and includes individuals with disabilities and
vulnerabilities at all levels from first time participants to board members.
An inclusive environment is a place that is adjusted to individuals ‘needs and not vice versa -that
individuals are adjusted to the environmental needs.
It acknowledges that individual differences among individuals are a source of richness and
diversity, and not a problem, and that various needs and the individual pace of learning and
development can be met successfully with a wide range of flexible approaches.
Besides, the environment should involve continuous process of changes directed towards
strengthening and encouraging different ways of participation of all members of the community.
An inclusive environment is also directed towards developing culture, policy and practice which
meet pupils ‘diversities, towards identifying and removing obstacles in learning and
participating, towards developing a suitable provisions and supporting individuals.
2.9. Features of Inclusive Environment
It has the following major / features/characteristics of successful environment
it ensures the respect and dignity of individuals with disabilities
it meets current accessibility standards to the greatest extent possible to all people with
special needs
provides accommodations willingly and proactively
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It develops whole-school/environment processes that promote inclusiveness and quality

provisions and practice that are responsive to the individual needs and diversities
It recognizes and responds to the diverse needs of their individuals and ensuring quality
provisions for all through appropriate accommodations, organizational arrangements,
resource use and partnerships with their community.
It is committed to serve all individuals together regardless of differences.
It is also deeply committed to the belief that all persons can learn, work and be
productive.
It involves restructuring environment, culture, policy, and practice.
It promoting pro-social activities/helping behaviors
It makes provides services and facilities equally accessible to all people
It involves mobilizing resources within the community
It is alert to and uses a range of multi-skilled personnel to assist people in their learning
and working environment.
It strives to create strong links with, clinicians, caregivers, and staff in local schools,
work place, disability services providers and relevant support agencies within the wider
community.
It develops social relationships as an equal member of the class. It is also the classroom
responsive to the diversity of individuals’ academic, social and personal learning needs.
2.10. Barriers to Inclusion
The major barriers include:
 Problems related with societal values and beliefs- particularly the community and policy
makers’ negative attitude towards students with disability and vulnerabilities. Inclusion
cannot flourish in a society that has prejudice and negative attitude towards persons with
disability.
 Economic factors- this is mainly related with poverty of family, community and society
at large
 Lack of taking measures to ensure conformity of implementation of inclusion practice
with policies
 Lack of stakeholders taking responsibility in their cooperation as well as collaboration for
inclusion
 Conservative traditions among the community members about inclusion
 Lack of knowledge and skills among teachers regarding inclusive education
 Rigid curricula, teaching method and examination systems that do not consider students
with dives needs and ability differences.
 Fragile democratic institutions that could not promote inclusion
 Inadequate resources and inaccessibility of social and physical environments
 Large class sizes that make teachers and stakeholders meet students’ diverse needs
 Globalization and free market policy that make students engage in fierce completion,
individualism and individuals’ excellence rather than teaching through cooperation,
collaboration and group excellence.
 Using inclusive models that may be imported from other countries.
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Summary
Inclusion is defined from the concept of education process of education that is aimed at meeting
students’ diverse needs in regular classrooms. It focuses not only students with special
educational needs but also students without special needs.
The concept of inclusive education originated from three major ideas/Concepts. These
include:
 Inclusive education is a basic human right; quality education results from inclusion of
students with diverse needs and ability differences, and there is no clear demarcation
between the characteristics of students with and without disabilities and vulnerabilities.
 Its philosophy centers on enabling communities, systems and structures in all cultures
and contexts to fight discrimination, celebrate diversity, promote participation and
overcome barriers to learning and participation for all people (persons with and without
special educational needs).
 It is part of a wider strategy promoting inclusive development, with the goal of creating a
world where there is peace, tolerance, and sustainable use of resources, social justice,
and where the basic needs and rights of all persons are met.
The concept of inclusion has a number of rationales: educational, social, economic,
legal and foundations or inclusive society. Specifically, it has also benefits to students
with and without special educational needs, parents, teachers and society at large.
Inclusion is implemented as on its ultimate goal which is aimed building an inclusive
society.
The concept of inclusion development is influenced by different factors:
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 such as
current world situation and demand or quality education.
Implementation inclusion in education aces number of barriers. The barriers are
related with lack of teachers’ knowledge and skills, their negative attitude; rigid
curriculum and teaching and learning methods; lack of active participation of relevant
stakeholders; lack of resources and facilities; globalization and free market economic
policy; and lack of considering local indigenous values, ideologies and culture and other
related factors.
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Chapter 3: Identification and Differentiated services

The impacts / effect /consequences of disability and vulnerability take many form. The
immediate effects are often physical pain, limitation of mobility, disorientation, confusion,
uncertainty and a disruption of roles and patterns of social interaction.
Peoples with disabilities and vulnerabilities have survival (physiological), safety, social, esteem,
and self-actualization (fulfillment) needs like persons without disabilities.
1.1. Impact of Disability and Vulnerability on daily life
1.1.1. Factors related to the person
1. The Nature of the Disability: Disability can be acquired (a result of an accident, or acquired
disease) or congenital (present at birth). If the disability is acquired, it is more likely to cause a
negative reaction than a congenital disability. Congenital disabilities are disabilities that have
always been present, thus requiring less of an adjustment than an acquired disability.
2. The Individual’s Personality - the individual personality can be typically positive or
negative, dependent or independent, goal-oriented or laissez-faire. Someone with a positive
outlook is more likely to embrace a disability then someone with a negative outlook. Someone
who is independent will continue to be independent and someone who is goal-oriented will
continue to set and pursue goals.
3. 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 defined by his/her
disability and thus it will have a negative impact.
4.The Individual’s Current Life Circumstances - The individual ‘s independence or
dependence on others (parents). The economic status of the individual or the individual's
caregivers, the individual's education level. If the individual is happy with their current life
circumstance, they are more likely to embrace their disability, whereas if they are not happy with
their circumstances, they often blame their disability.
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5. The Individual's Support System - The individual ‘s support from family, a significant 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.

6.Mental health Issues-Common effects of a disability may include but not limited to health
conditions of the person; s including anxiety and depression; loss of freedom and independence;
frustration and anger at having to rely on other people;
7.practical
problems including transport, choice of activities, accessing buildings;
unemployment;
8. 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.
1.1.2. Economic Factors and Disability
Economic status affects whether pathology will proceed to impairment. Examples include such
phenomena as a complete lack of access to or a delay in presentation for medical care for
treatable conditions (e.g., untreated breast cancer is more likely to require radical mastectomy)
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.
Community can be defined in terms of the microsystem (the local area of the person with the
disabling conditions), the mesosystem (the area beyond the immediate neighborhood, perhaps
encompassing the town), and the macro system (a region or nation).

1.1.3. Political Factors and Disability

The political system, through its role in designing public policy, can and does have a profound
impact on the extent to which impairments and other potentially disabling conditions will result
in disability. If the political system is well enforced, it will profoundly improve the prospects of
people with disabling conditions for achieving a much fuller participation in society.
1.1.4. Factors Psychological of Disability
Several psychological constructs can be used to describe one's psychological environment,
including personal resources, personality traits, and cognition. These constructs affect both the
expression of disability and an individual's ability to adapt to and react to it.
Three cognitive processes (self-efficacy beliefs, psychological control, and coping patterns) and
one personality disposition (optimism) will be discussed
Social cognitive Processes
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Cognition consists of thoughts, feelings, beliefs, and ways of viewing the world, others, and
ourselves. Three interrelated cognitive processes have been selected to illustrate the direct and
interactive effects of cognition on disability. These are self-efficacy beliefs, psychological
control, and coping patterns which all these are socially constructed.
Self-Efficacy Beliefs
Self-efficacy beliefs are concerned with whether or not a person believes that he or she can
accomplish a desired outcome (Bandura). Beliefs about one's abilities affect what a person
chooses to do, how much effort is put into a task, and how long an individual will endure when
there are difficulties. Self-efficacy beliefs also affect the person's affective and emotional
responses. Under conditions of high self-efficacy, a person's outlook and mental health status
will remain positive even under stressful and aversive situations. Under conditions of low self-
efficacy, mental health may suffer even when environmental conditions are favorable.
Psychological Control
Psychological control, or control beliefs, is akin to self-efficacy beliefs in that they are thoughts,
feelings, and beliefs regarding one's ability to exert control or change a situation. Self-generated
feelings of control improve outcomes for diverse groups of individuals with physical disabilities
and chronic illnesses.
What is most critical for adaptive functioning is how a person responds to this and what efforts
the person puts forth to regain control. Perceptions of control will influence whether disabling
environmental conditions are seen as stressful and consequently whether it becomes disabling.
The individuals control over themselves depends on the provision of the environments:
accessibility or inaccessibility.
Coping Patterns
Coping patterns refer to behavioral and cognitive efforts to manage specific internal or external
demands that tax or exceed a person's resources to adjust.
Generally, coping has been studied within the context of stress. Having a disabling condition
may create stress and demand additional efforts because of interpersonal or environmental
conditions that are not supportive.
Several coping strategies may be used when a person confronts a stressful situation. These
strategies may include the following: seeking information, cognitive restructuring, emotional
expression, catastrophizing, wish-fulfilling fantasizing, threat minimization, relaxation,
distraction, and self-blame. The effects of certain coping efforts on adaptive and functional
outcomes benefits individuals with disabling conditions. In general, among people with disabling
conditions, there is evidence that passive, avoidant, emotion-focused cognitive strategies (e.g.,
catastrophizing and wishful thinking) are associated with poorer outcomes, whereas active,
problem-focused attempts to redefine thoughts to become more positive are associated with
favorable outcomes. An adaptive coping pattern would involve the use of primary and secondary
control strategies.
Active copingis a significant predictor of mental health and employment-related outcomes.
Under conditions in which individuals with disabling conditions use active and problem-solving
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coping strategies to manage their life circumstances, there will be better functional outcomes
across several dimensions (e.g., activities of daily living, and employment) than when passive
coping strategies are used.
An important component in the coping process is appraisal. Appraisals involve beliefs about
one's ability to deal with a situation. Take, for example, two people with identical levels of
impairment.
Appraisal is related to self-efficacy in the sense that one's thoughts and cognition control how
one reacts to a potentially negative situation.
Personality Disposition-Optimism is a personality disposition or trait that can mediate how
disabling conditions are experienced. Several other interrelated personality factors could be
discussed (e.g., self-esteem, hostility, and Type A personality).
Optimism (in contrast to pessimism) is used for illustrative purposes because it relates to many
other personality traits. Optimism is the general tendency to view the world, others, and oneself
favorably. People with an optimistic orientation rather than a pessimistic orientation are far better
across several dimensions. Optimists tend to have better self-esteem and less hostility toward
others and tend to use more adaptive coping strategies than pessimists.
Optimism is a significant predictor of coping efforts and of recovery from surgery. Individuals
with optimistic orientations have a faster rate of recovery during hospitalization and a faster rate
of return to normal life activities after discharge.
Optimistic individuals are more likely to cope with impairment by using the active adaptive
coping strategies discussed earlier. These in turn will lead to reduced disability.
The four constructs of the psychological environment (i.e., self-efficacy beliefs, psychological
control, coping patterns, and optimism) have influences on disability and the enabling-disabling
process. These psychological constructs are interrelated and are influenced to a large extent by
the external social and physical environments.
Psychological interventionsdirected at altering cognition lead to improved outcomes (i.e.,
achievement, interpersonal relationships, work productivity, and health) across diverse
populations and dimensions.
1.1.5. The Family factors and Disability
Families often provide the main sources of support.
This support may be instrumental (errand-running), informational (providing advice or referrals),
or emotional (giving love and support).
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. Families can also provide economic support to help with the purchase of assistive
technologies and to pay for personal assistance.
Families can provide emotional support. Emotional support is positively related to well-being
across a number of conditions.
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Families may also be disabling. Some families promote dependency. Others fatalistically accept
functional limitations and conditions that are amenable to change with a supportive environment.
1.2. Needs of Persons with Disabilities and Vulnerabilities
1.2.2. Needs based on Maslow’s Five Categories of Need
Analyzing the human beings, Maslow has identified five categories of needs with different
priority levels in this order:
Survival (physiological)- safety, social needs, esteem, and self-actualization (fulfillment).
Maslow ‘s model is also valid for persons with disabilities and vulnerabilities, whose needs are
similar to those of ordinary persons.
The survival needs are formed by the physiological needs and include the biological
requirements for feeding, performing hygiene, sleeping, ADL, and so on.
Safety Needs-As an example of needs in terms of safety, consider a person with visual
impairment who wishes to cross the street safely.
Social need/ Need of belongingness- For example, a person with a hearing impairment suffers
from a diminution of social contact, while someone with a motor disability feels excluded from
social activities.
Esteem Needs- both self-esteem and being favorably recognized by others. Esteem is often
related to the capability of achieving things, contributing to a work activity and being
autonomous.
Persons with disabilities and vulnerabilities have socio-emotional, psychological, physical and
social environmental and economic needs in general.
Actualization needs-fulfilling the last or full potential.
The following list but not last are basic needs of persons with disabilities and vulnerabilities
to ensure equality for all within our society.
a) Full access to the Environment (towns, countryside & buildings)
b) An accessible Transport system
c) Technical aids and equipment
d) Accessible/adapted housing
e) Personal Assistance and support
f) Inclusive Education and Training
g) An adequate Income

h) Equal opportunities for Employment

I) Appropriate and accessible Information

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j) Advocacy (towards self-advocacy)

k) Counseling
l) Appropriate and Accessible Health Care
1.2.3. 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: providing them with an adequate standard of living, a basic level of
income security; thus reducing levels of poverty and vulnerability. These 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.
1.2.3.1. Gender and Disability
Finding ways to express this through involvement in common activities can be difficult. Being
excluded from activities because of others’ protective or controlling views is particularly difficult
for some women in asserting their identities as women and exploring these types of gendered
practices.
1.2.3.2. Identity and disability
Disability as part of an individual ‘s identity is seen by some as a struggle. This is often twofold:
internally to individuals and their sense of self and, too often, in the way they are perceived and
constructed by those around them. An acquired disability is experienced as challenging the
nature of one ‘s internal pre-established identity and as a struggle to change the perceptions and
attitudes of others and the physical environment in which a person lives.
1.2.3.3. Belongingness and disability
Belonging is a complex concept involving an attachment to place, relationships with others, a
sense of safety, common values and a shared and/or developing history. Belonging is also an
internal sense of being at home in one ‘s own body and mind. Persons with disabilities and
vulnerable groups have struggled to come to terms with a body and mind which seem unfamiliar
to them, in which they have to make adjustments or accommodations both for themselves and in
terms of their relationships with others. This internal negotiation and navigation shape their
engagement with their social worlds, particularly in rural communities.
1.2.3.4. Intersectionality
Social structures and norms surrounding age are particularly significant, shaping the kind of lives
people have and their experience of gender and identity. The wider contextual values and
economic and social changes have also impact on the life of persons with disabilities.
Religious values that shape the way disability is constituted in some countries are a powerful
influence on the way people with disabilities are able to live their lives.
The management of the self and social relationships intersects deeply with broader structural
changes, and navigating such structural continuities and disruptions is a critical influence on the
lives of people with disabilities.
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1.2.4. The Health Care Needs of Persons with Disabilities and Vulnerabilities
People with disabilities are particularly vulnerable to deficiencies in health care services.
Depending on the group and setting, persons with disabilities may experience greater
vulnerability to secondary conditions, co-morbid conditions, age-related conditions, engaging in
health risk behaviors and higher rates of premature death.
A) Secondary conditions: conditions occur in addition to (and are related to) a primary health
condition, and are both predictable and therefore preventable. Examples include pressure ulcers,
urinary tract infections, osteoporosis and pain.
B) Co-morbid conditions: conditions occur in addition to (and are unrelated to) a primary
health condition associated with disability. For example, the prevalence of diabetes in people
with schizophrenia is around 15% compared to a rate of 2-3% for the general population.
C) Age-related conditions: The ageing process for some groups of people with disabilities
begins earlier than usual. For example, some people with developmental disabilities show signs
of premature ageing in their 40s and 50s.
D) 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.
1.2.5. Barriers/ Factors inhibit to Health Care for Persons with Disabilities
and Vulnerable Groups
a) Prohibitive costs: Affordability of health services and transportation are two main reasons
why people with disabilities do not receive needed health care in low-income countries.
b) Limited availability of services: The lack of appropriate services for people with disabilities
is a significant barrier to health care. For example, studies indicate that the lack of services
especially in the rural area is the second most significant barrier to using health facilities.
c) Physical barriers: Uneven access to buildings (hospitals, health centers), inaccessible
medical equipment, poor signage, narrow doorways, internal steps, inadequate bathroom
facilities, and inaccessible parking areas create barriers to health care facilities.
d) Inadequate skills and knowledge of health workers: health care provider skills inadequate
to meet their needs.
Addressing for Inclusive Barriers to Health Care
Governments and professionals can improve health outcomes for people with disabilities by
improving access to quality, affordable health care services.
1.Policy and legislation: Assess existing policies and services, identify priorities to reduce
health inequalities and plan improvements for access and inclusion.
2. Financing: Where private health insurance dominates health care financing, ensure that
people with disabilities are covered and consider measures to make the premiums affordable.
1.2.6. Disability, vulnerability and the Environment
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Cultural norms affect the way that the physical and social environments of the individual are
constituted.
Disability is not inherent in an individual but is, rather, a relational concept-a function of the
interaction of the person with the social and physical environments. The amount of disability that
a person experiences, depends on both the existence of a potentially disabling condition (or
limitation) and the environment in which the person lives. For any given limitation (i.e., potential
disability), the amount of actual disability experienced by a person will depend on the nature of
the environment, that is, whether the environment is positive and enabling (and serves to
compensate for the condition, ameliorate the limitation, or facilitate one's functional activities) or
negative and disabling (and serves to worsen the condition, enhance the limitation, or restrict
one's functional activities).
Human competencies interact with the environment in a dynamic reciprocal relationship that
shapes performance.
When functional limitations exist, social participation is possible only when environmental
support is present. If there is no environmental support, the distance between what the people can
do and what the environment affords creates a barrier that limits social participation.
The physical and social environments comprise factors external to the individual, including
family, institutions, community, geography, and the political climate. Added to this
conceptualization of environment is one's intrapersonal or psychological environment, which
includes internal states, beliefs, cognition, expectancies and other mental states.
Thus, environmental factors must be seen to include the natural environment, the human made
environment, culture, the economic system, the political system, and psychological factors.
Some Enabling and Disabling Factors in the Physical Environment
Type of Factor Type of Environment

Natural Environment Natural Environment

Enabling Dry climate Ramps

Flat terrain Adequate lighting

Clear paths Braille signage

Disabling
Snow Steps

Rocky terrain Low-wattage lighting

High humidity Absence of flashing light alerting

systems
what do you understand when we say physical, social and psychological environment?
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The environmental factors may be conceived of as having two major parts: the physical
environment and the social and psychological environments. The physical environment may be
further subdivided conceptually into the natural environment and the built environment. Both
affect the extent to which a disabling condition will be experienced by the person as a disability.
Three types of attributes of the physical environment need to be in place to support human
performance:
The first attribute is object availability. Objects must be in a location that is useful, at a level
where they can be retrieved, and must be organized to support the performance of the activity
The second attribute is accessibility. Accessibility is related to the ability of people to get to a
place or to use a device. Accessibility permits a wheelchair user to ride a bus or a Braille user to
read a document.
The third attribute is the availability of sensory stimulation regarding the environment.
Sensory stimulation, which can include visual, tactile, or auditory cues, serves as a signal to
promote responses. Examples of such cues could include beeping microwaves, which elicit
responses from people without hearing impairments, or bumpy surfaces on subway platforms,
which tell users with visual impairments to change their location.
A) The Natural Environment
The natural environment may have a major impact on whether a limitation is disabling. For
example, a person who has severe allergies to ragweed or mold, which can trigger disabling
asthma, can be free of that condition in climates where those substances do not grow. The
physical conditions still exist, but in one environment they may become disabling and in another
environment they might not. Another example might be that a person who has limited walking
ability will be less disabled in a flat geographical location than he disabled in both places during
the winter than during the summer.
Thus, the natural environment, including topography and climate, affect whether or to what
degree a functional limitation will be disabling.
B) The human made/ built Environment
The physical environment is a complex interaction of built-in objects. Built objects are created
and constructed by humans and vary widely in terms of their complexity, size, and purpose. Built
objects are created for utilitarian reasons and also for an outlet for creativity. For instance, built
objects such as dishwashers and computers have the potential to enhance human performance or
to create barriers.
1.2.7. Rural environment, Disability and Vulnerability
People with disabilities, vulnerabilities and marginalized groups have no voices about their lives
and what rural living means to them. Physical landscapes are infused with social meaning and
that the feelings we have for particular places are built up through an accumulation of
experiences that invoke strong emotional responses. Rurality must be considered as more than an
issue of context or setting. Instead, rurality professionals in rural should prioritize the voices and
experiences of those who live rurally.
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More specifically, these group of people have been excluded from agricultural works
(productivity) due its nature high demand to labor and lack of technologies and well organized
support from professional.
Thus, we should improve their lives by:
Creating Welcoming (Inclusive) Environment
External environmental modifications can take many forms/ types.
These can include assistive devices, alterations of a physical structure, object modification, and
task modification.
The role of environmental modification as a prevention strategy has not been systematically
evaluated, and its role in preventing secondary conditions and disability that accompany a poor
fit between human abilities and the environment should be studied.
Environmental strategies may ease the burden of care experienced by a family member who has
the responsibility of providing the day-to-day support for an individual who does not have the
capacity for social participation and independent living in the community. These environmental
modifications may well be an effort at primary prevention because the equipment may provide a
safety net and prevent disabling conditions that can occur through lifting and transfer of
individuals who may not be able to do it by themselves.
Rehabilitation must place emphasis on addressing the environmental needs of people with
disabling conditions. Environmental strategies can be effective in helping people function
independently and not be limited in their social participation, in work, leisure or social
interactions as a spouse, parent, friend, or coworker.
Examples of Environmental Modification
1. Mobility aids - Hand Orthosis, Mouth stick, Prosthetic limb, Wheelchair (manual and/or
motorized), Canes, Crutches and Braces
2. Communication Aids-Telephone amplifier
3. Accessible structural elements -Ramps Elevators and Wide doors etc.
4. Accessible Features-Built up handles, Voice-activated computer and automobile hand
controls
5. Job Accommodations-Simplification of task and Flexible work hours etc.
6. Differential use of personnel - Personal care assistants and Note takers etc.
Impact of the Social and Psychological Environments on the Enabling-Disabling Process.
The social environment is conceptualized to include cultural, political, and economic factors.
The psychological environment is the intrapersonal environment.
Culture and the Disabling Process
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Culture affects the enabling-disabling process at each stage; it also affects the transition from one
stage to another. This section defines culture and then considers the ways in which it affects each
stage of the process.
Definition of Culture
Definition of culture includes both material culture (things and the rules for producing them) and
nonmaterial culture (norms or rules, values, symbols, language, ideational systems such as
science or religion, and arts such as dance, crafts, and humor).
Nonmaterial culture is so comprehensive that it includes everything from conceptions of how
many days a week has or how one should react to pain to when one should seek medical care or
whether a hermaphroditic person is an abomination, a saint, or a mistake.
Cultures also specify punishments for rule-breaking, exceptions to rules, and occasions when
exceptions are permitted.
The role of nonmaterial culture for humans has been compared to the role of instincts for animals
or to the role of a road map for a traveler. It provides the knowledge that permits people to be
able to function in both old and new situations.
Both the material and nonmaterial aspects of cultures and subcultures are relevant to the
enabling-disabling process. Cultures have an impact on the types of pathologies that will occur
as well as on their recognition as pathologies.

Types of Element of Social and Psychological Environment

factor
Culture Psychological Political Economic

Expecting people with Having an active Mandating relay Tax credits to hire
disabling conditions to coping strategy systems in all states people with
be productive disabling conditions
Enabling
Expecting everyone to Cognitive Banning Targeted earned
know sign language restructuring discrimination income tax credits
against people who
can perform the
essential functions
of the job
Stigmatizing people Catastrophizing Economic
with disabling Segregating disincentives to get
conditions children with off Social Security
mobility Disability Income
Disabling impairments in benefits
schools
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Valuing physical beauty Denial Voting against No subsidies or tax

paratransit system credits for
purchasing assistive
technology

Disability Inclusive, Intervention and Rehabilitation Services

What do we mean intervention and rehabilitation?
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. This involves 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.
Such as being a student, worker, friend, community member, patient, spouse, partner, or parent.
Disability inclusion means provision of differentiated services for persons with disabilities and
vulnerabilities.
Differentiated service means a multiple service delivery model that can satisfy the most needs
of persons with disabilities and vulnerabilities.
Socially expectedactivities may also include engaging in social activities, using public resources
such as transportation and libraries, moving about within communities, receiving adequate health
care, having relationships, and enjoying other day-to-day activities. To reach ambitious targets
for the general population, as well as targeted care for persons with disabilities and vulnerable
groups, we need differentiated service delivery.
Persons with disabilities and vulnerabilities are often excluded (either directly or indirectly) from
development processes and humanitarian action because of physical, attitudinal and institutional
barriers. The effects of this exclusion are increased inequality, discrimination and
marginalization. To change this, a disability inclusion approach must be implemented. This
approach is known asthe twin-track approach.
The Twin-Track Approach.
This 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.
Strategies to Disability inclusive intervention and rehabilitation
 Prevention
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Prevention of conditions associated with disability and vulnerability is a development issue and
the strategyto disability inclusive.
Prevention Involves:
Attention to environmental factors-including nutrition, preventable diseases, safe water and
sanitation, safety on roads and in workplaces can greatly reduce the incidence of health
conditions leading to disability.
A public health approach distinguishes prevention in the following ways:
1). Primary prevention – actions to avoid or remove the cause of a health problem in an
individual or a population before it arises. It includes health promotion and specific protection
(for example, HIV education).
2). Secondary prevention (early intervention) – actions to detect a health and disabling
conditions at an early stage in an individual or a population, facilitating cure, or reducing or
preventing spread, or reducing or preventing its long-term effects (for example, supporting
women with intellectual disability to access breast cancer screening).
3) Tertiary prevention (rehabilitation)-actions to reduce the impact of an already established
disease by restoring function and reducing disease related complications (for example,
rehabilitation for children with musculoskeletal impairment).
Primary prevention issues are considering as crucial to improved overall health of countries
‘populations
Implementing the twin-track approach involves:
Track 1: Mainstreaming disability as a cross-cutting issue within all key programs and services
(education, health, relief and social services, microfinance, infrastructure and camp
improvement, protection, and emergency response) to ensure these programs and services are
inclusive, equitable, non-discriminatory, and do not create or reinforce barriers.
Track 2: Supporting the specific needs of vulnerable groups with disabilities to ensure they have
equal opportunities to participate in society. This is done by strengthening referral to both
internal and external pathways and ensuring that sector programs to provide rehabilitation,
assistive devices and other disability-specific services are accessible to persons with disabilities
and vulnerable groups and adhere to protection standards and inclusion principles.
Implement Disability Inclusive Project/ Program
Inclusion is reflected in program strategies and design documents.
The following are key considerations to overcome the challenges for persons with disabilities in
all program and project.
A) Education and vocational training –Inclusive Education realize the universal right to
education for all, meaning all mainstream education services need to be supporting children
and persons with disabilities
B) Health – vulnerable groups and persons with disabilities have the same health-care needs as
all other peoples and health sector services can also play an important prevention and early
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identification role to ensure children and persons with impairments have timely access to
health services and referral rehabilitation support.
C) Relief and social services-the two-way link between poverty and disability means that
vulnerable group and peoples with disabilities and their families need to be able to access relief
support.
D). Infrastructure and camp improvement, shelter, water and sanitation and
environmental health-universal design concepts must be considered in all infrastructure and
construction programs and projects.
E) Livelihoods, employment and microfinance-vulnerable groups and people with disabilities
face numerous barriers to achieving an independent livelihood, it is crucial that specific sectors
responsible for livelihood programs and projects to make accessible to all vulnerable and people
with disabilities.
F) Protection -marginalized groups and people with disabilities may face risks and
vulnerabilities to experiencing violence, exploitation, abuse, neglect and violation of rights and
therefore need to be specifically considered and included in protection programs and projects.
G) Humanitarian and emergency response-he disproportionate effect of emergency and
humanitarian situations on vulnerable groups and people with disabilities should be reflected in
the design and implementation of the humanitarian projects.
Implement effective Intervention and Rehabilitation
Rehabilitation interventions promote a comprehensive process to facilitate attainment of the
optimal physical, psychological, cognitive, behavioral, social, vocational, avocational, and
educational status within the capacity allowed by the anatomic or physiologic impairment,
personal desires and life plans, and environmental (dis)advantages for a person with a disability.
Consumers/patients, families, and professionals work together as a team to identify realistic
goals and develop strategies to achieve the highest possible functional outcome, in some cases in
the face of a permanent disability, impairment, or pathologic process. independence.
Rehabilitation interventions are associated with social participation (e.g., access to education
using rehabilitation interventions) and career planning and employment (e.g., long-term goal of
rehabilitation interventions).
Components of Rehabilitation Interventions
Rehabilitation is a process designed to optimize function and improve the quality of life of those
with disabilities. Consequently, it is not a simple process. It involves multiple participants, and it
can take on many forms.
Multiple Disciplines-Rehabilitation interventionsusually involve multiple disciplines. Although
some focused interventions may be identified by a single service-such as cognitive retraining by
a psychologist or speech pathologist, and audio logic rehabilitation through hearing-aid
evaluation and dispensing sole service does not engender the rehabilitation concept of a team
approach, and it is often differentiated as therapy or medical service rather than rehabilitation.
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There are a variety of professionals who participate in and contribute to the

rehabilitation process within a team approach.
Occupational Therapists-Occupational therapists (OTs) typically work with patients/consumers
through functional activities in order to increase their ability to participate in activities of daily
living (ADLs) and instrumental activities of daily living (IADLs), in school and work
environments, using a variety of techniques.
Physical Therapists -Physical therapists (PTs) assess movement dysfunction and use treatment
interventions such as exercise, functional training, manual therapy techniques,
Rehabilitation Nurses- The rehabilitation nurse usually takes the role of educator and
taskmaster throughout rehabilitation, but these professionals have most prominence within
inpatient rehabilitation programs.
Social Workers -Social workers in health settings may provide case management or
coordination for persons with complex medical conditions and needs; help patients navigate the
paths between different levels of care; refer patients to legal, financial, housing, or employment
services; assist patients with access to entitlement benefits.
Case Managers- Case management is a relatively new concept that has come about with the
survival of patients/consumers with complex medical problems and disabilities, and with the
development of a more complex health care system.
Rehabilitation Psychologists- Rehabilitation psychology is a specialized area of psychology
that assists the individual (and family) with any injury, illness, or disability that may be chronic,
traumatic, and/or congenital in achieving optimal physical, psychological, and interpersonal
functioning. This profession is an integral part of rehabilitation, and it involves assessment and
intervention that is tailored to the person ‘s level of impairment and is set within an
interdisciplinary framework.
Neuropsychologists -neuropsychology is another specialized area within psychology, and it is of
particular importance in the care of individuals who have sustained brain injuries.
Rehabilitation Counselors -Rehabilitation counselors (previously known as vocational
counselors) assist persons with both physical and mental disabilities, and cover the vocational,
psychological, social, and
Personal and family/support system goals, family/friend support, and community resources are
driving forces regarding goals and discharge planning within the rehabilitation process.

Community-Based Rehabilitation (CBR).

It 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 and to strengthen the role of their organization.
Community based rehabilitationis a combination of two important words; community and
rehabilitation. Thus in order to get clear concept about the definition of CBR.
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Community-consists of people living together in some form of social organization sharing

political, economic, social and cultural characteristics in varying degrees.
Rehabilitation-includes all measures 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 or refers to measures which aim to enable persons with disabilities to attain and
maintain maximum independence, full physical, mental, social and vocational ability, and full
inclusion and participation in all aspects of life.
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.
Based on the above definition of key words, CBR is therefore, a systematized approach within
general community development whereby Persons with Disabilities are enabled to live a
fulfilling life within their own community, making maximum use of local resources and helping
the community become aware of its responsibility in ensuring the inclusion and equal
participation of Persons with Disabilities‖ (PWDs). In the process, PWDs are also made aware of
their own role and responsibility, as they are part of the community.
Community based rehabilitation is a strategy that can address the needs of peoples with
disabilities with in their communities (WHO, UNESCO, 2004).
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.
The joint position paper by WHO, ILO, UNICEF and UNESCO of the 2004 define CBR in a
rather flexible and broad manner in the following way:
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.
It is implemented through the combined efforts of people with disabilities themselves, their
families and communities, and the appropriate health, education, vocational and social services.
This definition of community based rehabilitation particularly advocates a broad approach for
developing programs that involves the following elements:
A. The participation of people with disabilities and their representatives at all stages of the
development of the program.
B. The formulation and implementation of national policies to support the equal participation of
people with disabilities.
C. The establishment of a system for program management.
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D.The multi-sectoral collaboration of governmental and nongovernmental sectors to support

communities as they assume responsibility for the inclusion of their members who experience
disabilities.
E. CBR focuses on strengthening the capacity of peoples with disabilities, and their families.
F. CBR focuses on challenging negative views and barriers in society to enable equal rights and
opportunities.
Currently, three main meanings are attached to the notion of CBR: These are:
People taking care of themselves, a concept and an ideology and community based
rehabilitation
1. People who are Taking Care of Themselves- Services for people with disabilities in
most regions in developing countries are still limited to what people can do for themselves.
2. A Concept and an Ideology. As a concept and an ideology, it promotes a decentralized
approach to rehabilitation service-delivery, whereby, it is assumed that community members are
willing and able to mobilize local resources and to provide appropriate services to people with
disabilities.
3. Community Based Rehabilitation: is mostly in a form of Non-Governmental Organizations
(NGOs). Recognizing the human and material limitations of people with disabilities, their family
members and other community members, CBR program tries to promote and facilitate
community based rehabilitation.

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 become active, contributing members of their communities and then
societies. Thus, community based rehabilitation promotes the human rights of people with
disabilities through attitude changes within the community.
Community based rehabilitation also includes all age groups: children, youth, adults and older
people.
Wellbeing or quality of life is an important concern for persons with disabilities, vulnerabilities
and marginalized groups, who, like every person, is seeking to be well, happy, healthy, and
prosperous.
Persons with disabilities, vulnerabilities and marginalized groups have several important
components of wellbeing. A key activity is independent living with convenient access to goods
and services, as well as being socially active and enjoying self-esteem and dignity.
In modern societies, persons with disabilities, vulnerabilities and marginalized groups can attain
some components of wellbeing such as access to services using assistive technology (AT).
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Other components of wellbeing, such as freedom of navigation and travel, are much more
difficult because of environmental obstacles encountered by the disabled.
Barriers of Employment
The major types of barriers are:
Attitudes and Discrimination-Employers may be reluctant to hire persons with disabilities
based on the perception that they are less productive or less capable of carrying out their jobs
than others. Discrimination is a major barrier faced by persons with disabilities in their efforts to
find employment in the labor market.
Accessibility-The accessibility of the following areas is crucial to the employment of persons
with disabilities: the physical environment; transportation; information and communications; and
other facilities open to the public.
Education and Training -Persons with disabilities have disproportionately restricted access to
education and training.
Social Networks- Another barrier to employment for persons with disabilities can be their more
limited social networks. Social networks greatly aid the process of searching for work, the lack
of which is likely to limit options for persons with disabilities.
Women Disabilities -In many developing countries including Ethiopia, as a result of continued
prejudices both towards women and surrounding disability, women with disabilities are doubly
discriminated against in the labor market.
Legal Barriers- As a result of discriminatory attitudes about the perceived capabilities of
persons with disabilities, some countries impose legal restrictions on their participation in certain
types of employment or processes.
Inflexible Work Arrangements -Another common obstacle to the employment of persons with
disabilities is the inflexibility of work arrangements. In some cases, persons with disabilities
might prove to be competent and productive employees, but are nonetheless unable to perform
certain tasks. The same is true for scheduling the work day. Persons with disabilities may have
particular transportation issues or other needs that require a slightly different work day.
Dismissal on the Basis of Disability-Workers who are injured and acquire a disability on the job
may face unaccommodating policies and a lack of rehabilitative services, which limit their ability
to return to work.
The Benefit Trap -Another obstacle to the employment of persons with disabilities can
ironically be imposed by social protection schemes ultimately designed to support them. These
schemes can encourage individuals to stay out of the labor force if they are structured in such a
way as to make the receipt of benefits contingent on the inability to work.
Strategies to Improve Employment for Persons with Disabilities and
Vulnerabilities
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A) Anti-Discrimination Legislation-These laws make it illegal to discriminate against an

individual on the basis of disability in a range of areas including: employment; education; access
to public buildings; the provision of goods and services, and political processes.
B). Vocational Education and Training - Technical vocational education and training (TVET)
programs can help to ensure that the workforce has the skills and knowledge necessary to obtain
and retain a job, while also driving productivity and economic growth.
C). Wage Subsidies- Wage subsidies cover a portion of employees ‘wages, usually for a limited
period of time, as a way to lessen the risk perceived by employers of hiring persons with
disabilities.
D). Supported Employment- These programs integrate persons with disabilities into the open
labor market by providing direct, on-the-job support to employees with disabilities. Supports are
usually offered for a limited period of time. One common type of support is a job coach. Job
coaches provide onsite, individually tailored assistance to help persons with disabilities perform
their jobs. Coaches also help persons with disabilities adjust to their working environment.
E) Workplace Accommodation Schemes- These schemes reduce the costs to employers of
making workplaces more accessible to persons with disabilities. In so doing, workplace
accommodation schemes seek to minimize employer reluctance to hire persons with disabilities.
There are two ways Government programs can decrease or even eliminate those costs.
 The first is by offering tax breaks or tax credits for expenditures undertaken to make
such adjustments. This strategy may, however, be less effective for small businesses with
cash flow issues or limited tax liability.
 Another strategy is to provide full or partial funds for reasonable accommodations for
employees with disabilities.
F) Workers’ Compensation- These programs are designed to address the issue of occupational
injuries and illnesses. They provide cash and medical benefits to employees whose disability is
acquired in the workplace.
G) Quota Systems- Quota systems mandate that firms hire at minimum a certain percentage of
persons with disabilities.
H) Sheltered Workshops -These programs only hire persons with disabilities, and structure jobs
around the perceived abilities of each employee. Sometimes the stated goal of sheltered
workshops is to serve as a training ground for the eventual transition of employees to the open
labor market.
Chapter 4: Promoting Inclusive Culture
Definition of Inclusive Culture
Inclusion is a sense of belonging, connection and community at work. And inclusive
organizations help people feel welcomed, known, valued and encouraged to bring their whole,
unique selves to work.
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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.
Inclusive cultures 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
There are three dimensions/ elements of an inclusive culture:
1. Universal Design
2. Recruitment, Training and Advancement Opportunities
3. Workplace Accommodations and Accessibility: Policy & Practice
1.Universal Design- Universal design refers to the construction of structures, spaces, services,
communications and resources that are organically accessible to a range of people with and
without disabilities, without further need for modification or accommodation.
A few examples of ways universal design practices may apply in the workplace include: -
Routinely- providing manuals, materials and forms to all employees in a variety of digital
formats that are as readily accessible to people who use adaptive computer technologies as to
other employees.
Building workspaces- accessible to people who use wheelchairs or other assistive devices, as
well as to all other employees.
Providing employees with a variety of flexible schedule and work Options-This allows
employees who have energy or functionality limitations to organize their time and strengths, and
all employees are better able to manage time and life/work balance.
2. Recruitment, Training, & Advancement Opportunities
A. Recruitment:
Effective recruitment of people with disabilities involves two components:
1. Accessible outreach and hiring practices and
2. Targeted recruitment of workers with disabilities
3. Workplace Accommodations and Accessibility: Policy & Practice
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Policy plays a critical role in generating meaningful inclusion of people with disabilities. In
addition to recruitment, training and advancement, workplace policies need to carefully plan for
the provision of reasonable accommodations.
4.3 Building inclusive community
What is an inclusive community?
An inclusive community is the community who;
 does everything that it can to respect all its citizens, gives them full access to resources,
and promotes equal treatment and opportunity.
 Works to eliminate all forms of discrimination.
 Engages all its citizens in decision-making processes that affect their lives.
 Values diversity
 Responds quickly to racist and other discriminating incidents.
An inclusive society aims at empowering and promoting the social, economic, and political
inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, economic, or
other status. It is a society that leaves no one behind.
Some of the benefits of inclusion to the person are:
Improved feelings of well-being and self-esteem. -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.
Characteristics of an Inclusive Community
Integrative and cooperative: inclusive communities bring people together and are places where
people and organizations work together.
Interactive: inclusive communities have accessible community spaces and open public places as
well as groups and organizations that support social interaction and community activity,
including celebrating community life.
Invested: inclusive communities are places where both the public and private sectors commit
resources for the social and economic health and well-being of the whole community.
Diverse: inclusive communities welcome and incorporate diverse people and cultures into the
structures, processes and functions of daily community life.
Equitable: inclusive communities make sure that everyone has the means to live in decent
conditions (i.e. income supports, employment, good housing) and the opportunity to develop
one‘s capacities and to participate actively in community life.
Accessible and Sensitive: inclusive communities have an array of readily available and
accessible supports and services for the social, health, and developmental needs of their
populations and provide such supports in culturally sensitive and appropriate ways /essential
services identified include good schools, recreation, childcare, libraries, public transit, affordable
housing and supportive housing, home care, crisis and emergency supports,
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Participatory: inclusive communities encourage and support the involvement of all their
members in the planning and decision-making that affects community conditions and
development, including having an effective voice with senior levels of government.
Safe: inclusive communities ensure both individual and broad community safety and security so
that no one feels at risk in their homes or moving around the neighborhood and city.
Means of establish inclusive culture
An organization is inclusive when everyone has a sense of belonging; feels respected, valued and
seen for who they are as individuals; and feels a level of supportive energy and commitment
from leaders, colleagues and others so that all people, individually and collectively can do their
best work.
To create an inclusive culture in which everyone feels they belong and is comfortable expressing
their uniqueness, there are four key inclusive leadership behaviors: These are
Empowerment: Enable team members to grow and excel by encouraging them to solve
problems, come up with new ideas and develop new skills.
Accountability: Show confidence in team members by holding them responsible for aspects of
their performance that are within their control.
Courage: Stand up for what you believe is right, even when it means taking a risk.
Humility: Admit mistakes, learn from criticism and different points of view, and overcome your
limitations by seeking contributions from team members.
How inclusive culture establish?
There are five stages in establishing inclusive culture:
1. Consider what you want to achieve and what the benefits will be. This first stage of the
process involves looking at your organization: its size, the type of work it does, where it is
located, who it employs, who uses its services, and what its goals are; and thinking about how it
could become more inclusive.
2. Undertake an inclusion review of your workplace-When reviewing inclusion and equality
in your organization, you should consider the following areas: - The demographics of your
organization and customer base.
3. Decide where work is needed and create an action plan. Having reviewed your workplace
in terms of equality and inclusion, the next stage is to decide upon the action you will take. Set
out the key changes you would like to make as a result of your review. Prioritize these changes
to help you decide where to start.
4.Communicate the plan with staff and put the plan into action. - Actively involve all groups
of employees
5. Review, monitor and evaluate the plan’s impact and use what you find to plan future
action-
Ten Characteristics of an Inclusive Organization
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1. It accepts diversity and inclusion as a way of life. In an inclusive organization, one sees
diversity at every level within the institution.
2.It evaluates individual and group performance on the basis of observable and measurable
behaviors and competencies. Employees have a clear understanding of their roles and
responsibilities. They are evaluated based upon their actions, not the opinions of others. Goals
and expectations are achievable.
3. It operates under transparent policies and procedures. There are no hidden rules of
behavior that may be apparent to some groups and unknown to others.
4. It is consistent in its interactions with everyone.
There is no double standard. Rules are applied appropriately and regularly throughout the
institution. No one group is favored over another.
5. It creates and maintains a learning culture. Career development is encouraged and
supported for all employees by management. Mentoring programs are robust, and include both
formal and informal systems that meet the individual learning needs of all employees. Mistakes
are recognized, and their consequences addressed, but they are viewed as learning opportunities
rather than character flaws.
6. It has a comprehensive and easily accessible system of conflict resolution at all levels.
It recognizes that conflict is inevitable in a complex multicultural organization, and it has
systems in place to address conflict in a non-confrontational manner that respects the dignity and
confidentiality of all parties.
7. It recognizes that it is part of the community that it serves. Employees, managers, and
customers all come from the community. An inclusive organization is an active participant in
community activities, and plays a vital role in addressing its needs.
8. It lives its mission and core values. People work for an organization because they believe in
its purpose and goals. An organization that promises one thing and delivers other risks losing the
trust and confidence of its workforce as well as its customers.
9. It values earned privilege over unearned privilege. Employees are recognized for their
actions and accomplishments, not simply because of their titles or degrees.
10. It accepts and embraces change. Change is inevitable. An inclusive organization
recognizes that current and past practices must constantly be reviewed and updated to meet the
changing demands and needs of the industry, workforce, and customers.
Inclusive values
Inclusion is most importantly seen as putting inclusive values into action.
It is a commitment to particular values which accounts for a wish to overcome exclusion and
promote participation.
The seven Pillars of Inclusion:
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 Access: Access explores the importance of a welcoming environment and the habits that
create it.
 Attitude: Attitude looks at how willing people are to embrace inclusion and diversity and
to take meaningful action.
 Choice, partnership, communication, policy and opportunity
Values are fundamental guides and prompts to action. They spur us forward, give us a sense of
direction and define a destination.
Hence, inclusive values are appreciating diversity, equality and equity, cooperativeness,
participation, community, and sustainability are examples of inclusive values that are
fundamental for successful inclusive education.
Appreciating diversity, equality and equity, cooperativeness, participation, community, and
sustainability are examples of inclusive values that are fundamental for successful inclusive
education.
Indigenous inclusive values and practices
The term “Indigenous refers to a better understanding of, and respect for, indigenous cultures
develops an enriched appreciation of the existing cultural heritage.
What is indigenous inclusion?
Indigenous inclusion defined as an organizational state that is embraced as a cultural norm, with
enterprise-wide workplace strategies as well as a culture which invites the full participation of
indigenous people into all aspects of business operations.
It is where leadership and employees are welcoming of indigenous people, their experience and
outlooks, where diversity is valued, the spirit of reconciliation has been embraced and calls to
action have been acted on in meaningful ways.
Features/Characteristics of an indigenous inclusion
1. Inclusion has been embraced as a core competency and embedded into the organizational
culture.
2. Companies share their organization ‘s experience and achievements with inclusion and
explain how it has helped their performance
3. Human rights and responsibilities are promoted and respected. Employees are free of concerns
related to basic equity issues;
4. Comprehensive Indigenous procurement, recruitment and corporate social responsibility
strategies have been developed as part of an enterprise-wide coordinated approach
5. Indigenous people are employed and retained in all areas of the organization including the
senior leadership and executive positions;
6. There are significant revenues and jobs gained by Indigenous people and businesses through
the organization ‘s supply chain
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7. Indigenes community sustainable gains have been realized as a result of the relationships
built between the company and the community
8. High levels of Indigenous employee engagement are seen and experienced in the
organization; 9. Leadership has put into place the resources needed to sustain its Indigenous
inclusion strategy.
10. Indigenous inclusion is integral to the mission and vision of the organization.
A seven stage model to indigenous inclusion:
Indigenous Works has developed a 7-stage workplace model of Indigenous inclusion which is
called the Inclusion Continuum.
The Continuum describes the organizational features and competencies needed at each stage to
achieve elevated levels of performance in Indigenous employment, business development,
community relations, etc.
Types of indigenous inclusion policies
Some inclusion policies have a targeted application to specific areas of the workplace
 Employment,
 Indigenous community relations,
 Indigenous business development or procurement. Other inclusion policies strike across
the organization, providing an enterprise-wide ‘approach to inclusion.
What are inclusive practices?
 Inclusive practice is an approach to teaching that recognizes the diversity of students,
enabling all students to access course content, fully participate in learning activities and
demonstrate their knowledge and strengths at assessment.
 The aim of inclusion is to embrace all people irrespective of race, gender, disability,
medical or other need.
 It is about giving equal access and opportunities and getting rid of discrimination and
intolerance (removal of barriers). It affects all aspects of public life.
 Inclusive practice is about the attitudes, approaches strategies talent to ensure that people
are not excluded or isolated.
 It means supporting diversity by accepting welcoming people ‘s differences, promoting
equality by equal opportunities for all.
 In addition, inclusive practice involves having an understanding of the impact that
discrimination, inequality, social exclusion can have on an individual.
Inclusive practices in education are based on seven principles:
 Diversity enriches and strengthens all communities
 All learners with different learning styles and achievements are equally valued, respected
and celebrated by society
 All learners are enabled to fulfill their potential by taking into account individual
requirements and needs.
 Support is guaranteed and fully resourced across the whole learning experience
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 All learners need friendship and support from people of their own age
 All children and young people are educated together as equals in their local communities
Inclusive teaching strategies refer to any number of teaching approaches that address the
needs of students with a variety of backgrounds, learning modalities, and abilities.
The benefits of inclusive practices
-Friendships
- Increased social initiations, relationships and networks
- Peer role models for academic, social and behavior skills
- Increased achievement of individual, educational andPlan goals
- Greater access to general curriculum
- Enhanced skill acquisition and generalization
- Increased inclusion in future environments
- Greater opportunities for interactions - Higher expectations
- Increased school staff collaboration
- Increased parent participation
- Families are more integrated into community.

Chapter 5: Inclusion for Peace, Democracy and Development

Inclusion for Peace
Definition
Peace can be defined in several ways.
Peace is defined as creating mutual understanding, positive relationship between individuals and
groups. These groups may include culturally, linguistically, economically and biologically
heterogeneous groups.
Human being is interconnected and should be free from negative force, fear, hatred, anger,
tension, violence stress, anxiety and any kind of destructions.
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Peace make the mind quiet and calm prevents anxieties, worries, stress and fears, and awakens
inner strength and confidence, develop freedom, happiness, love, joy, justice and gratitude.
Peace can be achieved through formal and informal inclusive education.
Inclusive education is a foundation for inclusiveness in all aspects of life.
 It creates equality and equity among divers population.
Diversity refers to in terms of language, religion, socioeconomic status, culture and psychology.
Equal (sameness and nondiscrimination) and/or equitable (social justice and fairness)
distribution of resources within the system; equal and/or equitable both in terms of locations and
numbers, in relation to resources such as money, trained and qualified professionals, teaching
and learning materials, school buildings, and school furniture.
It is important to realize inclusive education to create a society that is peaceful, democratize and
developed.
Hence inclusive education is crucial for:
 Fostering education that promotes the values, attitudes and behavior inherent in a culture
of peace, including conflict prevention and resolution, dialogue, consensus building and
active non-violence;
 Promoting sustainable economic and social development by targeting the eradication of
poverty and social inequalities;
 Promoting respect for the Universal Declaration of Human Rights at all levels;
• Promoting gender equality in economic, social and political decision-making;
• Fostering democratic participation and citizenship and supporting processes that promote and
sustain democracy;
• Advancing understanding, respect for cultural diversity, and human solidarity by promoting a
dialogue among societies;
• Supporting participatory communication and the free flow and sharing of information and
knowledge in the promotion of a culture of peace;
• Promoting international peace and security through action such as the promotion of general
and complete disarmament.
4. How can we overcome all sources of conflicts?
Contrary to the important of inclusive education exclusion in education create undesirable result
for a nation:
 Educational exclusion cut people off from full involvement in the economic and social
life of their countries
 As an experience of deprivation, social exclusion is often the consequence of severe
horizontal inequalities, and as such it can underpin grievances that can mobilize groups
for conflict
 Exclusion through horizontal inequalities undermines social cohesion
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 Build shared values;

 Reduce disparities in wealth and income;
 Difficult to enable people to have a sense that they are engaged in a common enterprise,
facing shared challenges, and that they are members of the same community;
 Educational inequalities reflect social inequalities more broadly;
 Dominant ethnic groups control state resources and may discriminate against minority
groups in terms of access to social resources, such as education, and employment
opportunities;
 Large horizontal inequalities may instead increase group cohesion among those who are
marginalized, facilitating mobilization for conflict;
 Factors that increase the risk of the outbreak of conflict could be due to discrimination
on the basis of: gender. Age, class, religion, disability, poverty, geographical
location.etc.
 Exclusion and inequalities may furthermore be political, social, or economic in nature, or
a combination of the three Sources of Conflict.
Sources of Conflict
Spiritual sources of conflict
Result of original ancestor ‘s separation from God and negative influence from evil spiritual
forces
Individual sources of conflict
Disunity within the individual and confusion of values
Family sources of conflict
Family dysfunctions affect succeeding generations.
National/international sources of conflict
National policies affect future generations and can lead to conflict within or between nations
Historical Sources of Conflict
 National crimes burden future generations
 Ethnic/religious resentments accumulate.
 Individual Choice:
Conflict Begins within the Individual. Since wars begin in the minds of men, it is in
the minds of men that the defenses of peace must be constructed, which is inclusive
education.
Inclusive education is the basis for harmony. If we develop true and practical inclusive
education we can create citizens those are unselfishness and living for the wellbeing of others,
develop self-control, give genuine service, be fair, generous, attitude of forgiveness, humility and
honesty. If someone is not changed can create conflict and have no positive impact on society.
Hence, healing all the evils of today is possible only through inclusive education. Create access
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to quality education; focus on shaping social skills, behavior, attitudes, beliefs, values and
positive human relations to build sustainable peace.
Chapter Six: Legal frameworks
Legal frameworks are one of the drivers for the rights of persons with disabilities and
vulnerabilities. They have influence on especially educational rights of these people with their
peers. Legal frameworks are supposed to serve people with disabilities needs by keeping equal
rights and creating equal opportunity of learning for all such as children and youth in the
mainstreamed classrooms.
Moreover, it is believed to create academic and social inclusion, and maintain friendship among
persons with and without disabilities and vulnerabilities.
Besides, legal frameworks are thought to help the persons with disabilities and vulnerabilities to
exploit their potential to the optimum possible level.
International national legal frameworks are written in the form of public laws and acts,
declarations, conventions and frameworks. These legal frameworks focus on various issues
(social, educational, occupational, vocational etc.) of children, youth and adults with disabilities.
The Ethiopian government has endorsed almost all of the conventions and declarations. But
studies showed that various challenges are facing their implementations. As a result, there is
mismatch between practice and these frameworks implantation. There also national legal
frameworks mainly in the form of laws and policies that promote persons with disabilities and
vulnerabilities equal participation in education, social welfare, economy and other areas of life.
Although Ethiopia has lots of laws, polices and others international legal frameworks ratified by
the country, there is gap in implementation and practices that promote equality of people with
disabilities and vulnerabilities equal participation in social, educational, occupational, vocational
and other aspects of life.

Chapter Seven: Resources Management for Inclusion

Resources are very important to create inclusiveness. Resources are for all human being; though
the attention if much given for persons with disabilities.
All individuals can grow and develop if they are accessed and provided. Primarily understanding
the diverse needs of all people is very important to plan for the resources. Incorporating the
communication styles/channel of diver ‘s population is vital. Creating equal opportunities and
access to equal growth and development is necessary and considering and encouraging different
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perspective using the provided resources is important to celebrate diversity. If we neglect human
and material resources to create inclusiveness, we remain with our poverty ever.

Chapter Eight: Collaborative (Cooperative) Partnerships with stakeholders

An individual or an institute cannot do everything they want for the success of inclusiveness.
They require collaboration and partnership. Collaborative is becoming an effective team player
for the intended success.
Collaboration referred to as collaborative consultation, cooperative planning, implementation,
assessment, co-teaching and any kind of team-based services or community of practice.
It has potential to create synergy where the whole is greater than the sum of the parts.
It has the potential to provide opportunities for you to learn new ways of addressing barriers to
learning, working, living and for colleagues to learn from each other.
Collaboration should be with all human being for the success of inclusiveness.
Collaboration should be based on avoiding stereotype thinking that discriminate or undermine
the capacities of human being, demands equality, equity and creating mutual respect. Besides
collaboration, cooperation is also vital for human being to meet life goal.
Definition of collaboration, partnership and stack holder
Collaboration is defined as the act of working together to produce or create something according
to the capacities and abilities of individuals.
Each individual ‘s collaboration is based on his knowledge and skills.
Collaboration means 'to work with another person or group in order to achieve accomplish
intended goals.
Collaboration provides every team member with equal opportunities to participate and
communicate their ideas.
Collaboration in the workplace is when two or more people (often groups) work together through
idea sharing and thinking to accomplish a common goal. It is simply teamwork taken to a higher
level. The phrase 'putting our heads together' would be a good example of this important element
of collaboration.
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.
 The team sees value in working together as the common goal gives them a meaningful
reason to work together, along with receiving mutual benefits for the institution as well
as the team.
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The advantages of collaboration can also be seen in terms of individual output

are.
Creating a sense of teamwork and building bonds encourages team members to work for the
collective rather than just themselves.
Key elements of successful collaboration/Team work
The relationship includes a commitment to: mutual relationships and goals; a jointly developed
structure and shared responsibility; mutual authority and accountability for success; and sharing
of resources and rewards.
The four most important elements of teamworkto help you build a team that will lead your
company to success.
 Respect. This one should be a no-brainer. ...
 Communication. While respect is probably the most important element of teamwork,
communication is the tool that will generate that respect.
 Delegation
 Support
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 for the collaboration.
 Define your respective roles and who is accountable for what, but accept joint
responsibility for the decisions and their outcomes
 Take a problem-solving approach – with a sense that all those in the collaborative
arrangement share ownership of the problem and its solution.
 Establish an atmosphere of trust and mutual respect for each other’sexpertise.
 Aim for consensus decision-making.
 Ask for and give immediate and objective feedback to others in a nonthreatening and
non-judgmental manner.
 Give credit to others for their ideas and accomplishments
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What are the advantages of collaboration?

 Higher employee productivity
 The advantages of collaboration can also be seen in terms of individual output.
 Creating a sense of teamwork and building bonds encourages team members to work for
the collective rather than just themselves Benefits of collaboration
 Greater efficiency and less duplicated effort.
 Access to additional resources or lower costs through sharing resources such as office
space, administration or other aspects of an organization ‘s operation.
 Improved service coordination across agencies, with better pathways or referral systems
for service users.
Challenges to Team Collaboration
 Indecisive decision-makers. Ironic, isn't it? ...
 "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.

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.
As a noun, a cooperative is a jointly owned business or enterprise where members pool their
resources to purchase, do work, and/or distribute things.
Cooperativeness helps individuals to willing learn from each other/
benefits of Cooperativeness
 Interdependence: all group members seek 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;
 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. It requires interdependence, which can take one or more forms
that help to create inclusiveness:
Forms / types of interdependence in Cooperation
1.Goal interdependence: the group has a single goal.
2. Reward interdependence: the whole group receives acknowledgement for achieving the goal
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3. Resource interdependence: each group member has different resources (knowledge or

materials) that must be combined to complete a task
4. Role interdependence: each group member is assigned a different role (e.g., leader, reporter,
time-keeper)
In cooperative learning and works, the strategies for effective co-planning and team working are
very important.
The following steps will help you and your group to work effectively together.
1. Have clear objectives
2. At each stage you should try to agree on goals
3. Set ground rules
4. Communicate efficiently
5. Build consensus
6. Define roles
7. Clarify your plans, process and achievements all the time
8. Keep good records
9. Stick to the plan
Stakeholder
Definition of a Stakeholder
A stakeholder is any person, organization, social group, or society at large that has a stake in the
business. Thus, stakeholders can be internal or external to the business.
A stake is a vital interest in the business or its activities. Be both affected by a business and
affect a business.
All human being can participate in any kind of business equally without discrimination based on
their disability, culture, language, religion, gender, rural, urban and the like.
Stakeholders can affect or be affected by the organization's actions, objectives and policies.
Some examples of key stakeholders are creditors, directors, employees, government (and its
agencies), owners (shareholders), suppliers, unions, and the community from which the
business draws its resources.
Roles of Stakeholders in a Project
Stakeholders are usually parties who have a stake in a project and have a great influence on its
success or failure. They may be equity or preference shareholders, employees, the government
agencies, contractors, financial institutions, competitors, suppliers and the general public
What are the benefits of stakeholder participation?
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 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 common societal goals.
Characteristics of successful stockholder’s partnerships
 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 profits or stratification for the services offered to the community
 Establishing equal and equitable relationship
 Membership without discrimination
 Nature of liability
What makes a good strategic alliance partner?
 They have a similar audience
 They are not your competitors
 They can give you access to new customers and prospects
 They want to work with you
 They want something you can offer
What qualities make for a great business partner?
 Passion
 Reliability
 Compatibility
 The 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 coordination
and chairing, and a set of personal skills and qualities including good listening, clear
communication, honesty, patience, enthusiasm, acceptance and love.
A strategic alliance implies that: the success of the alliance impacts one or more major business
or service goals.
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
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Community development is about the inclusive involvement of all people, regardless of their
diversities, enhancing equality, respecting their full right in terms of educational opportunities
and employability. The creation of opportunities to enable all members of a community to
actively contribute to and influence the development process and to share equitably in the fruits
of any development endeavors.
Participation has an intrinsic value for participants and a catalyst for further development;
encourages a sense of responsibility; guarantees that a felt 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.

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