Ambo University

Institute of Education and Behavioral Science

Department of Special Needs and Inclusive
Education

Course Name: Inclusiveness

Course code: SNIE 1012

Reviewers:

Dr. Mengistu Debele

Bacha Mitiku

Mohammed Endris

April, 2023
 Ambo,
Ethiopia
 Table of Contents
Chapter 1............................................................................................................................................3
1. Understanding Disabilities and Vulnerabilities....................................................................3
1.1. Definitions of Basic Terms..............................................................................................3
1.2. Models of Disability........................................................................................................3
1.3. Causes of Impairment/Disability.....................................................................................4
1.4. Major type of Impairments/disabilities............................................................................5
Chapter 2..........................................................................................................................................15
2. Concept of Inclusion..............................................................................................................15
2.1. Definition of Inclusion....................................................................................................15
2.2. Principles of Inclusion...................................................................................................17
2.3. Rationale/Foundations for Inclusion..............................................................................18
2.4. Benefits of Inclusion......................................................................................................20
2.5. Barriers to Inclusion.......................................................................................................23
Promoting Inclusive Culture............................................................................................................24
2.6. Dimensions of Inclusive culture....................................................................................25
2.7. Building inclusive community.......................................................................................28
Chapter 3..........................................................................................................................................31
3. Identification and Differentiated Services..........................................................................31
3.1. Impact of Disability and Vulnerability on Daily life.....................................................31
3.2. Creating Welcoming (Inclusive) Environment..............................................................34
3.3. Disability Inclusive Intervention and Rehabilitation Services.......................................34
3.4. Prevention, intervention and rehabilitation....................................................................35
3.5. Components of Rehabilitation Interventions:................................................................37
3.6. Community-Based Rehabilitation..................................................................................37
3.7. Inclusiveness and Assistive Technology.......................................................................38
3.8. Inclusive Job Opportunities and Employment...............................................................39
Chapter 4..........................................................................................................................................41
4. Inclusion for Peace, Democracy and Development............................................................41
4.1. Inclusion for Peace.........................................................................................................41
4.2. Inclusion for Democracy................................................................................................42
4.3. Inclusion for Development............................................................................................42
4.4. Respecting divers needs, culture, values, demands and ideas........................................43
Chapter 5..........................................................................................................................................46
5. Legal Framework...................................................................................................................46
5.1. International and National Legal Frameworks..................................................................46

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 5.1.1. International Legal Framework....................................................................................46
5.1.2. National Laws and Policy Frameworks......................................................................47
Chapter 6..........................................................................................................................................50
6. Resources Management for Inclusion....................................................................................50
6.1. Introduction.....................................................................................................................50
6.2. Core Resources Provision Centers..................................................................................50
6.3. School-Based Resource Room........................................................................................50
6.4. Accommodations...........................................................................................................51
Chapter 7..........................................................................................................................................53
7. Collaborative (Cooperative) Partnerships with stakeholders.................................................53
7.1. Introduction.....................................................................................................................53
7.2. Collaboration...................................................................................................................53
7.3. Cooperativeness..............................................................................................................55
7.4. Stakeholder.....................................................................................................................56

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 Chapter 1
1. Understanding Disabilities and Vulnerabilities
1.1. Definitions of Basic Terms
Impairment: means a lack/abnormality of an anatomic, physiological or psychological structure
or function or deviation on a person. It is the absence of particular body part or organ. Like loss
of eyes/vision, arms and legs or brain not developing in a typical way etc.
Disability: The term disability is ambiguous, complex, dynamic and multidimensional as there is
no single agreement on the concept (Mitra, 2006, WHO and World Bank, 2011). It is not
synonymous with impairment. However, it is defined as any continuing condition that restricts
every-day or life activities of individuals.
Handicap: a disadvantage for a given individual, resulting from an impairment or disability that
limits and prevents the fulfillment of a role that is normal, depending on age, sex, social and
cultural factors, for that individual. The word handicap, in fact, is thought to come from a time
when disabled people had to beg in the streets, with cap in hand.
The common disabling factors are:
1. Attitudinal barriers (societal barriers, such as stigma);
2. Physical barriers (environmental barriers, such as stairs); and
3. Policy barriers (systemic barriers).
If these barriers are addressed, impairment may not lead to disability.

1.2. Models of Disability

Disability has been explained in the light of three models:
1. Traditional Model of Disability: According to this model disability is the result of
punishment from God for wrong doing by themselves or their parents. Based on culturally and
religiously determined fixed knowledge, views and practices. PWD were considered as: -
Dependent, Subject to charity, Unable to work & to learn, Remain hidden behind the homes and
Sign of shame.
2. Medical Model/ Approach of Disability: Disability means functional limitations due to
physical, intellectual or mental impairment, health or cognitive disorders on a person (WHO,
1996). The medical definition has given rise to the idea that people are individual objects to be
treated changed" or improved" and made more normal. The medical definition views the person
with disability as needing to fit in rather than thinking about how society itself should change.

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This definition does not adequately explain the interaction between societal conditions or
expectations and unique circumstances of an individual
3. The Social Model of disability: Disability is a highly varied and complex condition with a
range of implications for social identity and behavior. Thus, disability largely depends on the
context and is a consequence of discrimination, prejudice and exclusion. It also 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.

Traditional Model: Medical model: Social model:

Child is dependent, Subject to Child is faulty Child is valued
charity and Unable to work
and learn
Superstitious treatment to heal Diagnosis and labeling Strengths and needs identified
Culturally and religiously- Impairment is focus of Barriers identified and solutions
determined attention developed
Remain hidden behind the Segregation and alternative Resources made available
homes services
Sign of shame Re-entry if normal enough Diversity welcomed; child is
or permanent exclusion welcomed
Backwardness Society remains unchanged Society evolves

1.3. Causes of Impairment/Disability

Impairment/disability can be caused by the following factors:
Genetic Causes: Example: - 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 a
genetic disorder.
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. Childhood diseases such as a whooping cough, measles, and
chicken pox may lead to meningitis and encephalitis. This can cause damage to the brain of the
child. Toxic material such as lead and mercury can damage the brain too. Unfortunate life events

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such as drowning, automobile accidents, falls and so on can result in people losing their sight,
hearing, limbs and other vital parts of their body and cause disability.
Inaccessible environments can also be the cause of disability which is difficult for people with
impairment and without impairment to function their ability freely.
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. Major type of Impairments/disabilities
1. Visual impairment
Visual impairment is the loss/abnormality of vision/sight which includes sub-classifications of
low vision and blindness.
a) Low vision: the term low vision is used for moderately impaired vision. People with low
vision may have a visual impairment that affects only central vision the area directly in front of
the eyes or peripheral vision the area to either side of and slightly behind the eyes.
b) Blindness: total inability to see because of disease or disorder of the eye, optic nerve, or
brain. The term blindness typically refers to vision loss that is not correctable with eyeglasses or
contact lenses. Blindness may not mean a total absence of sight, however. Some people who are
considered blind may be able to perceive slowly moving lights or colors.
2. Hearing Impairment
Hearing impairment is a generic term indicating a continuum of hearing loss from mild to
profound, which includes the sub-classifications of the hard of hearing and deaf.
a) Hard of Hearing: "a hearing impairment, whether permanent of fluctuating, which adversely
affects a child's educational performance but which is not included under the definition of
deaf"'(Whelan,1988). This term can also be used to describe persons with enough (usually with
hearing aids) as a primary modality of acquisition of language and in communication with
others.
b) Deaf: Those who have difficulty understanding speech, even with hearing aids but can
successfully communicate in sign language. Cultural definitions of deafness, on the other hand,
emphasize an individual’s various abilities, use of sign language, and connections with the
culturally deaf community.
3. Specific learning disability/Difficulties
Specific Learning Disability means a disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that may manifest

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itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical
calculations.
People with learning disabilities are average or above average intelligence. There often appears
to be a gap between the individual potential and actual achievement. This is why learning
disabilities are referred to as hidden disabilities and also it didn’t relate to other disability.
Types of Specific Learning Disabilities:
A. Auditory Processing Disorder (APD): is also known as Central Auditory Processing
Disorder, this is a condition that adversely affects how sound that travels unimpeded through the
ear is processed or interpreted by the brain. Individuals with APD do not recognize subtle
differences between sounds in words, even when the sounds are loud and clear enough to be
heard.
B. Dyscalculia: is a specific learning disability that affects a person’s ability to understand
numbers and learn math. Individuals with this type of LD may also have poor comprehension of
math symbols, may struggle with memorizing and organizing numbers, have difficulty telling
time, or have trouble with counting.
C. Dysgraphia: is a specific learning disability that affects a person’s handwriting ability and
fine motor skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial
planning on paper, poor spelling, and difficulty composition writing as well as thinking and
writing at the same time.
D. Dyslexia: is a specific learning disability that affects reading and related language-based
processing skills. The severity can differ in each individual but can affect reading fluency;
decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist
along with other related disorders. Sometimes it referred to as a Language Based Learning
Disability.
E. Language Processing Disorder: is a specific type of Auditory Processing Disorder (APD) in
which there is difficulty attaching meaning to sound groups that form words, sentences and
stories. While an APD affects the interpretation of all sounds coming into the brain, a Language
Processing Disorder (LPD) relates only to the processing of language. It can affect expressive
language and/or receptive language.
F. Non-Verbal Learning Disabilities: is a disorder which is usually characterized by a
significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social
skills. Typically, an individual with NLD (or NVLD) has trouble interpreting nonverbal cues like
facial expressions or body language, and may have poor coordination.

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G. Visual Perceptual/Visual Motor Deficit: is a disorder that affects the understanding of
information that a person sees, or the ability to draw or copy. A characteristic seen in missing
subtle differences in shapes or printed letters, losing place frequently, struggles with cutting,
holding pencil too tightly, or poor eye/hand coordination.
4. Communication Disorder (Speech and Language
Impairments)
A. Speech Impairments: is an abnormal speech that is unpleasant or interferes with
communication which adversely affects a child educational performance. There are three basic
types of this impairment are:
I, Articulation disorders: are errors in the production of speech sounds that may be
related to anatomical or physiological limitations in the skeletal, muscular or neuromuscular
support for speech production. These disorders include:
 Omissions: (bo for boat)
 Substitutions: (wabbit for rabbit)
 Distortions: (shlip for sip)
II, Fluency disorders: are difficulties with the rhythm and timing of speech
characterized by hesitations, repetitions, or prolongations of sounds, syllables, words, or phrases.
Common fluency disorders include:
 Stuttering: rapid-fire repetitions of consonant or vowel sounds especially at the
beginning of words, prolongations, hesitations, interjections, and complete verbal
blocks.
 Cluttering: excessively fast and jerky speech
III, Voice disorders: problems with the quality or use of one's voice resulting from
disorders in the larynx. Voice disorders are characterized by abnormal production and/or
absences of vocal quality, pitch, loudness, resonance, and/or duration.
B. Language Impairments: Language impairments are disorders of language that interfere with
communication, adversely affect performance and/or functioning in the student's typical learning
environment, and result in the need for exceptional student education.
Five basic areas of language impairments are:
I. Phonological disorders: the abnormal organization of the phonological system, or a
significant deficit in speech production or perception. A child with a phonological disorder may
be described as hard to understand or as not saying the sounds correctly. Apraxia of speech is a

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specific phonological disorder where the student may want to speak but has difficulty planning
what to say and the motor movements to use.
II. Morphological disorders: difficulties with morphological inflections (Inflections on
nouns, verbs, and adjectives that signal different kinds of meanings).
III. Semantic disorders: characterized by poor vocabulary development, inappropriate
use of word meanings, and/or inability to comprehend word meanings. These students will
demonstrate restrictions in word meanings, difficulty with multiple word meanings, excessive
use of nonspecific terms (e.g., thing and stuff), and indefinite references (e.g., that and there).
IV. Syntactic deficits: characterized by difficulty in acquiring the rules that govern word
order and others aspects of grammar such as subject-verb agreement. Typically, these students
produce shorter and less elaborate sentences with fewer cohesive conjunctions than their peers.
V. Pragmatic difficulties: characterized as problems in understanding and using
language in different social contexts. These students may lack an understanding of the rules for
making eye contact, respecting personal space, requesting information, and introducing topics.
5. Autism
Autism means a developmental disability significantly affecting verbal and nonverbal
communication and social interaction, generally evident before age three that adversely affects a
child’s educational performance. Other characteristics often associated with autism are engaging
in repetitive activities and stereotyped movements, resistance to environmental change or change
in daily routines, and unusual responses to sensory experiences.
6. Emotional and Behavioral Disorders (EBD)
An emotional and behavioral disorder is an emotional disability characterized by the following:
1) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
2) An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers.
3) Inappropriate types of behavior or feelings under normal circumstances.
4) A general pervasive mood of unhappiness or depression and
5) A tendency to develop physical symptoms or fears associated with personal or school
problems.
A child with EBD is a child who exhibits one or more of the above emotionally based
characteristics of sufficient duration, frequency and intensity that interferes significantly with
educational performance to the degree that provision of special educational service is necessary.
EBD is an emotional disorder characterized by excesses, deficits or disturbances of behavior.

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The child's difficulty is emotionally based and cannot be adequately explained by intellectual,
cultural, sensory general health factors, or other additional exclusionary factors

Classification of behavioral and emotional disorders

An individual having BED can exhibit widely varied types of behavior. Therefore, different
classification systems of behavioral and emotional disorders can be used for special education.
Different professionals have developed a classification system, which shows some promise for
educational practice. These include:
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: it is marked by truancy, gang membership, and feeling of pride in
belonging to delinquent subculture. 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.
Two broad classifications of EBD are:
A. Externalizing Behavior: also called under controlled disorder, include such problems
disobedience, disruptiveness, fighting, tempers tantrums, irresponsibility, jealous, anger,
attention seeking etc.
B. 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

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 Behavioral and emotion disorders result from many causes, these includes the following.
Biological: includes genetic disorders, brain damage, and malnutrition, allergies, temperament
and damage to the central nervous system.
Family factors: include family interactions, family influence, child abuse, neglect, and poor
disciplinary practices at home.
Cultural factors: include some traditional and cultural negative practices, for example watching
violence and sexually oriented movies and TV programs.
Environmental factors- include peer pressure, living in impoverished areas, and schooling
practices that are unresponsive to individual needs.
7. Intellectual Disability
Intellectual disability is a disability characterized by significant limitations in both intellectual
functioning and in adaptive behavior, which covers many everyday social and practical skills.
And this disability originates before the age of 18.
The criteria to consider an individual with intellectual disability/limitation are:
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.

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 Learning and Memory: The learning and memory capabilities of people with
intellectual disabilities are significantly below average in comparison to peers without
disabilities.
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).
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
(Hardman et al., 2008).
Speech and Language: People with intellectual disabilities may have delayed speech,
language comprehension and formulation difficulties.
Motivation: People with intellectual disabilities are often described as lacking
motivation, or outer-directed behavior.
Academic Achievement: The cognitive difficulties of children with mild to moderate
intellectual disabilities lead to persistent problems in academic achievement.
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 (Hallahan & Kauffman, 2006).

8. Physical disability and Health impairment

I. Physical disability
Is a condition that interferes with the individual’s ability to use his or her body. Many but not all,
physical disabilities are orthopedic impairments.
The term orthopedic impairment generally refers to conditions of muscular or skeletal system
and sometimes to physical disabling conditions of the nervous system.
Based on the impact of physical disability on mobility and motor skills, it is classified into three:
A. Mild physical disability: these individuals are able to walk without aids and may
make normal developmental progress.
B. Moderate physical disability: individuals can walk with braces and crutches and
may have difficulty with fine-motor skills and speech production.

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 C. Severe physical disability: these are individuals who are wheel-chair dependent and
may need special help to achieve regular development.

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

I. The neurological system (the brain, spinal cord & nerve); and
II. Musculo-skeletal system (the muscles, bones and joints).
A. Neurological system
With a neurological condition like cerebral palsy or a traumatic brain injury, the brain either
sends the wrong instructions or interprets feedback incorrectly. In both cases, the result is poorly
coordinated movement. Individuals may have motor skill deficits that can range from mild in
coordination to paralysis of the entire body. The most severely affected children are totally
dependent on other people or sophisticated equipment to carry out academic and self-care task.
B. Musculoskeletal system:
It includes the muscles and their supporting framework and the skeleton.
1) Progressive muscle weakness (muscular dystrophy);
2) Inflammation of the joints (arthritis), or
3) Loss of various parts of the body (amputation).
II. Health Impairments
It’s a condition that requires ongoing medical attention. Any disease that interferes with learning
can make students eligible for special services. These disease-caused problems are as follows:
Heart disease: this is common among young people. It is caused by improper circulation of
blood by the heart. some of the disorders are congenital (present at birth); and others are the
product of inflammatory heart disease.
Cystic fibrosis: is a hereditary disease that affects the lungs and pancreas. It leads to recurrent
respiratory and digestive problems including abnormal amounts of thick mucus, sweet and
saliva.
Acquired immune deficiency syndrome (AIDS): is a very severe disease caused by human
immunodeficiency virus (HIV) infection and transmitted primarily through exchange of bodily
fluids in transfusions or unprotected sex, and by contaminated needles in addictive drug use.
Hemophilia: is a hereditary disease in which the blood clots very slowly or not all. The disorder
is transmitted by sex-linked recessive gene and nearly always occurs in males.
Asthma: is a chronic respiratory condition characterized by repeated exposed of breathing
difficulties especially while exhaling.

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Diabetes: Developmental or hereditary disorder characterized by inadequate secretion or use of
insulin.
Nephrosis & Nephritis Kidney disorders or diseases: caused by infections, poisoning, burns,
accidents or other diseases.
Sickle-cell anemia: Hereditary and chronic blood disease (occurring primarily in African
Americans) characterized by red blood cells that are distorted and that do not circulate properly.
Leukemia: Disease characterized by excessive production of white blood Cells.
Lead poisoning Disorder: caused by ingesting lead-based paint chips or other substances
containing lead.
Rheumatic fever disease: characterized by painful swelling and inflammation of the joints that
can spread to the heat and central nervous system.
Tuberculosis: Infectious disease that commonly affects the lungs and may affect other tissues of
the body.
Cancer: Abnormal growth of cells that can affect any organ system.
9. Vulnerability
Vulnerable means being at risk of being harmed. Everyone can be harmed, so being vulnerable
is part of being human. In principle, everyone is vulnerable to some adverse event or
circumstance, but some people are more vulnerable than others.
For instance, people with disabilities are more likely as a group to experience greater
vulnerability. They are also often more severely affected by the vulnerability they experience.
Based on the existing literature, vulnerability can be generally defined as a complex phenomenon
that refers to the following dimensions:
 Economic difficulties/lack of financial resources: poverty, low living standards,
housing problems (e.g., too damp, too expensive, too cold or difficult to heat) etc.;
 Social exclusion: limited access to facilities such as transportation, schools, libraries or
medical services.
 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)
likes highly gifted individuals.
 Stigmatization: being a victim of stereotypes, being devalued, and confronted with
disgraceful behavior because of belonging to a particular social or ethnic group.
 Health difficulties: disadvantages resulting from poor mental health, physical health or
disabilities.

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  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). Other causes include; lack of access to information and
knowledge, lack of public awareness, limited access to political power and representation
(political vulnerability), (Aysan,1993).
Characteristics of Vulnerable People
The following are thought to be characteristics of vulnerable people (with examples of groups of
potentially 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.
People who are helped by others (who are then restricted by commitments) are still vulnerable
people, which includes the following:
 Women,  Age,
 Children,  Illiteracy and less education,
 Minorities,  Sickness,
 Poverty,  Gifted and Talented, etc.
 Disabilities,

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 Chapter 2.
2. Concept of Inclusion
2.1. Definition of Inclusion
Inclusion in education refers to an ongoing process aimed at offering quality education/services
for all while respecting diversity and the different needs and abilities, characteristics and learning
expectations of the students and communities and eliminating all forms of discrimination.
Inclusive services at any level are quality provisions without discrimination or partiality and
meeting the diverse needs of people. 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 (UNESCO, 2005). 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.
Definition of inclusion has the following components:
1. Concepts about learners
 Education is a fundamental human right for all people.
 Learning begins at birth and continues throughout life.
 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.
 It prepares learners for an inclusive society that respects and values difference.

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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.
Components of Inclusion:
 Students with disabilities and vulnerability attend their neighborhood schools.
 Each student is in an age-appropriate general education classroom.
 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.
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.

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  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
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 and 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. This indicates the moral responsibility to ensure that those at
risk are carefully monitored, and that steps are taken to ensure their presence, participation and
achievement.

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 2.3. Rationale/Foundations for Inclusion
Rationales for Inclusion and their Respective Descriptions are:
1. Educational Foundations
 Children do better academically, psychologically and socially in inclusive settings.
 A more efficient use of education resources.
 Decreases dropouts and repetitions
 Teachers’ competency (knowledge, skills, collaboration, satisfaction
2. Social Foundation
 Segregation teaches individuals to be fearful, ignorant and breeds prejudice.
 All individuals need an education that will help them develop relationships and prepare
them for life in the wider community.
 Only inclusion has the potential to reduce fear and to build friendship, respect and
understanding.
3. Legal Foundations
 All individuals have the right to learn and live together.
 Human being shouldn’t be devalued or discriminated against by being excluded or sent
away because of their disability.
 There are no legitimate reasons to separate children for their education
4. Economic Foundation
 Inclusive education has economic benefit, both for individual and for society.
 Inclusive education is more cost-effective than the creation of special schools across the
country.
 Children with disabilities go to local schools
 Reduce wastage of repetition and dropout
 Children with disabilities live with their family use community infrastructure
 Better employment and job creation opportunities for people with disabilities
5. Foundations for Building Inclusive Society
 Formation of mutual understanding and appreciation of diversity
 Building up empathy, tolerance and cooperation
 Promotion of sustainable development

Factors that Influenced the Development of Inclusion:

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Inclusion originated from three major ideas. 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. Therefore, separate provisions for such students cannot be justified. 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.
Inclusive education is facilitated by many influencing actors. Those are:
1. Communities: pre-colonial and indigenous approaches to education and community-based
programs movement that favor inclusion of their community members.
2. 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).
3. 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.
4. Special educational needs movement: the new thinking ‘of the special needs education
movement as demonstrated in the Salamanca Statement has been a positive influence on
inclusive education, enabling schools and systems to really respond to a wide range of diversity.
5. Involvement of International agencies: the UN is a major influence on the development of
inclusive education policy and practice. Major donors have formed a partnership the Fast-Track
Initiative to speed progress towards the EFA goals. E.g. UNESCO, etc.
6. 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
7. 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. This necessitates
implementation of inclusion to solve the problems. On the other hand, practical experiences in
education offers lessons learned from failure and success in mainstream, special and inclusive
education. Moreover, practical demonstrations of successful inclusive education in different
cultures and contexts are a strong influence on its development

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 2.4. Benefits of Inclusion
It is now understood that 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.
Benefits for Persons with Disabilities/ Special Needs
 Appropriate models of behavior. They can observe and imitate socially acceptable
behaviors of the students without special needs.
 Improved friendships with the social environment.
 Increased social initiations, interactions, relationships and networks.
 Gain peer role models for academic, social and behavior skills.
 Increased achievement of individualized educational program (IEP) goals
 Greater access to general curriculum.
 Enhanced skill acquisition and generalization in their learning.
 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
 Enhanced family’s integration into the community.
Benefits for Persons without Disabilities/ Special Needs
▪ 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.
▪ 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. For some, exposure to these areas may lead to career choices.
▪ Have increased appreciation, acceptance and respect of individual differences among
human beings that leads to increased understanding and acceptance of diversity.
▪ Get greater opportunities to master activities by practicing and teaching others.
▪ Have increased academic outcomes.

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 ▪ Have opportunity to learn to communicate, and deal effectively with a wide range of
individuals; this prepares them to fully participate in society when they are adults that
make them build an inclusive society.
Benefits for Teachers:
 have more opportunities to learn new ways to teach different kinds of students.
 gain new knowledge, such as the different ways children learn and can be taught.
 develop more positive attitudes and approaches towards different people with diverse
needs.
 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.
 can encourage their students to be more interested, more creative and more attentive.
 can experience greater job satisfaction and a higher sense of accomplishment when ALL
children are succeeding in school to the best of their abilities.
 get opportunities to exchange information about instructional activities and teaching
strategies, thus expanding the skills of both general and special educators.
 Benefit from develop 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.
Benefits for Parents/Family:
 Learn more about how their children are being educated in schools with their peers in an
inclusive environment.
 Become personally involved and feel a greater sense of accomplishment in helping their
children to learn.
 Feel valued and consider themselves as equal partners in providing quality learning
opportunities for children.
 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.
 Know that their children and ALL children are receiving a quality education.

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  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.
Benefits for 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.
Ultimate goal of inclusion
The goal of inclusive education is to 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. Students educated together have a greater understanding of difference
and diversity.
An inclusive society is a necessary precondition for inclusive growth. A society that does not
exclude or discriminate against its citizens on the basis of disability, caste, race, gender,
family or community, a society that "levels the playing field for investment” and leaves no
one behind.
Inclusive Environments
An inclusive environment is a place that is adjusted to individuals ‘needs and not vice versa that
individuals are adjusted to the environmental needs. 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 provision and supporting individuals.
Therefore, successful environment has the following characteristics:
 Ensures the respect and dignity of individuals with disabilities
 Meets current accessibility standards to the greatest extent possible to all people with
special needs
 provides accommodations willingly and proactively

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  Persons with disabilities are welcomed and are valued for their contributions as
individuals.
 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
 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.
2.5. Barriers to Inclusion
Though many countries seem committed to inclusion their rhetoric, and even in their legislation
and policies, practices often fall short. Reasons for the policy-practice gap in inclusion are
diverse.
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.

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  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 in accessibility 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.

Promoting Inclusive Culture

Inclusion: is a sense of belonging, connection and community at work. And inclusive organizations
help people feel welcomed, known, valued and encouraged to bring their whole, unique selves to
work.
Culture: is the ideas, customs, and social behavior of a particular people or society. An
organization’s culture is the culmination of the priorities, values and behaviors, which support their
employees in how they work singularly, in teams and with clients. Culture plays a huge role in
shifting the diversity needle and forming truly inclusive environments.
An inclusive culture: starts from the premise that everyone in the school, industry, community and
society should feel that they belong, realize their potential, and contribute to the life of people with
disability and vulnerabilities.
An inclusive culture involves the full and successful integration of diverse people into a workplace
or industry. Additionally, inclusive cultures extend beyond basic or token presence of workers who
have disabilities. They encompass both formal and informal policies and practices, and involve
several core values:
- Representation: The presence of people with disabilities across a range of
employee roles and leadership positions
- Receptivity: Respect for differences in working styles and flexibility in tailoring
positions to the strengths and abilities of employees and

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 - Fairness: Equitable access to all resources, opportunities, networks and decision-
making processes.

Enabling and Disabling Factors

Types of Element of Social and Psychological Environment
Factor Culture Psychological Political Economic

Enabling Expecting people Having an Mandating relay systems in Tax credits to hire people
with disabling active all states with disabling conditions
conditions to be coping strategy
Expecting
productive Cognitive Banning discrimination Targeted earned income
everyone to know restructuring against people who can tax credits
sign language perform the essential

Disabling Stigmatizing Catastrophizin functions of children

Segregating the job with Economic disincentives
people with g mobility impairments in to get off Social Security
disabling schools Disability Income
conditions benefits
Valuing physical Denial Voting against paratransit No subsidies or tax
beauty system credits for purchasing
assistive technology

2.6. Dimensions of Inclusive culture

I. Universal Design:
One of the most heralded concepts in disability advocacy and cultures in the last decade is the
concept of “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. While
accommodations procedures remain a needed function of most contemporary institutions and
industries, forward-thinking approaches to disability inclusion will frequently involve developing
sites and resources that require no accommodation to be fully usable and receptive to people with
disabilities.
A few examples for the universal design practices may apply in the workplace include:

25
  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 and
 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.
II. Recruitment, Training, and Advancement Opportunities
Recruitment:
Effective recruitment of people with disabilities involves two components:
1. Accessible outreach and hiring practices and
2. Targeted recruitment of workers with disabilities.
Accessible outreach and hiring practices: essentially entail making sure that outreach materials,
networking and recruitment sites, communications, and application processes all include a range
of accessible options, or are free of barriers that might inhibit people with disabilities from
participating. Wherever possible, outreach and hiring resources generally should be equally
accessible to workers with and without disabilities. For example, making recruitment literature
and job applications readily available in digital and large-print formats, or holding outreach
events in spaces without stairs or other barriers and with accessible communications technology,
helps to ensure that people with disabilities will be included in recruitment practices.
Targeted recruitment: involves specific outreach to people with disabilities. Although making
general recruitment practices more accessible goes a long way towards building an inclusive
hiring structure, individual employers are not always able to overcome existing barriers for
instance, when recruiting via externally sponsored job fairs that are not accessible. Therefore,
targeted recruitment enables employers to reach and interview qualified people with disabilities.
In turn, having accessible recruitment practices relative to hiring, materials and communications
helps to ensure that targeted recruitment will be successful not just in identifying qualified
candidates, but by making sure there are no barriers to effective outreach and eventual
employment.
Training:
Training plays a dual role in the creation of inclusive workplace culture. The first consideration
involves the degree to which people with disabilities have equitable access to training sites,

26
events, and materials. The second concern relates to the training of managers, particularly middle
management, and human resources staff, to work effectively with all people, including those
with disabilities. The consequences of inadequate training are substantial, in reducing job
satisfaction, with corresponding negative consequences for productivity and retention. In turn,
companies favored by employees with disabilities make a concerted effort to create equitable and
accessible training resources.
Advancement:
Research demonstrates that in order to have equitable opportunities for promotion and
professional development, like most employees, workers with disabilities typically require access
to mentoring. As with recruitment, mentoring and coaching involves a dual dynamic in which:
 Existing mentoring programs are advertised, implemented and maintained with attention
to inclusion of workers with disabilities, and
 Targeted mentoring and coaching programs specifically assist employees with
disabilities. These may include the creation of explicit disability affirmative action
policies related to promotion, targeted professional networking opportunities, and the
establishment of disability affinity networks and related supports to encourage full
integration into the workplace culture.
III. Workplace Accommodations and Accessibility: Policy & Practice
Policy plays a critical role in generating meaningful inclusion of people with disabilities
workplace accommodations and accessibility. In addition to recruitment, training and
advancement, workplace policies need to carefully plan for the provision of reasonable
accommodations.
When assessing the effectiveness of existing accommodations policies, employee experiences
can be described based on two measures of equity.
 The first indicator of an inclusive workplace culture involves the perception of
procedural justice, meaning that employees with disabilities perceive the
accommodations policy as fair, accessible and functional.
 The practice of negotiating and providing accommodations constitutes an additional
opportunity for generating an experience of interactional justice. Interactional justice
refers to the experience of feeling that the managers or colleagues with whom one is
interacting are behaving fairly, reasonably and respectfully.

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Experiential and Bottom-Line Outcomes: the benefits of Inclusive cultures are specifically
beneficial for employees with disabilities, but also have positive results for all employees, as
they include a number of elements of a healthy work environment.
Specific positive outcomes include:
 Reduced expenses corresponding to reduced employee turn-over
 Increases worker commitment to and identification with organizational success
 Improves employee health and well-being
 Improves productivity
 Increases employee investment in work performance
 Reduces perception of discrimination and inequity
 Improves cooperation and collaboration among co-workers, employees and management
Creating an inclusive organizational culture is challenging but extremely advantageous. Some of
the benefits of an Inclusive organization that needs to be considered are:
 Higher Job Satisfaction  Improved Creativity and Innovation
 Lower Turnover  Improved Problem-Solving
 Higher Productivity  Increased Organizational Flexibility
 Higher Employee Morale
In general, 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.
2.7. Building inclusive community
An inclusive community:
 Does everything that it can to respect all its citizens, gives them full access to resources,
and promotes equal treatment and opportunity.
 Works to eliminate all forms of discrimination.
 Engages all its citizens in decision-making processes that affect their lives.
 Values diversity and
 Responds quickly to racist and other discriminating incidents.
An inclusive Community/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.
Here are things an organization can do to create a more inclusive workplace and, therefore, a
more appealing place to work:

28
  Appropriately Connect with Employees
 Interact with Different People
 Create Employee Resource Groups
 Place Importance on Inclusion
 Hold Better Meetings
 Invest in Diversity Training

Characteristics of an Inclusive Community:

 Integrative and cooperative
 Interactive
 Invested: Diverse
 Equitable
 Accessible and Sensitive
 Participatory
 Safe
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.
2. Undertake an inclusion review of your workplace
3. Decide where work is needed and create an action plan.
4. Communicate the plan with staff and put the plan into action.
5. Review, monitor and evaluate the plan’s impact and use what you find to plan future
action
Ten Characteristics of an Inclusive Organization:
1. It accepts diversity and inclusion as a way of life.
2. It evaluates individual and group performance on the basis of observable and measurable
behaviors and competencies.
3. It operates under transparent policies and procedures.
4. It is consistent in its interactions with everyone.
5. It creates and maintains a learning culture.
6. It has a comprehensive and easily accessible system of conflict resolution at all levels.
7. It recognizes that it is part of the community that it serves.
8. It lives its mission and core values.
9. It values earned privilege over unearned privilege.
10. It accepts and embraces change.

29
30
 Chapter 3
3. Identification and Differentiated Services
3.1. Impact of Disability and Vulnerability on Daily life
The impacts of disability and vulnerability depend on different factors.
A. 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 than 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.
5. The individual's support system: the individuals 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.
B. Economic Factors and Disability

Resources can limit the options and abilities of someone who requires personal assistance
services or certain physical accommodations. The individual also may not be able to access the
appropriate rehabilitation services to reduce the degree of potential disability either because they
cannot afford the services themselves or cannot afford the cost of specialized transportation
services.
C. 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

31
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, in effect
reducing the font of disability in work and every other domain of human activity.
D. Psychological Factors of Disability
How disability and disabling conditions are perceived and experienced has own impacts on the
daily life of individuals with disability. Several 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.
E. The Family and Disability
The family can be either an enabling or a disabling factor for a person with a disabling condition.
Although most people have a wide network of friends, the networks of people with disabilities
are more likely to be dominated by family members. Even among people with disabilities who
maintain a large network of friends, family relationships often are most central and 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).
The basic needs of persons with disabilities and vulnerabilities to ensure equality for all
within our society are:
 Full access to the Environment (towns, countryside & buildings)
 An accessible Transport system
 Technical aids and equipment
 An accessible/adapted housing
 Personal assistance and support
 Inclusive education and training
 An adequate Income
 Equal opportunities for employment
 Appropriate and accessible Information
 Advocacy (towards self-advocacy)
 Counseling and Appropriate and Accessible Health Care
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. Moreover, mainstream and/or
specific social protection schemes concerning persons with disabilities can have a major role in

32
promoting their independence and inclusion by meeting their specific needs and supporting their
social participation in a non-discriminatory manner.
The right of persons with disabilities to social protection is recognized by the 1948 Universal
Declaration of Human Rights (UDHR), the 1966 International Covenant on Economic, Social
and Cultural Rights (ICESCR) and, more specifically, the 2006 UN Convention on the Rights of
Persons with Disabilities (CRPD). Article 28 of the CRPD in particular recognizes the right of
persons with disabilities to an adequate standard of living and to social protection, ensuring the
enjoyment of both rights without discrimination on the basis of ability.
Gender and disability:
The importance of work and the daily activities required of living in the country are paramount
in considering gender. For the male and female with disabilities and vulnerable groups, work is
universally seen as important, whether paid work or voluntary. When the work interests of men
with disabilities are similar to those of others around them, their identity as a man ‘becomes
more valuable to the community.
Work, particularly paid work, is also important for many of the female contributors. Sustaining
this in the face of community views about disability is at times difficult, particularly when it is
balanced with expectations of traditional women’s roles of home making and childcare.
The Health Care Needs of Persons with Disabilities and
Vulnerabilities:
People with disabilities report seeking more health care than people without disabilities and have
greater unmet needs.
Barriers to Health Care for Persons with Disabilities and Vulnerable
Groups
 Prohibitive costs
 Limited availability of services
 Physical barriers
 Inadequate skills and knowledge of health workers
Strategies to address the barriers:
 Policy and legislation
 Financing
 Service delivery
 Human resources

Some Enabling and Disabling Factors in the Physical Environment

The environmental mat may be conceived of as having two major parts: the physical
environment and the social and psychological environments. The physical environment may be

33
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. The second attribute is accessibility. The
third attribute is the availability of sensory stimulation.
3.2. Creating Welcoming (Inclusive) Environment
External environmental modifications can take many forms. These can include assistive devices,
alterations of a physical structure, object modification, and task modification. 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.
Examples of Environmental Modification

1. Mobility aids: Hand Orthotics, Mouth stick, Prosthetic limb, Wheelchair (manual
and/or motorized), Canes Crutches and Brace etc.
2. Communication aids: Telephone amplifier or Voice-activated computer, Closed or
real-time captioning, Computer-assisted note taker, Print enlarger, Reading machines,
Books on tape, Sign language or oral interpreters, Braille writer, Cochlear implant,
Communication boards, FM and audio-induction loop or infrared systems etc.
3. Accessible structural elements: Ramps Elevators, Wide doors, Safety bars,
Nonskid floors, Sound-reflective building materials, Enhanced lighting, Electrical sockets
that meet appropriate reach ranges, Hardwired flashing alerting systems and Increased
textural contrast etc.
4. Accessible features: Built up handles, Voice-activated computer, Automobile hand
controls etc.
5. Job accommodations: Simplification of task, Flexible work hours, Rest breaks,
splitting job into parts, Relegate nonessential functions to others etc.
6. Differential use of personnel: Personal care assistants, Note takers, Secretaries,
Editors, Sign language interpreters etc.

3.3. Disability Inclusive Intervention and Rehabilitation Services

A “One-size-fits-all” approach to provide services for persons with disabilities and vulnerability
groups is NO longer enough. Including people with disabilities in everyday activities and
encouraging them to have roles similar to peoples who do not have a disability is disability
inclusion. This involves more than simply encouraging people; it requires making sure that
adequate policies and practices are in effect in a community or organization.
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.

34
To change this, a disability inclusion approach must be implemented.
The twin-track approach involves: (1) ensuring all mainstream programs and services are
inclusive and accessible to persons with disabilities, while at the same time (2) providing
targeted disability-specific support to persons with disabilities. The two tracks reinforce each
other. When mainstream programs and services, such as health and education services, are
disability-inclusive and aware, this can help facilitate both prevention of impairments, as well as
early identification of children and persons with disabilities who can then be referred to
disability-specific services. And the provision of disability-specific supports, such as assistive
devices, can help facilitate more effective inclusion of persons with disabilities in mainstream
services.

3.4. Prevention, intervention and rehabilitation

I. Prevention
Prevention of conditions associated with disability and vulnerability is a development issue.
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:
i) 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).
ii) 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).
iii) 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).
II. Implementing the Twin-track Approach
Implementing the twin-track approach involves:
Track 1: Mainstreaming disability as a cross-cutting issue within all key programs and
services (education, health, relief and social services, microfinance, infrastructure and camp
improvement, protection, and emergency response) to ensure these programs and services are
inclusive, equitable, non-discriminatory, and do not create or reinforce barriers.
This is done by gathering information on the diverse needs of persons with disabilities during the
assessment stage; considering disability inclusion during the planning stage; making adaptations
in the implementation stage; and gathering the perspectives of persons with disabilities in the
reporting and evaluation stage.
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. A Sector’s

35
organizational structures and human resources on disability inclusion should aim to reflect this
twin-track approach. In particular, each sector should have disability program officers in all
fields working to implement disability-specific support activities.

III. Implement Disability Inclusive Project/ Program

As a direct service provider, consultant and materials and equipment producers concerned with
realizing equity, quality services and protecting human rights, all sectorial strategies, program,
projects and services must be disability-inclusive. The following tips will help to overcome the
challenges as key considerations for including persons with disabilities in all program and
project cycle management stages of Assessment, Planning, Implementation and Monitoring, and
Reporting/Evaluation.
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
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: the 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.

IV. Implement effective Rehabilitation Intervention

Rehabilitation interventions promote a comprehensive process to facilitate attainment of the

optimal physical, psychological, cognitive, behavioral, social, vocational 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.

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 3.5. 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. The following is a description of the individual components that,
when combined, comprise the process and activity of rehabilitation.
Multiple Disciplines:

Rehabilitation interventions usually involve multiple disciplines. There are a variety of

professionals who participate in and contribute to the rehabilitation process within a team
approach. The list is long, and it includes (although is not limited to) such professionals as the
following:
¤ Physicians ¤ Person with Disability and
Family
¤ Occupational Therapists ¤ Rehabilitation
Psychologists
¤ Physical Therapists ¤ Neuropsychologists
¤ Speech and Language Therapist ¤ Therapeutic Recreation
Specialists
¤ Audiologist ¤ Rehabilitation Counselors
¤ Rehabilitation Nurses ¤ Orthotics and Prosthetics
¤ Social Workers ¤ Rehabilitation Professionals etc.
¤ Case Managers

3.6. Community-Based Rehabilitation

According to the view of World Health Organization (WHO) and United Nations Education,
Scientific and Cultural Organization (UNESCO), CBR is a strategy that can address the need of
peoples with disabilities within their community which can be implemented through the
combined efforts of peoples with disabilities themselves, their families, organizations and
communities, governmental and non-governmental organizations, health, education, vocational,
social and other services.
Community based rehabilitation is a combination of two important words; community and
rehabilitation. Thus, in order to get clear concept about the definition of CBR, let us first define
the two terms separately.
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

37
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.”
Currently, three main meanings are attached to the notion of CBR: People taking care of
themselves, a concept/an ideology and 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.

3.7. Inclusiveness and Assistive Technology

Assistive Technologies (AT)

In the United States, the Technology Act and Assistive Technology Act define an AT device as
any item, piece of equipment or product system, whether acquired commercially, modified, or
customized, that is used to increase, maintain, or improve functional capabilities of individuals
with disabilities. These Acts also define an assistive technology service as any service that
directly assists an individual with a disability in the selection, acquisition, or use, of an assistive
technology device.
AT can increase the autonomy, independence, and quality of life for Persons with disabilities and
vulnerabilities and can also enable the integration of social, professional, and environmental
aspects of life for Persons with disabilities and vulnerabilities populations.
Assistive Technology varies from low-tech devices such as a cane or adapted loop, to high-tech
systems such as assistive robotics or smart spaces. Currently, most popular technologies for
Persons with disabilities and Vulnerabilities are simple; or examples of mobility-enhancing
equipment include wheelchairs, communication via mobile telephones and computers, and voice-
activated smart devices to enhance environmental control.
Examples of AT user needs and classification

People with Communication Disabilities: refers to be multiple difficulties including: Speech

mechanism problem, Language processing, Hearing, Vision, Motor skills Needs &
Barriers: Safety Technologies, Self-care and medication management, social needs socialization,
access to information technology, communication and interaction with environment, access to
public administration and facilities (authorities, banks, public services), shopping recreation and
leisure problems with speech, writing, esteem independence and employment.
Assistive technologies: Mobile systems [phones, wearable electronics, computers, augmentative
and alliterative communication (including I/O interfaces) (adaptable/configurable interfaces,
tactile interfaces), vibrotactile displays reading screen, speech technologies, augmentative–

38
alliterative communication. Socialization and entertainment tools (special games, virtual
companion videoconferences).
People with Cognitive Disabilities: The impairments may include: Cognition, memory loss and
forgetfulness.
Needs & Barriers: are survival, hygiene (toileting, bathing, laundry); feeding (food preparation,
eating, drinking), remembering, housekeeping—home cleaning, safety, safety technologies,
safety of environment, self-care and medication management, social needs, socialization,
navigation, access to information technology, education, communication and interaction with
environment, shopping, esteem, independence, employment, recreation and leisure.
Assistive technologies: may include Mobile systems (phones, wearable electronics, and
computers), socialization and entertainment tools (special games, virtual companions,
videoconferences), augmentative and alliterative communication (including I/O interfaces),
adaptable/configurable interfaces, organizer and reminder assistants for timekeeping),
medications, (appointments, hygiene, etc., electronic organizers, medication
reminder/management, procedure assistants, transportation public transportation facilities).
AT and Design Methods

Given the requirements of functionality, safety, and comfort, the design of AT for Persons with
disabilities and Vulnerabilities requires both excellent engineering capacities and relevant
knowledge about Persons with disabilities and Vulnerabilities characteristics. Most widely
known are user centered design and universal design, which are discussed as follows:
User-centered design is a set of techniques and processes that enable developers to focus on
users, within the design process. In practice, users are involved in the development process,
depending on their skills and experience, and their interaction is facilitated by a domain expert.
Universal design (also called design for all) is the design of products and environments to be
usable by all people, to the greatest extent possible, without the need for adaptation or
specialized design.
Moreover, Universal design is based on the principle that the built environments and instruments
used for everyday living can be ergonomically designed so that everyone can use them.
Traditionally, architecture and everyday products have been designed for market appeal, with a
greater focus on fashion rather than function. However, as the population of older adults and
people with disabling conditions increases, there has been a greater trend toward universal
design.

3.8. Inclusive Job Opportunities and Employment

The right to work is fundamental to being a full and equal member of society, and it applies to all
persons, regardless of whether or not they have a disability. A decent job in the open labor
market is a key bulwark against poverty. It also enables people to build self-esteem, form social
relationships, and to gain skills and knowledge.

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Barriers to the employment of persons with disabilities take many forms and operate at many
levels, both within and beyond the workplace itself. The major types of barriers are described
below:
¤ Attitudes and Discrimination,
¤ Accessibility,
¤ Education and Training,
¤ Social Networks,
¤ Women Disabilities,
¤ Legal Barrier,
¤ Inflexible Work Arrangements,
¤ Dismissal on the Basis of Disability and
¤ The Benefit Trap.

There a number of strategies that is available to governments in respective sector as they work to
improve the employment prospects of persons with disabilities, vulnerable and marginalized
groups. In addition, private sector initiatives that have been demonstrated to improve the
employment experiences of persons with in these groups are also discussed below:

¤ Anti-Discrimination Legislation,
¤ Vocational Education and Training,
¤ Wage Subsidies,
¤ Supported Employment,
¤ Workplace Accommodation Schemes,
¤ Workers’ Compensation,
¤ Quota Systems,
¤ Sheltered Workshops,
¤ Private Sector Initiatives & Networks,
¤ Support Disability-Inclusive Business,
¤ Social Enterprises,
¤ Support PwDs in the Workplace,
¤ Building a More Inclusive Society,
¤ Boost Education & Training Opportunities,
¤ Break Down Attitudinal Barriers and
¤ Improve Data Collection.

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 Chapter 4
4. Inclusion for Peace, Democracy and Development
Inclusive education is at the heart of any strategy for peace-building, democracy and
development. It is through inclusive educational that values, skills and knowledge which form
the basis of respect for human rights and democratic principles can be developed. It is through
Inclusive education that the rejection of violence, and a spirit of tolerance, understanding and
mutual appreciation among individuals, groups and nations can be enhanced.

4.1. Inclusion for Peace

Peace can be defined in several ways. However, for the purpose of this module peace is defined
as creating mutual understanding, positive relationship between individuals and groups. These
groups may include culturally, linguistically, economically and biologically heterogeneous
groups.
Inclusive education is a foundation for inclusiveness in all aspects of life. It creates equality and
equity among diver’s population. Diversity refers to in terms of language, religion, socio-
economic status, culture and psychology. 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.
Contrary to the important of inclusive education, exclusion in education create undesirable result
for a nation such as:
 Educational exclusion cut people off from full involvement in the economic and social
life of their countries;
 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; and
 Exclusion through horizontal inequalities undermines social cohesion.
Sustaining Peace

It is important to expand formal and informal inclusive education with the aim of creating
inclusive society with the following competencies in young and adult populations:

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  Skills of shifting the truth from propaganda or bias that surrounds them in every culture
 Respect for the wise use of resources and appreciation for more than just the materialistic
aspects of quality of life;
 Respect for different points of view and the ability to see the world through the eyes of
others;
 Skills to resolve conflict in non-violent ways;
 The desire and ability to participate in shaping society, in their own community, their
nation and the world.
Building of peace requires taking the following steps:

 Fostering inclusion, ensuring access to justice, strengthening the social fabric and
delivering good governance have repeatedly been shown to be essential to achieving
development outcomes.
 Reaffirm a commitment to human rights, the foundation for human dignity and just
societies. Human rights, including economic, social and cultural rights, are the foundation
of a world order based on equality and inclusion.
 Foster social resilience by strengthening inclusion and addressing inequality.
 Think local and act global.
 Protect and support civil society in fostering sustainable peace.

4.2. Inclusion for Democracy

Democracy is a great philosophy of inclusion that born and grown in inclusive schools. It means
the rule of the people, by the people, for the people; and where people are to mean all human
being, regardless of the diversities.
Inclusive education sees young people not as passive recipients of knowledge, but rather as
active co-creators of their own learning that help to exercise democracy. Inclusive education
aims to develop real democracy through active participation by all divers’ learners involved in
classrooms and educational institutions.
Democratic principles for inclusive practices
 Diversity enriches and strengthens all communities.
 All persons with disabilities different in their needs, potentials, learning and working styles.
 Their achievements according to their potentials are equally valued, respected and celebrated
by society.
 All learners are enabled to fulfill their potential by taking into account individual requirements
and needs.
4.3. Inclusion for Development
Any kind of development should be inclusive. Some scholars define inclusive development as a
process that occurs when social and material benefits are equitably distributed across divides in
society (Hikey, 2015), others focus on the voice and power to the concerns and aspirations of
otherwise excluded groups (Johnson and Anderson 2012). Inclusive development also has an
integral focus on the achievement of equity and the rights of citizenship (Hickey, 2013).

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The meaning of development for an individual is that which tends towards a person realizing his
or her full potential as a human being through inclusive education and then inclusive society; to
expand the range of choices for every human being without discrimination.
Inclusive development consists of ensuring that all marginalized and excluded groups are
stakeholders in development processes. It is obvious that many groups are excluded from social
and economic development because of their gender, ethnicity, age, religion, disability or poverty.
If there is no inclusiveness in all walks of life, development cannot be sustainable.
Importance of Inclusion

1. It is important to support people learn, productive, successful and live independently, be

successful without helping them too much.
2. Inclusiveness when practiced well is very important because: All people are able to be part of
their community and develop a sense of belonging and become better prepared for life in the
community as children and adults. It provides better opportunities for learning.
3. Inclusion values diversity and the unique contributions, where everybody brings to the milieu.
In a truly inclusive setting, every individual feels safe and has a sense of belonging. A person
who participates in setting life goals and take part in decisions that affects them.
4. The opportunity to participate in the typical experiences in life; to be with other people and
form friendships and develop other social skills; for natural lifelong learning in real situations
and access to inclusion models.
5. The inclusion model is also beneficial because it prepares individuals today and in the future.

4.4. Respecting divers needs, culture, values, demands and ideas

Valuing diversity Recognizes differences between people and acknowledges that these
differences are a valued asset. These include race, ethnicity, age, ability, language, nationality,
socioeconomic status, gender, religion, or sexual orientation. The group is diverse if a wide
variety of groups are represented. Cultural diversity has become a hot-button issue when applied
to the workplace.
Multicultural education is an important component of valuing diversity. It respects diversity
while teaching all children and youth to become effective and participating members of a
democracy. Diversity in the workplace is vital for employees because it manifests itself in
building a great reputation for the company, leading to increased profitability and opportunities
for workers quality services. Workplace diversity is important within the organization as well as
outside.
Benefits of Cultural Diversity

There are many advantages of a diverse in schools and workplaces. Organizations can benefit
from employees who bring language skills, cultural experience, and creativity to the table. An
organizations success can be dependent upon its ability to embrace a diverse staff.

43
The following are some of the benefits of cultural diversities:
 Increased productivity  Improved company reputation
 Improved creativity  Wider range of skills
 Increased profits  Improves cultural insights
 Improved employee engagement  Reduced Fear, and
 Reduced employee turnover  Improved Performance.
Religious Conflict/Diversity

A religious conflict is a conflict primarily caused or justified by differences in religion. In the

modern period, debates are common over the extent to which religious, economic, or ethnic
aspects of a conflict predominate in a given conflict.
What causes workplace conflict?

 Lack of values for differences and poor management of religious institutions

 Disrespect and unfair treatment other religions
 Unclear roles as followers of a given religion
 Inadequate spiritual education and training or ill thought
 Poor communication with each other
How to Resolve Conflict

 Agree on a mutually acceptable time and place to discuss the conflict;

 State the problem as you see it and list your concerns;
 Let the other person have his/her say;
 Listen and ask questions;
 Stick to one conflict at a time to the issue at hand;
 Seek common ground;
 Seek for win-win approaches.
Gender differences

In general terms, "sex" refers to the biological differences between males and females, such as
the genitalia and genetic differences. "Gender" can refer to the role of a male or female in
society, known as a gender role, or an individual's concept of themselves, or gender identity.
either of the two sexes (male and female), especially when considered with reference to social
and cultural differences rather than biological ones.
Mental abilities

Women are generally better at language tasks. And men on average are a little bit better at
organizing things in space. But really there's much more variability within the women, or within
men, than there is difference between the woman and men. There are genius male female and
less geniuses in both cases. Both Male and female can be gifted in math and science, engineering
or any other discipline. In the past there was a claim that boys are out performing in math and

44
science than girls. But some reports are showing that girls are much better than boys in academic
achievements.
Woman’s participations in developments

What is expected from society to equally treat female?

 Our priorities are winning economic equality and securing equal rights for women;
 Reproductive freedom and other women's health issues;
 An equitable distribution of life's opportunities and resources between women and men,
and/or the equal representation of women and men;
 Every woman and girl is entitled to live in dignity and in freedom, without any fear;
 Caring practices for female, not violence;
 Equal opportunity for education and employment.
Marginalized group of people

Marginalization is a process that includes many external forces. People may be marginalized on
the basis of the social, gender, cultural, ethnic, economic, social order, beliefs and other factors.
Marginal groups can always be identified by members of dominant society, and will face
irrevocable discrimination. Marginalized groups exist nearly everywhere. They are people who,
for whatever reason, are denied involvement in mainstream economic, political, cultural and
social activities.
Creating friendly environments for marginalized people:

 Tolerate for the difference’s opinions and attitudes

 Seek out marginalized voices and perspectives and provide support
 Confront your own racist thought and try to be inclusive of all the differences
 Use your privilege to support marginalized people ‘s movements
 Give your time and money, if possible, for the success of inclusive development
 Be proactive about inclusion in your daily life
 Avoid segregation
 Do the work that help to promote inclusiveness

The most vulnerable are women, children, aged, those living with HIV/AIDS, mental illness,
minority people with language and cultural diversity, disability and the like. Girls and women
from the marginalized groups are more vulnerable to violence. The dropout, illiteracy, un-
employability and poverty rates among them are also high.
Moreover, Inclusiveness is standing against exclusion and marginalization; and the move
towards peace, democracy and development. It is important to help people to become
independent, develop a belief in themselves (confidence) so that they become successful without
further helping them too much.

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 Chapter 5
5. Legal Framework
Discrimination against persons with disabilities has a long history and persons with disabilities
are regularly excluded from participation in society and denied their human rights.
Discrimination against the disabled can take many forms, ranging from limited educational
opportunities to more subtle forms, such as segregation and isolation because of physical and
social barriers. The effects of discrimination are most clearly felt in the sphere of economic,
social and cultural rights, in the fields of, for instance, housing, employment, transport, cultural
life and access to public services.
According to the Universal Declaration of Human Rights, all human beings are born free and
equal in dignity and rights. However, this is far from being a reality for persons with disability
around the world. This is because people with disabilities’ living conditions are always worse
than those of other citizens. They are very often excluded and marginalized different areas of life
such as participation in education, social activities, economy, and politics and so on.
Legal Frameworks Regarding Inclusion
States have specific obligations under international law to respect, protect and fulfill the right to
inclusive education for persons with disabilities. The obligation to respect requires States to
refrain from denying or limiting equal access to inclusive education for persons with disabilities.
This right should be guaranteed by law.

5.1. International and National Legal Frameworks

5.1.1. International Legal Framework
International human rights instruments protect the rights of persons with disabilities through the
principles of equality and non-discrimination. There are a number of international legal
frameworks regarding people with disability that are aimed at protecting the rights of persons
with disabilities through the principles of equality and non-discrimination.
Key International Instruments and other Documents that Promote
Inclusion:
1. 1948 Universal Declaration of Human Rights – Article 26
2. 1960 UNESCO Convention against Discrimination in Education – Articles 1, 3 and 4
3. 1965 International Convention on the Elimination of All Forms of Racial Discrimination
– Article 5
4. 1966 International Covenant on Economic, Social and Cultural Rights – Article 13
5. 1966 International Covenant on Civil and Political Rights – Articles 18 and 19
6. 1973 ILO Convention on the Minimum Age for Employment – Article 7
7. 1979 Convention on the Elimination of All Forms of Discrimination Against Women –
Article 10
8. 1982 World Program of Action Concerning Disabled Persons proposals for
implementation, national action, part 2
9. 1989 Convention on the Rights of the Child – Articles 23, 28 and 29

46
 10. 1989 ILO Convention Concerning Indigenous and Tribal Peoples – Articles 26, 27, 28,
29, 30 and 31
11. 1990 The World Declaration on Education for All, Jomtien
12. 1993 The Standard Rules on the Equalization of Opportunities for Persons with
Disabilities
13. 1994 The Salamanca Statement and Framework for Action on Special Needs Education
14. 1999 ILO Convention on the Worst Forms of Child Labor – Article 7
15. 1999 Salamanca Five Years on Review
16. 2000 World Education Forum Framework for Action, Dakar
17. 2000 Millennium Development Goals focusing on Poverty Reduction and Development
18. 2002 EFA Global Monitoring Report: EFA
19. 2004 EFA Global Monitoring Report: Gender and Education for All – the leap to quality
20. 2005 EFA Global Monitoring Report: Education for All – the quality imperative
21. 2006 EFA Global Monitoring Report: Literacy for Life
22. 2006 Convention on the Rights of Persons with Disabilities
23. 2007 EFA Global Monitoring Report: Strong Foundations – early childhood care and
education
24. 2008 EFA Global Monitoring Report: Education for All by 2015
5.1.2. National Laws and Policy Frameworks
Ethiopia has signed most of the international conventions and declarations protecting the rights
of persons with disabilities. There are also national policies on the rights of persons with
disabilities. These different national and international policies, conventions and declarations are
presented in various international and local policy documents. The table below is about major
national legal frameworks that are related with protecting persons with disabilities rights in
participating different areas of life.
National Laws and Policy Frameworks Related with Rights of People
with Disabilities Equal Participation in Education, Social, Economic,
Apolitical and Other Aspect of Life:
1. Constitution of the Federal Democratic Republic of Ethiopia-1995: Article 41(5) of the
Constitution sets out the State responsibility for the provision of necessary rehabilitation
and support services for people with disabilities.
2. Labor Proclamation, No. 377/2003, amended by Labor Proclamation No. 494/2006: It
states that it is unlawful for an employer to discriminate against workers on the basis of
nationality, sex, religion, political outlook or on any other conditions.
3. The Federal Civil Servant Proclamation- No. 515/2007: It offers for special preference in
the recruitment, promotion, and deployment, among others, of qualified candidates with
disabilities. This provision is applicable to government offices only.
4. Proclamation concerning the Rights to Employment for Persons with Disabilities- No.
568/2008: The proclamation makes null and void any law, practice, custom, attitude and
other discriminatory situations that limit equal opportunities for persons with disabilities.
5. Framework Document- 2009: provides for Special Needs Education (SNE) in Technical
and Vocational Education and Training (TVET).
6. Building Proclamation- No. 624/2009: provides for accessibility in the design and
construction of any building to ensure suitability for physically impaired persons.

47
7. Proclamation on Definition of Powers of Duties of the Executive Organs of the Federal
Democratic Republic of Ethiopia, No. 691/2010: This provides for conditions of equal
opportunities and full participation of persons with disabilities and those living with
HIV/AIDS.
8. Growth and Transformation Plan (GTP) 2010-2015: It focuses on establishing disability as
a cross cutting sector of development where focus is given to preventing disability and to
providing education and training, rehabilitation and equal access and opportunities to
persons with disabilities.
9. National Plan of Action of Persons with Disabilities -(2012-2021): The documents aim at
making Ethiopia an inclusive society.
10. Proclamation concerning the Rights of Disabled Persons to Employment-No.101/1994:
This document was the only legislation in Ethiopia which specifically provides for the
employment of disabled persons. The Proclamation aims to protect and promote the rights
of disabled persons to appropriate training, employment opportunities and salary, and to
prevent any workplace discrimination.
11. The Federal Civil Servant Proclamation (Proclamation -No 1064/2017: Article 13/2 of
proclamation no 1064/2017 recognizes that: ‘There shall be no discrimination among job
seekers or civil servants in filling vacancies because of their ethnic origin, sex, religion,
political outlook, disability, HIV/AIDS or any other ground.’ Therefore, there can be no
discrimination against persons with disabilities during job recruitment on the basis of their
disability.
12. Labor Proclamation-1156/2019: This proclamation controls the private sector employment
relationship. Article 15 of the proclamation outlaw’s discrimination on the basis of
disablement.
13. Organization of Civil Society Proclamation -No. 1113/2019: This proclamation is a newly
enacted legislation replacing its predecessor proclamation 621/2009. It regulates issues
concerning formation, registration, activities and dissolution of civil society organization.
14. The Revised higher institutions proclamation- No. 1152/2019: This proclamation has been
enacted in replacement of its predecessor proclamation 650/2009. This proclamation has
incorporated some rights entitling students with disabilities.
15. Advertisement Proclamation -No. 759/2012: It focuses on regulating commercial
advertisement are made. According to article 7/4 of this proclamation, advertisement which
undermines the dignity and emotional feeling of a physically disabled person is immoral.
16. The Ethiopian Building proclamation -No 624/2009: Its focuses on buildings and
construction - it says that all public building to have a means to access by physical disabled
persons. Moreover, it dictates that toilet on such buildings must be accessible.
17. Definition of Powers and Duties of the Executive Organs of the Federal Democratic
Republic of Ethiopia Proclamation - No. 1097/2018: It mainly focuses on addressing
common responsibility of ministries in general and the specific duty for ministry of labor
and social affair in Creating conditions whereby persons with disabilities, the elderly, and
segments of society vulnerable to social and economic problems benefit from equal
opportunities and full participation (article10/4).

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 18. Developmental Social Welfare Policy 1997: It specifically targets people with disabilities
and sets out to safeguard their rights and to promote opportunities for vocational
rehabilitation.
19. The FDRE Education and Training Policy of 1994: This document recognizes that special
attention must be provided for those with special needs. However, it does not have any
clear recognition for reasonable accommodation.
20. The FDRE special needs/inclusive education strategy 2012: This document focuses on
inclusive education policy, strategies and responsibilities of stakeholders.
Legal frameworks are one of the drivers for the rights of persons with disabilities and
vulnerabilities. They have influence with their peers, especially on the educational rights of these
people with their peers. Legal frameworks are supposed to serve people with disabilities needs
by maintaining equal rights and creating equal learning opportunities for all, such as children and
youth in mainstreamed classrooms.
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. 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.

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 Chapter 6
6. Resources Management for Inclusion
6.1. Introduction
Resources are very important to create inclusiveness. Inclusion demands resources to meet the
need of all members of communities and to facilitate equal participants in all sphere of life. If we
neglect human and material resources to create inclusiveness, we remain with our poverty ever.
Hence, we need to adapt and modify our environment to all people be accessible. Inclusion is all
about process of providing and supporting in all necessary services instead of mobilizing
resources in a separate setting. Inclusive environment represents diversities of population from
disabilities, cultural and linguistic minorities, vulnerabilities, academic abilities and behavioral
needs.

6.2. Core Resources Provision Centers

People with disabilities need both material and human resources in workplaces, social
gatherings, recreational and in schools that help them to feel comfortable, secure and work at
their independent and team activities.

6.3. School-Based Resource Room

The resource room is a classroom where a special education program can be delivered to a
student with a disability and learning difficulty. This room shall be consisting of lots of facilities
for children with special needs. Resource rooms are very important to provide direct remedial,
compensatory and developmental instruction services to small groups for usually three to five
hours per week by special education experts as a pull-out program. In pull-out program students
with disability leave regular classroom for shorter period to work with other students of similar
interest in resource room. Using multisensory Methods, materials students' learning styles, and
characteristics shall be adapted and modified for students in pull-out program.

6.3.1 List of Human in schools

 Sign language interpreter
 Physiotherapist
 Braille specialist
 Behavioral therapists
 Mobility and orientation expert
 Sighted guide

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  Special needs educators
 Speech and language therapist

6.3.2 List of material resources in schools

 LCD and/or Smart Board
 E - Chart
 Various magnifying lenses
 Slate and styles
 Perkins Braille writer
 White Cane
 Blind folder
 Tuning fork
 Audiometer
 Hearing aids (various type)
 Sign language books and videos
 Various instructional videos related this unit
 Braille atlases
 Molded plastic, dissected and un-dissected relief maps
 Relief globs
 Land form model
 Abacus
 Raised clock faces
 Geometric area and volume aids
 Write forms for matched planes and volumes
 Braille rulers
 Raised-line check books
 Signature guide
 Longhand-writing kit
 Script letter – sheets and boards
 Talking calculator
 Closed-circuit television
 Computer software for various students with special needs; for example Jawse
 for blind and sign language software for deaf
 Orthosis
 Prosthesis
 Environmental accessibilities
o Ramps
o Elevators
o Wheel chairs
 And others additional resources
6.4. Accommodations
6.4.1. Instructional Accommodation
Accommodations are adjustments that teachers and school personnel make to maximize learning
and social well-being for individual students. These include:
 Use a multisensory approach.
 Use a highly structured format for presentations.

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 Use graphic organizers
 Present material in small, sequential steps.
 Teach specific strategies (e.g., taking notes, reading comprehension).
 Review key points frequently.
 Assign a buddy reader or note taker.
 Provide students with outline of notes.
 Use color coding to match materials and concepts.
 Reduce visual distractions.
 Seat student close to board, teacher, or student helper: away from door or window.
 Provide a quiet work area.
 Allow students to move if needed. Use visual reminders as memory aids.
 Use teacher-initiated signals for redirecting attention.
 Highlight sections of text.
 Provide tape recording of lecture or required texts.
 Give oral and written directions.
 Speak slowly and clearly.
 Allow for longer response time.
6.4.2. Tip for Organization and Task Completion in inclusive
school/class
o Keep work area clear.
o Post assignments and work completed in a consistent spot.
o Assist student with notebook organization.
o Use assignment notebook.
o Extend time to complete assignments.
o Shorten or chunk assignments.
o Give timeline for longer projects.
o Give specific feedback.
o Provide peer tutoring.
o Use cooperative learning groups.
o Provide structured daily activities.
o Explain changes in routine
6.4.3. Assessment and Evaluation strategies in inclusive
class/school
 Explain grading and give rubric.
 Give specific feedback.
 Preview before test; give frequent quizzes; give sample questions.
 Orient student to test format.
 Use a clear, uncluttered copy; enlarge print.
 Make test directions simple and clear.
 Provide ample space for answers on test.
 Allow alternate test response (oral, computer).

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  Read test aloud to student. Give open-note or take-home tests.
 Use alternate forms of evaluation (oral report, group projects, and debate).
 Reduce required assignments.
 Provide proofreading checklist & Accept print or cursive writing.

Chapter 7
7. Collaborative (Cooperative) Partnerships with stakeholders
7.1. Introduction
Collaboration: is defined as the act of working together to produce or create something
according to the capacities and abilities of individuals. It means 'to work with another person or
group in order to accomplish intended common goals. Collaboration provides every team
member with equal opportunities to participate and communicate their ideas. It is simply
teamwork (minimum of two persons) taken to a higher level. Collaboration enables individuals
to work together to achieve a defined and common business purpose. It exists in two forms:
7.2. Collaboration
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. A person should not be discriminated due to mismatch with other people’s
abilities; because he has his own quality in other perspectives.
Collaboration enables individuals to work together to achieve a defined and common business
purpose. It exists in two forms:
 Synchronous, where everyone interacts in real time, as in through telephone, email,
online meetings, through instant texts messages, or via Viber, and
 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.
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.

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 7.2.1. Key elements of successful collaboration
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.
We've got the four most important elements of teamwork to 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.
To kick off our all about collaboration series, we consider the nature of successful collaboration,
its benefits and what is needed within an organization for it to flourish. Collaboration in the
workplace is when two or more people work together through idea sharing and thinking to
achieve a common goal. Here are a few qualities that a successful team possesses:
1. They communicate well with each other.
2. They focus on goals and results.
3. Everyone contributes their fair share.
4. They offer each other support.
5. Team members are diverse.
6. Good leadership.
7. They're organized.
8. They have fun.
General principles of collaboration
 Establish clear common goals 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’s expertise.
 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
 Develop procedures for resolving conflicts and manage these processes skillfully.
 Better still, anticipate possible conflicts and take steps to avoid them as far as possible.
This is not to say that disagreements can, or even should, be avoided.
 Arrange periodic meetings to review progress in the collaborative arrangements. What are
the advantages of collaboration?

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  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.
 "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.
7.3. 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. Learners work together in
small groups, helping each other to carry out individual and group tasks.
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;
and 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:
1. Goal interdependence: the group has a single goal. 177
2. Reward interdependence: the whole group receives acknowledgement for achieving the goal
3. Resource interdependence: each group member has different resources (knowledge or
materials) that must be combined to complete a task

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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
7.4. 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.
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. In business, a stakeholder is usually an investor in your company whose
actions determine the outcome of your business decisions.
Business: A business is any organization where people work together. In a business, people
work to make and sell products or services. A business can earn a profit for the products and
services it offers.

Benefits of stakeholder participation

Provide all stakeholders with full opportunities to share their views, needs and
knowledge on flood management.
Build consensus through bringing together a diverse range of stakeholders to share
needs, information, ideas and knowledge and harmonize the objectives of individual
groups to reach common societal goals.
Characteristics of successful stockholders’ partnerships
o 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
o Sharing of profits or stratification for the services offered to the community

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 o Establishing equal and equitable relationship
o Membership without discrimination
o Nature of liability
o Fusion of ownership and control
o Non-transferability of interest
o Trust and common values.
o Defined expectations and mutual respect
o Synergy
o Two-way communications
Good strategic alliance of partners
 having a similar audience
 are not competitors of each other
 Give you access to new customers and prospects
What qualities make for a great business partner?
 Passion
 Reliability
 Compatibility
 Ability to Build Strong Relationships
 Fiscal Responsibility
 Creativity
 Open-Mindedness
 Comfort with risk.
What are the main features of a partnership?
Participants described the right partnership behaviors principally as being effective co-ordination
and chairing, and a set of personal skills and qualities including good listening, clear
communication, honesty, patience, enthusiasm, acceptance and love.
Further, there is a concept regarding community development and it 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.
Strategies for community involvement inclusive development
o Commit to participation of all persons with diversities

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o Establish non-discriminative effective communication with all people with divers
back ground
o Expect to do most of the work yourself following the inclusive principle
o Tap into local networks, culture and indigenous experiences of inclusiveness
o Use all possible communication channel including sign language for deaf people

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