BAHIRDAR UNIVERSITY

COLLEGE OF EDUCATION AND

BEHAVIORAL SCIENCE
DEPARTMENT OF SPECIAL NEEDS

AND

INCLUSIVE EDUCATION

INCLUSIVENESS
Course Code: SNIE 1012
Credit and Contact Hours: 2/3
 Course objective and Expected
Learning outcomes
 Identify the needs and potentials of persons with
disabilities and vulnerabilities.
 Identify environmental and social barriers that hinder
the needs, potentials and full participations, in all
aspects of life of persons with disabilities and
vulnerabilities
 Demonstrate desirable inclusive attitude towards all
persons with disabilities and vulnerabilities in full
participations
 Apply various assessment strategies for service provisions
 Adapt environments and services according to the need
and potential of the persons with disabilities and
vulnerabilities
 Utilize appropriate assistive technology and other support
mechanisms that address the needs of persons with
disabilities and vulnerabilities
 Respect and advocate for the right of persons with
disabilities and vulnerabilities
  Collaboratively work with special needs experts and
significant others for the life success of all persons with
disabilities and vulnerabilities in every endeavors and in all
environments.
 Create and maintain successful inclusive environment for
persons with disabilities and vulnerabilities
 Promote the process of building inclusive society
 Chapter One
Understanding Disabilities and
Vulnerabilities
Chapter objectives
At the end of completing this chapter, the
students will be able to:
– Define disability and vulnerability
– List different types of disabilities and vulnerabilities
– Explain brief causes of disability and vulnerability
– Describe the brief historical movements from segregation
to inclusion
– Describe the effect of attitude on the move towards
inclusion
– Discuss models of disability
 DEFINITIONS OF BASIC TERMS

IMPAIRMENT
• Refers to any loss or abnormality of physiological,
psychological or anatomical structure or function.

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

also a condition in which the body exists but doesn‘t
function. Some children, for instance, have impairments
such as eyes that do not see well, arms and legs that
are deformed, or a brain not developing in a typical
way etc.
 DISABILITY
• It refers to any restriction or lack of ability
(resulting from impairment) to perform an
activity in a manner or within the range
considered normal for a human being. It refers
to the condition when impairment interferes
with the process of education or work affecting
the performance of all activities expected of
individuals at their age and their social and
economic situation.
 Handicap
It is 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.

WHO defines handicap as a social or economic

disadvantage resulting from impairment.

It is a function of the relationship between

disabled persons and their environment.
 To sum-up, a disease at its initial stage may
result in some kind of intellectual, language,
sensory or motor impairment. The impairment
again can lead into lack of power or ability to
act, communicate or take care of one self, which
is called disability. As the result of the disability,
a person can face problems in life, such as
dependency on others, neglect by others, low
status and feeling of inferiority or low self-
esteem. This position of becoming socially
marginalized is called handicap.
 Causes of Disability

Some people, especially in the past times,

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

– Abnormalities in genes and genetic inheritance can

cause intellectual disability in children. In some

countries, Down syndrome is the most common

genetic condition. Sometimes, diseases, illnesses,

and over-exposure to x-rays can cause a genetic

disorder.
 Environmental
– 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 by a pregnant mother can cause intellectual
disability to the child.
– Childhood diseases such as a whooping cough and measles, may lead
to meningitis and encephalitis. This can cause damage to the brain of
the child.
– Unfortunate life events 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

– Sometimes society makes it difficult for people with some

impairment to function freely.

– When society develops infrastructure such as houses, roads,

parks and other public places without consideration to
people with impairment, the basically make it impossible for
them to take care of themselves.

– Lack of education, support services, health and opportunities

for people with impairment can cause additional disability to
people with disabilities and even people with no disability.
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.
 TYPE OF DISABILITIES
OR
PEOPLE WITH SPECIAL NEEDS
Persons with Visual impairment
People with visual impairment includes those
learners whose sight is limited in any way to the
extent that special services are needed.

Many of these persons have sight that is useful for

some purpose. Others are blind, or have profound
visual impairment that prohibits the use of vision
as an educational tool.
 Peoples with Hearing Impairment
 hearing impairment: 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.

 Hard of Hearing: individuals have hearing that is adequate for

successful processing of linguistic information through hearing with
amplification.

 Deaf: individuals have hearing impairment that precludes successful

processing of linguistic information through hearing with or without
amplification.
 Those who have difficulty understanding speech, even with hearing aids but can
successfully communicate in sign language.
Specific Learning Disability

A disorder in one or more of the basic

psychological processes involved in
understanding or in using language, spoken or
written, that may manifest itself in the
imperfect ability to listen, think, speak, read,
write, spell, or to do mathematical calculations
Learning disabilities should not be
confused with learning problems which
are primarily the result of
 visual  Le
 hearing Di arni
sa ng
 motor handicaps bi
y lit
 intellectual disability Le Vs
P ar
 emotional disturbance ro nin
bl
em g
 environmental s
 cultural or economic disadvantages.
• People with learning disabilities are of average or
above average intelligence.

• There often appears to be a gap between the

individual‘s potential and actual achievement.
This is why learning disabilities are referred to as
hidden disabilities.

• A learning disability cannot be cured or fixed; it is

a lifelong challenge
 Types of Specific Learning
Disabilities

Dyscalculia
 Dyscalculia is a specific learning disability that affects a
person‘s ability to understand numbers and learn math.
 have poor comprehension of math symbols
 may struggle with memorizing
 organizing numbers
 have difficulty telling time, or have trouble with counting.
Dysgraphia
Affects a person‘s handwriting ability
and fine motor skills.
– Problems may includes:
 illegible handwriting
 inconsistent spacing
 poor spatial planning on paper
 poor spelling
 difficulty composing writing as well as thinking
and writing at the same time.
Dyslexia

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.
4. Persons with Communication
Disorder
 It is disorder that adversely affects the
child's ability to talk, understand, read, and
write.

 This disability category can be divided into

two groups:

1) Speech Impairments

2) Language Impairments
1. Speech Impairments

 An impairment in the production

of oral or spoken language.

 There are three basic types of

speech impairments:

1) articulation disorders

2) fluency disorders

3) voice disorders
A) Articulation disorders
 Abnormal (errors) production of speech
sounds.

These disorders include:

  Omissions: (bo for boat)

  Substitutions: (wabbit for rabbit)

  Distortions: (shlip for sip)

 addition
B) Fluency Disorders
 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: is a disruption in the timing of speaking.

-rapid-fire repetitions of consonant or vowel

sounds especially at the beginning of words,
prolongations, hesitations, interjections, and
complete verbal blocks

 Cluttering: is a running together in rapid, jumbled

speaking of sounds, words and phrases.
C) Voice Disorders
 The absence or abnormal production of voice
quality, pitch, loudness, resonance, and/or
duration.

 Voice disorders are problems with the quality

or use of one's voice resulting from disorders
in the larynx.
2. Language Impairments
 Language disorders, which are impairments
or atypical development of a comprehension
and/or use of spoken and/or written symbol.
Which includes disorders of:

i. form

ii. content

iii.function of language
There are five basic areas of language
impairments:
1) phonological disorders
2) morphological disorders
3) semantic disorders
4) syntactical deficits
5) pragmatic difficulties.
 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.

Characteristics
 Engaging in repetitive activities

 Stereotyped movements

 Resistance to environmental change or change in daily routines

 Unusual responses to sensory experiences.
 Emotional and Behavioral
Disorders

According to (IDEA), the term Emotional and Behavioral Disorders means a
condition exhibiting one or more of the following characteristics over a long period
of time and to a marked degree that adversely affects educational performance.
1)An inability to learn that cannot be explained by intellectual, sensory, or health
factors;
2)An inability to build or maintain satisfactory interpersonal relationships with
peers and teachers;
3)Inappropriate types of behavior or feelings under normal circumstances;
4)A general pervasive mood of unhappiness or depression;
5)A tendency to develop physical symptoms or fears associated with personal or
school problems.
Kauffman (1993) conclude that emotion or
behavioral disorders fall into two broad
classifications:

1). Externalizing Behavior: also called under controlled
disorder, include such problems disobedience,
disruptiveness, fighting, tempers tantrums,
irresponsibility, jealous, anger, attention seeking etc.
2) Internalizing Behavior: also known as over controlled
disorders, include such problems anxiety, immaturity,
shyness, social withdrawal, feeling of inadequacy
(inferiority), guilt, depression and worries a great deal.
Intellectual Disability

Intellectual disability is a disability

characterized by significant limitations in
both intellectual functioning and in
adaptive behavior, which covers numerous
everyday social and practical skills. This
disability originates before the age of 18
An individual is considered to have an
intellectual disability based on the
following three criteria:

1. Sub average intellectual functioning: it refers to general mental

capacity, such as learning, reasoning, problem solving, and so on.

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.
• ONE WAY TO MEASURES INTELLECTUAL FUNCTIONING IS IQ
TEST GENERALLY LESS THAN OR EQUAL TO 70 THE NORMAL
IS 100 PERCENT.
 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.
3. Intellectual Disability originates before the age of 18
People with physical and health
impairment
• Physical disability is a condition that
interferes with the individual‘s ability to use
his or her body.

• Health impairment is a condition that

requires ongoing medical attention. It
includes asthma, heart defects, cancer,
diabetes and HIV/AIDS, etc.
Classification and Characteristics
Physical disabilities:- based on the impact of physical
disability on mobility and motor skills, it is divided into three. These
are:-
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.
C. Severe physical disability:-

these are individuals who are wheel-chair dependent and may

need special help to achieve regular development.
 Vulnerability


Vulnerable means being at risk or
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
Based on the existing literature, vulnerability can
be generally defined as a complex phenomenon
that refers to the following dimensions:

1.Economic difficulties/lack of financial resources:

poverty, low living standards, housing problems
(e.g. too damp, too expensive, too cold or difficult to
heat) etc.;
2. Social exclusion: limited access to facilities such as
transportation, schools, libraries or medical services;
3. Lack of social support from social networks: no
assistance from family members, friends, neighbors
or colleagues (referring to practical help as well as
emotional support) like highly gifted individuals;
4. Stigmatization: being a victim of stereotypes,
being devalued, confronted with disgraceful
behavior because of belonging to a particular
social or ethnic group;
5. Health difficulties: disadvantages resulting
from poor mental health, physical health or
disabilities;
6. Being a victim of crime: in family context
especially of violence.
 Chapter Two
Concept of Inclusion
Learning Objectives

After the students have studied this chapter, they
will be able to:
Define inclusion
Discuss the concept of inclusion in education
 Identify reason regarding shift from special education and
integrated education inclusion
Differentiate the major rationales for inclusion
List factors that influenced development of inclusion
 Identify benefits of inclusion to students, teachers‘ parents and
society
 Name major characteristics of inclusive school and inclusive
classroom environments
 Point out strategies to implement inclusion in teaching and
learning processes
Differentiate the major barriers to inclusion.
 Definition of Inclusion

 Inclusion in education/service refers to an
ongoing process aimed at offering quality
education/services for all while respecting
diversity and the different needs and abilities,
characteristics and learning expectations of
the students and communities and
eliminating all forms of discrimination.
a process of addressing and responding
to the diversity of all learners through
increasing participation in learning,
cultures and communities, and
eliminating all forms of discrimination.
involves changes and modifications in
 contents
 approaches
 structures and strategies, with a common vision which covers
all children of the appropriate age range.
The process of systematically bringing
together all children with or without
disabilities regardless of the nature and
severity of disability in natural setting
(environment) where children learn and
play.
Having a wide range of strategies,
activities and processes that seek to
make a reality of the universal right to
quality, relevant and appropriate
education and services
It acknowledges that learning begins at birth and
continues throughout life, and includes learning in
the home, the community, and in formal, informal
and non-formal situations.
It seeks to enable communities, systems and
structures in all cultures and contexts to combat
discrimination, celebrate diversity, promote
participation and overcome barriers to learning and
participation for all people.
It is part of a wider strategy promoting
inclusive development, with the goal of
creating a world where there is peace,
tolerance, and sustainable use of resources,
social justice, and where the basic needs and
rights of all are met.
 The underlying philosophy embedded in
the above definition is that
1) Concepts about children
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
2) Concepts about systems including 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 diversity as a
resource not as a problem
• It prepares learners for an inclusive society
that respects and values difference.
4) Concepts about processes to
promote inclusion
• It helps to identifying and overcoming barriers to
participation and exclusionary pressures
• It increases real participation and collaboration
between all stakeholders.
• It promotes participatory methodology, action
research, collaborative enquiry and other related
activities
5) Concepts about resources
• Promotes unlocking and fully using local resources
redistributing existing resources
• It helps to perceive people (children, parents, teachers,
members of marginalized groups, etc.) as key resources
• It helps to use appropriate resources and support
within schools and at local levels for the needs of
different children, e.g. mother tongue tuition, Braille,
assistive devices.
 McLeskey and Waldron (2000) have identified
inclusion and non-inclusive practices.

According to them inclusion includes the following
components:
 Students with disabilities and vulnerability attend
their neighborhood schools
 Each student is in an age-appropriate general
education 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 promote
cooperative/ collaborative teaching
arrangements.
 There is school-based planning, problem-
solving, and ownership of all students and
programs.
 Employed according to their capacities without
discriminations.
On the other hand, they argue that
inclusion does not mean:
 Placing students with disabilities into
general education classrooms without
careful planning and adequate support.
 Reducing services or funding for special
education services.
 Placing all students who have disabilities or
who are at risk in one or a few designated
classrooms.
Inclusion and non-inclusive practices.

Inclusion mean


Students with disabilities and vulnerability
Inclusion does not mean
 Placing students with disabilities into
attend their neighborhood schools general education classrooms without
 Each student is in an age-appropriate general careful planning and adequate support.
education classroom  Placing all students who have disabilities or
 Every student is accepted and regarded as a full who are at risk in one or a few designated
and valued member of the class and the school classrooms.
community.
 Teachers spending a disproportionate amount
 Special education supports are provided to each
of time teaching or adapting the curriculum
student with a disability within the context of
for students with disabilities.
the general education classroom.
 All students receive an education that addresses
 Isolating students with disabilities socially,
their individual needs physically, or academically within the general
 No student is excluded based on type or degree education school or classroom.
of disability.  Endangering the achievement of general
 All members of the school (e.g., administration, education students through slower instruction
staff, students, and parents) promote or a less challenging curriculum.
cooperative/collaborative teaching arrangements  Relegating special education teachers to the
 There is school-based planning, problem- role of assistants in the general education
solving, and ownership of all students and classroom.
programs  Requiring general and special education
 Employed according to their capacities without teachers to team together without careful
discriminations planning and well-defined responsibilities.
Principles of Inclusion

 The fundamental principle of inclusion is that all

persons should learn, work and live together wherever
possible, regardless of any difficulties or differences they
may have.

 Inclusion begins with the premise that all persons

have unique characteristics, interests, abilities and
particular learning needs and, further, that all persons
have equal access to education, employment and
services.
 Inclusive education extends beyond special
needs arising from disabilities, and
includes consideration of other sources of
disadvantage and marginalization, such as
gender, poverty, language, ethnicity and
geographic isolation.
UNESCO (2005) has provided four major
inclusion principles that support inclusive
practice

1. Inclusion is a process
 inclusion 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, organizing and
evaluating information from a wide variety
of sources in order to plan for
improvements in policy and practice.
 It is about using evidence of various kinds
to stimulate creativity and problem -
solving.
3. Inclusion is about the presence,
participation and achievement of all
persons.

 Presence: is concerned with where persons are
provided and how reliably and punctually they
attend

 Participation: relates to the quality of their

experiences and must incorporate the views of
learners/and or workers

 Achievement: is about the outcomes of learning

across the curriculum, not just test and exam results.
4. Inclusion invokes a particular emphasis on
those who may be at risk of marginalization,
exclusion or underachievement.

 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.
Rationales for inclusion and their
respective descriptions

Educational Foundations
 Children do better academically, psychologically
and socially in inclusive settings.

 A more efficient use of education resources.

 Decreases dropouts and repetitions

 Teachers competency( knowledge, skills,

collaboration, satisfaction
Social Foundation
 All individuals need an education that will
help them develop relationships and prepare
them for life in the wider community.

 Inclusion has the potential to reduce fear and

to build friendship, respect and
understanding.
Legal Foundations
 All individuals have the right to learn and live together.
 Human being shouldn‘t be devalued or discriminated.
 There are no legitimate reasons to separate children for
their education
Foundations for Building Inclusive Society
 Formation of mutual understanding and appreciation
of diversity
 Building up empathy, tolerance and cooperation
 Promotion of sustainable development
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.

 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
Factors that Influenced
Development of Inclusion:
Inclusive education is facilitated by many
influencing actors. Some of the major drivers
include:

 Communities: indigenous approaches to education and

community-based programs movement that favor inclusion of
their community members.

 Activists and advocates: e.g. disabled activists; parents

advocating for their children; child rights advocates; and
those advocating for women/girls and minority ethnic groups.
 The quality education and school improvement
movement:

The issues of quality, access and inclusion are strongly

linked, and contribute to the understanding and
practice of inclusive education.

 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.
 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

 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
 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.
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.

 providing them with adequate

support to succeed both academically
and socially.
Benefits for Students with Disability

In inclusive settings people will develop:

 Appropriate models of behavior.
 Improved friendships with the social
environment
 Increased social initiations,
interactions, relationships and networks
  Gain peer role models for academic,
social and behavior skills
 Increased achievement of individualized
educational program (IEP) goals
 Greater access to general curriculum
 improved academic achievement

 Improved school staff collaboration

to meet these students‘ needs and
ability

 Increased parental participation

to meet these students‘ needs
and ability

 Enhanced families integration

into the community
 Benefits for persons without Disability
Students without special educational needs (SEN) will:

 Have a variety of opportunities for interacting with their age

peers who experience SEN in inclusive school settings.

 serve as peer tutors during instructional activities

 Play the role of a special friend during lunch, in the bus or

playground.

 Gain knowledge of a good deal about tolerance, individual

difference, and human exceptionality.

 Learn that students with SEN have many positive

characteristics and abilities.
 Have chance to learn about many of the human service
profession such as special education, speech therapy,
physical therapy, recreation therapy, and vocational
rehabilitation.
 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
 have opportunity to learn to communicate, and deal
effectively with a wide range of individuals.
 Benefits for Teachers and Parents/Family

 Benefit to teachers includes:

 developing their knowledge and skills that meet

diverse students‘ needs

 ability differences to enhancing their skills to

work with their stakeholders;

 gaining satisfaction in their profession and

other aspects.
 Parents/family benefit from
inclusive education.

For example:
 Develop their positive attitude
towards their children‘s education

 positive feeling toward their

participation

 appreciation to differences among

humankinds and so on.
 Benefits for Society
 Introduction of students with disabilities into mainstream
schools, local communities and neighborhoods helps break
down barriers and prejudice that prevail in the society
towards persons with disability.

 Communities become more accepting of difference, and

everyone benefits from a friendlier, open environment that
values and appreciates differences in human beings.
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.
Inclusive society is a necessary
precondition for inclusive growth
 is a society which does not
exclude or discriminate against
its citizens on the basis of
disability, background, race,
gender, family or community
 a society which levels the playing
field for investment‘ and leaves
no one behind.
Features of Inclusive Environment

 An inclusive

environment is an environment
that welcomes all people, regardless of their
disability and other vulnerabilities.

 It recognizes and uses their skills and

strengthens their abilities.

 An inclusive environment includes individuals

with disabilities and vulnerabilities at all levels.
It has the following major
characteristics:
– it ensures the respect and dignity of individuals

with disabilities

– it meets current accessibility standards to the

greatest extent possible to all people with special

needs

– provides accommodations willingly and proactively

– Persons with disabilities are welcomed and are

valued for their contributions as individuals.

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.
 An inclusive environment is also
directed
• towards developing culture, policy
and practice which meet pupils’
diversities
• towards identifying and removing
obstacles in learning and participating
• towards developing a suitable
provisions and supporting individuals.
Successful environment has the following
characteristics:

 It develops whole-school/environment processes

 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 provides services and facilities
equally accessible to all people
 It is committed to serve all
individuals together regardless of
differences.
 It involves restructuring
environment, culture, policy, and
practice.
 It promoting pro-social activities
 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, disability services providers and relevant
support agencies within the wider community.
 It develops social relationships as an equal member
of the class.
Barriers to Inclusion
The major barriers include:

 negative attitude towards students with disability and

vulnerabilities.

 Economic factors- this is mainly related with poverty of

family, community and society at large

 Lack of taking measures to ensure conformity of

implementation of inclusion practice with policies

 Lack of stakeholders taking responsibility in

collaboration for inclusion.
 Conservative traditions among the
community members about inclusion

 Lack of knowledge and skills among teachers

regarding inclusive education

 Rigid curricula, teaching method and

examination systems that do not
consider students with dives needs and
ability differences.
 Fragile democratic institutions that
could not promote inclusion

 Inadequate resources and

inaccessibility of social and physical
environments

 Using inclusive models that may be

imported from other countries.
 Chapter Three
Identification and Differentiated
services
Learning Outcomes
 At the end of this chapter, you are expected to:
 Discuss the impact of disability and vulnerability on daily life of persons with
disabilities and vulnerabilities.
 Depict needs of persons with disabilities and vulnerabilities
 describe the effects of environment on the life of persons with disabilities
and vulnerabilities.
 Describe intervention and rehabilitation approaches for disabilities and
vulnerabilities.
 describe the role technologies in the life of persons with disabilities
 relate the concept of inclusiveness to their specific profession
 Evaluate inclusiveness of services provision in their specific fields of studies
 Impact of Disability and
Vulnerability on daily life

Factors related to the person

People respond to disabilities in different ways.

Some react negatively and thus their quality of life is negatively

affected.

Others choose to focus on their abilities as opposed to their

disabilities and continue to live a productive life.
The following are often considered the most
significant factors in determining a disability's
impact on an individual.

– 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.
 The Individual’s Personality
– The individual personality can be typically
positive or negative, dependent or independent,
goal-oriented or laissez-faire.
– Someone with a positive outlook is more likely to
embrace a disability then someone with a negative
outlook.
– Someone who is independent will continue to be
independent and someone who is goal- oriented will
continue to set and pursue goals.
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.
The Individual’s Current Life
Circumstances
– The individual‘s independence or dependence on others
(parents).
– The economic status of the individual or the individual's
caregivers, the individual's education level.
– If the individual is happy with their current life circumstance,
– they are more likely to embrace their disability,
– whereas if they are not happy with their circumstances, they often
blame their disability.
The Individual's Support System

– The individual‘s support from family, a significant

other, friends, or social groups.
– If so, he/she will have an easier time coping with a
disability and thus will not be affected negatively by
their disability.
• Common effects of a disability may include but not limited
to health conditions of the person;
• mental health issues including anxiety and depression; loss
of freedom and independence;
• frustration and anger at having to rely on other people;
practical problems including transport, choice of activities,
accessing buildings; unemployment;
• problems with learning and academic study; loss of self-
esteem and confidence, especially in social situations.
• But all these negative effects are due to restricted
environments, not due to impairments.
• Common effects of a disability may include but not limited
to
• Health conditions of the person;
• Mental health issues including anxiety and depression;
• Loss of freedom and independence;
• Frustration and anger at having to rely on other people;
practical problems including transport, choice of activities,
accessing buildings; unemployment; problems with
learning and academic study; loss of self-esteem and
confidence, especially in social situations. But all these
negative effects are due to restricted environments, not
due to impairments
 Disability and vulnerabilities can limit or restrict one or
more Activities of Daily Living , including
• moving from one place to another (e.g., navigation,
locomotion, transfer),
• maintaining a position (e.g., standing, sitting,
sleeping),
• interacting with the environment (e.g., controlling
systems, gripping objects),
• communicating (e.g., speaking, writing, hand
gestures),
• feeding (chewing, swallowing, etc.), and
• perceiving the external world (by movement of the
eyes, the head, etc.), due to inaccessible environment.
 Economic Factors and Disability
• people with few economic assets are more likely to
acquire pathologies that may be disabling.
• economic status affects whether pathology will
proceed to impairment.
• a lack of resources can adversely affect the ability of
an individual to function with a disabling condition.
• economic 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
• Community can be defined in terms of the
microsystem (the local area of the person with the
disabling conditions),
• the mesosystem (the area beyond the immediate
neighborhood, perhaps encompassing the town), and
• the macrosystem (a region or nation).
• Clearly, the economic status of the region or nation as
a whole may play a more important role than the
immediate microenvironment for certain kinds of
disabling conditions.
• For example, access to employment among people
with disabling conditions is determined by a
combination of the national and regional labor markets
 Political Factors and Disability
• The political system, through its role in
designing public policy, can and does have a
profound impact on the extent to which
impairments and other potentially disabling
conditions will result in disability.
• If the political system is well enforced it will
profoundly improve the prospects of people with
disabling conditions for achieving a much fuller
participation in society,
• in effect reducing the font of disability in work
and every other domain of human activity
 The Family and Disability
 The family can be either an enabling or a disabling factor for a person
with a disabling condition.
 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).
 Families can be provide services of housekeeping and transportation
 providing personal assistance in activities of daily living.
 Families can also provide economic support to help with the
purchase of assistive technologies and to pay for personal assistance
 they can provide emotional support
that families may also be disabling. Some families promote dependency.
 the person with the potentially disabling condition is not allowed
to develop to his or her fullest potential. Families may also not
provide needed environmental services and resources.
Needs of Persons with Disabilities and
Vulnerabilities
Maslow has identified five categories of needs, with
different priority levels
 The following list but not last are basic
needs of persons with disabilities and
vulnerabilities to ensure equality for all
within our society.

a) Full access to the Environment (towns, countryside &

buildings)

b) An accessible Transport system c) Technical aids and

equipment

d)
Accessible/adapted housing

e)Personal Assistance and support

f) Inclusive Education and Training
g) An adequate Income

h) Equal opportunities for Employment

i) Appropriate and accessible Information

j) Advocacy (towards self-advocacy)

k) Counseling

l) 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.
 social protection schemes concerning persons with
disabilities can have a major role in promoting their
independence and inclusion by meeting their specific
needs and supporting their social participation in a
non-discriminatory manner.
Social protection measures may include


 Poverty reduction schemes;

 Cash transfer programs,

 Social and health insurance,
 Public work programs,

 Housing programs,
 Disability pensions and mobility grants.
 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.
 Many of male and females with disabilities have creativity
and skill in finding ways to do things and consequently being
able to build friendships with other men in their communities.
 Identity and Disability

 The relational nature of identity seems to be of central importance to people
with disabilities and a rural environment in some instances provides a
different way for people to be perceived by others and by themselves.

 Disability as part of an individual‘s identity is seen by some as a struggle.

This is often twofold: internally to individuals and their sense of self and,
too often, in the way they are perceived and constructed by those around
them. An acquired disability is experienced as challenging the nature of
one‘s internal pre-established identity and as a struggle to change the
perceptions and attitudes of others and the physical environment in which a
person lives.
 Belongingness and
Disability

 Belonging is a complex concept involving an attachment to
place, relationships with others, a sense of safety, common
values and a shared and/or developing history. Belonging is
also an internal sense of being at home in one‘s own body
and mind. Persons with disabilities and vulnerable groups
have struggled to come to terms with a body and mind
which seem unfamiliar to them, in which they have to make
adjustments or accommodations both for themselves and in
terms of their relationships with others.
Why people with disabilities migrated
from countryside to urban areas?
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.
 People with disabilities are particularly
vulnerable to deficiencies in health care services.
Depending on the group and setting, persons with
disabilities may experience greater vulnerability to

A. Secondary conditions: conditions occur in addition to (and are

related to) a primary health condition, and are both predictable

and therefore preventable.

B. Co-morbid conditions: conditions occur in addition to (and

are unrelated to) a primary health condition associated with

disability.

C. Age-related conditions: The ageing process for some groups

of people with disabilities begins earlier than usual.

D. Engaging in health risk behaviors: Some studies have indicated

that people with disabilities have higher rates of risky behaviors

such as smoking, poor diet and physical inactivity.

Barriers to Health Care for Persons with
Disabilities and Vulnerable Groups
People with disabilities encounter a range of
barriers when they attempt to access health care
including the following:

a) Prohibitive costs:
Affordability of health services and
transportation are two main reasons why people
with disabilities do not receive needed health
care in low-income countries.
b) Limited availability of
services:
The lack of appropriate services for
people with disabilities is a significant
barrier to health care.
For example, lack of services especially

in the rural area is the most significant

barrier to using health facilities.
c) Physical barriers:
Uneven access to buildings
(hospitals, health centers)
inaccessible medical equipment
poor signage
narrow doorways
internal steps
inadequate bathroom facilities
inaccessible parking areas create
barriers to health care facilities.
d) Inadequate skills and
knowledge of health workers:
Health care provider skills are
inadequate to meet people with
disabilities needs, being treated
badly and being denied care.
Addressing for Inclusive
Barriers to Health Care
Governments and professionals can improve
health outcomes for people with disabilities by

improving access to quality

Providing affordable health care services,

which make the best use of available
resources.
improving all health care system.
a) Policy and legislation
Assess existing policies and services, identify

priorities to reduce health inequalities and

plan improvements for access and inclusion.
Establish health care standards related to

care of persons with disabilities with

enforcement mechanisms.
b) Financing
Where private health insurance dominates
health care financing, ensure that people with
disabilities are covered and consider measures
to make the premiums affordable.
Ensure that people with disabilities benefit
equally from public health care programs.
Use financial incentives to encourage health-
care providers.
Consider options for reducing or removing
out-of-pocket payments for people with
disabilities.
c) Service Delivery
Provide a broad range of modifications
and adjustments (reasonable accommodation)
to facilitate access to health care services.
Empower people with disabilities to maximize
their health by providing information, training,
and peer support.
Promote CBR to facilitate access for disabled
people to existing services.
Identify groups that require alternative service
delivery models to improve access to health care.
d) Human resources
Integrate disability inclusion education into

undergraduate and continuing education for

all health-care professionals.
Train community workers so that they can

play a role in preventive health care services.

Provide evidence-based guidelines for
assessment and treatment.
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.
It also enables people to build
self-esteem
form social relationships
to gain skills and knowledge.
Barriers of Employment
Prevented from working due to:
 Inaccessible transportation services
 lack of accessible information and
communications services.
 preference of employers for candidates
without disabilities.
 Legal stipulations that prevent individuals
with particular impairments from working in
certain fields.
 discouragement of family and community
members.
Major types of barriers
A) Attitudes and Discrimination
Employers may be reluctant to hire persons with
disabilities based on the perception that they are
less productive or less capable of carrying out
their jobs than others.
Colleagues of persons with disabilities may also
hold prejudicial attitudes.
Social attitudes that cast persons with disabilities
as objects of pity and need perpetuate the
assumption that they should not work.
 B) Accessibility
A lack of physical
features such as
ramps and elevators
can prevent persons
with mobility
disabilities from
being able to work.
The lack of accessible
information and
communication
infrastructure in workplaces
such as:
 clear signage
 computers equipped with
software such as
• screen-readers
• devices such as Braille
displays can prevent
persons with print and
intellectual disabilities
from being able to gain
employment.
Lack of access to

sign language
interpretation can
hinder the
employment of deaf
people.
informational and
physical design of the
workplace itself
inaccessibility of public
environments and
crucially, transport
can prevent persons with
disabilities from being able
to travel to work, receive
information about job
opportunities, and
communicate with
employers.
C) Education and Training
Have disproportionately restricted access to
education and training. This severely limits their job
opportunities due to a lack of skills and knowledge
that are relevant to find or retain a job.
They are less likely to attend school or stay in school.

They are often prevented from being able to

acquire the human capital necessary to effectively
compete for jobs.
D) Social Networks
Barrier to employment for persons with disabilities
can be their more limited social networks.
Lack of social networks greatly bounds process of
searching for work and options for persons with
disabilities.
These limited networks are part of the broader
cultural and attitudinal barriers that inhibit
participation in social, leisure, civic, and religious
activities.
As a result of the barriers they face in entering and
retaining work, many persons with disabilities are also
denied the possibility of expanding their networks at
the workplace itself.
E) Women Disabilities
In many developing countries including Ethiopia, as a

result of continued prejudices both towards women and

surrounding disability, women with disabilities are
doubly discriminated against in the labor market.
Encounter worse working conditions and lower pay as

compared with other women, as well as men with

disabilities.
Women with disabilities are also less likely to receive

education and vocational training.

F) Legal Barriers
In some countries, people must be

considered physically and mentally

healthy ‘sound’ to represent oneself in
a court of law, to occupy official
positions, or to use certain public
services.
G) Inflexible Work Arrangements
In some cases, persons with disabilities might
prove to be competent and productive employees,
but are nonetheless unable to perform certain
tasks. E.g.
scheduling the work day.
may have particular transportation issues or
other needs that require a slightly different
work day.
The absence of anti-discrimination legislation in
the majority of countries in the region thus allows
employers to dismiss staff on the basis of
disability with impunity.
H. The Benefit Trap
Ironically be imposed by social protection schemes

ultimately designed to support them.

These schemes can encourage individuals to stay out

of the labor force if they are structured in such a way

as to make the receipt of benefits contingent on the
inability to work. Therefore, even if persons with
disabilities believe that they can work, they may
choose not to in order to continue receiving
disability benefits.
Strategies to Improve Employment for Persons
with Disabilities and Vulnerabilities

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.
A) Anti-Discrimination Legislation
These laws make it illegal to discriminate against
an individual on the basis of disability in a range
of areas including: employment; education;
access to public buildings; the provision of goods
and services, and political processes.
It protect persons with disabilities from
discriminatory actions in hiring and termination
of contracts.
affirm the right of persons with disabilities to
access employment on an equal basis with
others.
B) Vocational Education and
Training
Technical vocational education and training (TVET)

programs can help to ensure that the workforce has

the skills and knowledge necessary to obtain and
retain a job.
improving access to employment.

Provide training programs that the content of such

training programs is geared to labor market demands

C) Wage Subsidies
Wage subsidies cover a portion of employees’

wages, usually for a limited period of time, as a

way to lessen the risk perceived by employers of
hiring persons with disabilities.
Since wage subsidies directly target the
recruitment process of private firms, they enable
employers to overcome their reservations about
hiring employees with disabilities.
D) Supported Employment
These programs integrate persons with disabilities into
the open labor market by providing direct, on-the-job
support to employees with disabilities.
One common type of support is a job coach. Job coaches
provide on- site, individually tailored assistance to help
persons with disabilities perform their jobs.
Coaches also help persons with disabilities adjust to their
working environment, and assist in determining which
accessibility accommodations are necessary.
Supported employment requires employers to be open to
having such services on site, and to be willing to work
cooperatively with job coaches and other service
providers.
E) Workplace Accommodation
Schemes
Reduce the costs to employers of making
workplaces more accessible to persons with
disabilities.
Minimize employer reluctance to hire persons
with disabilities.
There are two ways government programs can
decrease or even eliminate those costs.
1. Offering tax breaks
2. Tax credits for expenditures undertaken to
make such adjustments.
F) Workers’ Compensation
These programs are designed to address

the issue of occupational injuries and

illnesses.
They provide cash and medical
benefits to employees whose disability
is acquired in the workplace.
G) Quota Systems
Quota systems mandate that firms hire at

minimum a certain percentage of persons with

disabilities.
Quotas can prove difficult to both monitor

and enforce.
By obliging employers to hire a specific

number of persons with disabilities, quota

systems perpetuate the prejudice
H) Sheltered Workshops
These programs only hire persons with disabilities, and

structure jobs around the perceived abilities of each

employee.
The program serve as a training ground for the eventual

transition of employees to the open labor market.

Their work are seen as charitable enterprises and are

funded.
Government can serve their citizens with disabilities

better by removing barriers towards their employment

in the open labor market.
I) Private Sector Initiatives
In addition to government driven
strategies, a number of private sector
initiatives also serve to illustrate the
need for action to be taken not only by
governments, but by employers
themselves.
J) Employer Networks
The main activities of employer organizations
include:
Raising awareness and building capacity on
disability inclusion.
Providing information and tools on disability and
employment.
Influencing policy on the employment and
training of persons with disabilities.
Providing career development opportunities
and organizing vocational training.
Linking jobseekers with disabilities and
employers.
K) Support Disability-
Inclusive Business
It is recommended that governments:
A. Introduce programs to raise awareness among
private employers of the business case for hiring
persons with disabilities.
B. Support employers‘ organizations and networks
to share inclusion practices and build their
capacities to harness the potential of employees
with disabilities.
L) Social Enterprises
Social enterprises are businesses that seek to
advance a social cause whilst being financially self-
sustainable.
Aimed to maximize social impact.

Consciously seek to hire persons with disabilities.

Address issues and barriers affecting the lives of

persons with disabilities

 M) Support Persons with
Disabilities in the Workplace
It is recommended that governments:
A. Promote flexible working arrangements to ensure that
qualified, productive individuals are not unnecessarily
prevented from doing certain jobs.
B. Provide funding support and tax incentives to start ups
and social enterprise initiatives
C. Provide subsidies or tax incentives that support the
inclusion of persons with disabilities in the workplace.
D. Develop job coach accreditation and training standards
E. Provide job coaching services to enable persons with
disabilities to do their jobs effectively and productively.
 N) Building a More Inclusive
Society
It is recommended that governments:
A. Develop and implement accessibility standards for
the physical environment in line with universal
design, including public buildings and transport
services.
B. Promote and provide knowledge, information and
communication services in accessible formats, in line
with universal design.
C. Foster greater social inclusion by establishing links
with disabled persons‘ organizations
 O) Boost Education and
Training Opportunities
It is recommended that governments:
A. Make education systems more inclusive, both to make
schools more accessible to children with disabilities,
and to modify instruction to meet the needs of all
children.
B. Mainstream disability inclusion into technical
vocational education and training (TVET) programs, to
support persons with disabilities to acquire knowledge
and skills necessary to find and retain decent work.
C. must ensure that persons with disabilities are able to
access education and training on an equal basis with
others.
 P) Break Down Attitudinal Barriers
and Challenge Discrimination
For governments to better understand and challenge
attitudinal barriers, it is essential to:
A. Undertake research to examine the causes and
manifestations of discriminatory attitudes
towards persons with disabilities across society.
B. Launch public awareness campaigns and
programs to promote the rights of persons with
disabilities.
C. Conduct disability awareness training such as
Disability Equality Training for public employees
at the national and local levels.
 Chapter Four
Promoting Inclusive Culture