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Inclusiveness All in One
Inclusiveness All in One
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Learning disability (LD) refers to a disorder
in one or more of the basic psychological
processes involved in understanding or in
using language, spoken or written and
mathematics.
LD manifest itself in the imperfect ability to
listen, think, speak, read, write, spell, or to
do mathematical calculations.
LD should not be confused with learning
problems which are primarily the result of
sensory, or motor disorder; of intellectual
disability; of emotional disturbance; or of
environmental, cultural or economic
disadvantages
There often appears to be a gap between the
individual‘s potential and actual achievement.
It is some times called ―hidden disability‖
A learning disability cannot be cured or fixed;
It is a lifelong challenge.
Types of LD:
1. Auditory Processing Disorder (APD):
Individuals with APD do not recognize subtle
differences between sounds in words.
2. Language Processing Disorder:
It is a specific type of Auditory Processing
Disorder (APD)
While an APD affects the interpretation of all
sounds coming into the brain, LPD relates only
to the processing of language
3. Dyslexia: is a specific learning disability that affects
reading and related language-based processing skills
4. Dysgraphia: is a specific learning disability that
affects a person‘s handwriting ability and fine motor
skills.
5. 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
6. Non-Verbal Learning Disabilities: Difficulty
interpreting nonverbal cues like facial expressions or
body language
7. 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
This disability category can be divided into two
groups: speech disorder and language disorder.
A. Speech Disorder
There are three basic types of speech disorders:
articulation disorders, fluency disorders, and
voice disorders
Articulation Disorders: include such problems
as:
Omission: (bo for boat)
Substitutions: (wabbit for rabbit)
Distortions: (shlip for sip)
Addition
Fluency Disorders: are difficulties with the
rhythm and timing of speech characterized by
hesitations, repetitions, or prolongations of
sounds, words, or phrases.
Stuttering: rapid-fire repetitions of consonant
or vowel sound.
Cluttering: excessively fast and jerky speech
5. Autism
Autism refers to a developmental disability significantly
affecting verbal and nonverbal communication and
social interaction of a child.
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
5. Foundations for Building Inclusive Society
4. Accessible features
◦ Built up handles
◦ Voice-activated computer
◦ Automobile hand controls
5. Job accommodations
◦ Simplification of task
◦ Flexible work hours
◦ Rest breaks
◦ Splitting job into parts
political decision-making;
• Fostering democratic participation and citizenship and
supporting processes that promote and sustain democracy;
• Advancing understanding, respect for cultural diversity,
and human solidarity by promoting a dialogue among
societies;
Contrary to the important of inclusive education exclusion in
education create undesirable result for a nation:
Educational exclusion cut people off from full involvement in the
economic and social life of their countries
As an experience of deprivation, social exclusion is often the
consequence of severe horizontal inequalities, and as such it can
underpin grievances that can mobilize groups for conflict
Exclusion through horizontal inequalities undermines social
Educational inequalities reflect social inequalities more broadly;
Dominant ethnic groups control state resources and may
discriminate against minority groups in terms of access to social
resources, such as education, and employment opportunities;
Sources of Conflict
Spiritual sources of conflict
Result of original ancestor‟s separation from God and negative influence from evil
spiritual forces
Individual sources of conflict
Disunity within the individual and confusion of values
Family sources of conflict
Family dysfunctions affect succeeding generations.
National/international sources of conflict
National policies affect future generations and can lead to conflict within or between
nations
Historical Sources of Conflict
• National crimes burden future generations
• Ethnic/religious resentments accumulate
• Individual Choice: To resolve or repeat past conflicts- rethinking the past and the
future
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:
Skills of sifting 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.
Inclusive education is a foundation for inclusiveness in all
aspects of life. It creates equality and equity among divers
population. Diversity refers to in terms of language, religion,
socioeconomic status, culture and psychology.
Inclusion for Democracy
Democracy is a great philosophy of inclusion that born and
grown in inclusive schools. It means the rule of the people, by
the people, for the people; and where ―people is to mean all
human being, regardless of the diversities.
Democratic schools are an educational ideal in which democracy
is both a goal and a method of instruction. It brings democratic
values to education and can include self-determination within a
community of equals, as well as such values as justice, respect
and trust of diversities.
Schools are the ideal place to promote democracy. One of the
most important tasks of schools should be helping students to
realize the values of democracy.
The democratic values include is to enhance protected right,
independent quality life for all, freedom, pursuit of
happiness, justice, the common good, truth, respect and
tolerance for diversity and partisanship.
democracy is one of the principles of inclusiveness in the
process of building inclusive society that begun in schools.
Inclusive education is based on the following democratic
principles: 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; and
all learners are enabled to fulfill their potential by taking
into account individual requirements and needs.
Inclusion for Development
Development is a positive growth or change in economical,
social and political aspects of a country. 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.
Inclusive development also has an ―integral focus on the
achievement of equity and the rights of citizenship‖ (Hickey,
2013).
Inclusive development consists of ensuring that all marginalized
and excluded groups are stakeholders in development processes.
If there is no inclusiveness in all walks of life, development
cannot be sustainable. Inclusive and sustainable development is
crucial to reduce poverty in all its dimensions so that all
members of the society are benefitted.
The goal of inclusiveness is to prevent social exclusion and
creating more social inclusion that aim at including all
members of society in the growth process.
Social inclusion is an integral part of inclusive development
Social inclusion enhances capabilities, broadens social ties
of respect and recognition, and at the collective level,
enhances social bonds, cohesion, integration and solidarity
(UNDP, 2015) among human race.
RESPECTING AND VALUING DIVERSITY
These include race, ethnicity, age, ability, language,
nationality, socioeconomic status, gender, religion, or sexual
orientation.
Acceptance and respect, accommodation of beliefs, and
ethnic, cultural differences, gender equality, physical and
mental disabilities, generation gaps, and language and
communication.
Valuing diversity: Recognizes differences between people and
acknowledges that these differences are a valued asset.
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.
CREATING FRIENDLY ENVIRONMENTS FOR
MARGINALIZED PEOPLE
Some of the strategies are:
(1) Tolerate for the differences opinions and attitudes;
(2) seek out marginalized voices and perspectives and provide
support; (3) confront your own racist thought and try to be
inclusive of all the differences;
(4) use your privilege to support marginalized people„s
movements; (5) give your time and money, if possible for the
success of inclusive development;
(6) be proactive about inclusion in your daily life;
(7) avoid segregation; and
(8) 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.
Woman’s participations in developments
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; and gender Justice is indispensable for
development, poverty reduction, and is crucial to
achieving human progress;
Marginalized group of people
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.
Targeting or ignoring one group can ultimately affect the whole
society in all aspects of development.
Marginalization comprises those processes by which individuals
and groups are ignored or relegated to the sidelines of political
debate, social negotiation, and economic bargaining and kept
there.
Chapter 6: Legal frame work
LEGAL FRAMEWORKS FOR INCLUSION
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.
The rights of persons with disability have increasingly been
recognized by international and national law. For example,
The Declaration on the Rights of Mentally Retarded
Persons (1971)
the Declaration on the Rights of Disabled Persons (1975)
both establish the principle of equality of the rights of
persons with disability.
The Declaration on the Rights of Deaf-Blind Persons
(1979) adopted by the Economic and Social Council
provides universal rights.
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 nondiscrimination.
Key International Instruments and other Documents that
Promote Inclusion
1948 Universal Declaration of Human Rights – Article 26
1960 UNESCO Convention against Discrimination in Education
– Articles 1, 3 and 4
1965 International Convention on Elimination of All Forms of
Racial Discrimination Article 5
1966 International Covenant on Economic, Social and Cultural
Rights – Article 13
1966 International Covenant on Civil and Political Rights –
Articles 18 and 19
1973 ILO Convention on the Minimum Age for Employment –
Article 7
1979 Convention on the Elimination of All Forms of
Discrimination Against Women Article 10
1982 World Program of Action Concerning Disabled Persons
proposals for implementation, national action, part 2
1989 Convention on the Rights of the Child – Articles 23, 28
and 29
1989 ILO Convention Concerning Indigenous and Tribal
Peoples – Articles 26, 27, 28, 29, 30 and 31
1990 The World Declaration on Education for All, Jomtien
1993 The Standard Rules on the Equalization of Opportunities
for Persons with Disabilities
1994 The Salamanca Statement and Framework for Action on
Special Needs Education
1999 ILO Convention on the Worst Forms of Child Labor –
Article 7
1999 Salamanca Five Years On Review
2000 World Education Forum Framework for Action, Dakar
2006 Convention on the Rights of Persons with Disabilities
2007 EFA Global Monitoring Report: Strong Foundations –
early childhood care and education
2008 EFA Global Monitoring Report: Education for All by
2015
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.
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
2. Labor Proclamation, No. 377/2003, amended by Labor
Proclamation No. 494/2006
3. The Federal Civil Servant Proclamation- No. 515/2007
4. Proclamation concerning the Rights to Employment for
Persons with Disabilities- No. 568/2008
5. Framework Document- 2009: provides for Special Needs
Education (SNE) in Technical and Vocational Education and
Training (TVET).
6. Building Proclamation- No. 624/2009
7. Proclamation on Definition of Powers of Duties of the
Executive Organs of the Federal
Democratic Republic of Ethiopia, No. 691/2010
8. Growth and Transformation Plan (GTP) 2010-2015
9. National Plan of Action of Persons with Disabilities -
(2012-2021)
10. Proclamation concerning the Rights of Disabled Persons
to Employment-No.101/1994
11. The Federal Civil Servant Proclamation (Proclamation -
No 1064/2017: Article 13/2 of proclamation no 1064/2017
12. Labor Proclamation-1156/2019
13. Organization of Civil Society Proclamation -No.
1113/2019
14. The Revised higher institutions proclamation- No.
1152/2019
15. Advertisement Proclamation -No. 759/2012
16. The Ethiopian Building proclamation -No 624/2009
17. Definition of Powers and Duties of the Executive Organs of
the Federal Democratic Republic of Ethiopia Proclamation -No.
1097/2018
18. Developmental Social Welfare Policy 1997
19. The FDRE Education and Training Policy of 1994
20. The FDRE special needs/inclusive education strategy 2012
Inclusion demands resources to meet the need of all
members of communities and to facilitate equal
participants in all sphere of life.
Inclusion refers to the process of providing all necessary
services according to the needs of divers„ population in the
community and bringing support services instead of
mobilizing resources in a separate setting
Provisions of Resources
The resource should be considered for people with disabilities in
workplaces, social gatherings, recreational and in schools that help
them to feel comfortable, secure and work at their independent
and team activities.
Available resources those meet their needs can help persons with
disabilities move towards success
School based resource room for children
All concerned bodies should be inclusive in their planning,
budgeting and taking action for the education of persons with
disabilities
The resource room is a classroom where a special education
program can be delivered to a student with a disability and learning
difficulty.
It is for those students who belong to a regular class but need some
special instructions in an individualized or small group setting for
a portion of the day
Methods and materials are adapted to students' learning styles and
characteristics using multisensory and other specialized
approaches
This program includes remedial, compensatory and developmental
instruction, which is provided in small groups for usually three to
five hours per week.
Human resources in schools Hearing aids (various type)
Sign language interpreter Sign language books and videos
Braille specialist
Various instructional videos related this unit
Mobility and orientation expert
Braille atlases
Special needs educators
Molded plastic, dissected and un-dissected
Speech and language therapist
relief maps
Physiotherapist
Behavioral therapists…etc Relief globs
material resources Land form model
LCD and/or Smart Board Abacus
E - Chart Raised clock faces
Various magnifying lenses Geometric area and volume aids
Slate and styles Write forms for matched planes and volumes
Perkins Braille writer Braille rulers
White Cane Raised-line check books
Blind folder Signature guide
Tuning fork
Audiometer
Longhand-writing kit
Talking calculator
Closed-circuit television
Computer software for various students with special needs; for example Jaws for blind and
sign language software for deaf
Orthosis
Prosthesis
Environmental accessibilities
- Ramps
- Elevators
- Wheel chairs
Collaboration is defined as “the act of working together to produce
or create something according to the capacities and abilities of
individuals.
Collaboration means 'to work with another person or group in order
to achieve accomplish intended goals.
Collaboration provides every team member with equal
opportunities to participate and communicate their ideas.
It has potential to create synergy – where the whole is greater than
the sum of the parts.
The phrase 'putting our heads together' would be a good example of
this important element of collaboration
Key elements of successful collaboration
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.
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 nonthreatening and non-judgmental
Establish clear common goals for the manner.
collaboration. Give credit to others for their ideas and
Define your respective roles and who is accomplishments
accountable for what, but accept joint Develop procedures for resolving
responsibility for the decisions and their conflicts and manage these processes
outcomes skillfully.
Take a problem-solving approach – with Better still, anticipate possible conflicts
a sense that all those in the collaborative and take steps to avoid them as far as
arrangement share ownership of the possible. This is not to say that
problem and its solution. disagreements can, or even should, be
Establish an atmosphere of trust and avoided.
mutual respect for each others‟ expertise. Arrange periodic meetings to review
Aim for consensus decision-making. progress in the collaborative
arrangements.
Ask for and give immediate and
objective feedback to others in a
Advantages/ Benefits of collaboration
Creating a sense of teamwork and building bonds encourages team
members to work for the collective rather than just themselves
Higher employee productivity
Greater efficiency and less duplicated effort
Access to additional resources or lower costs through sharing
resources such as office space, administration or other aspects of an
organization‟s operation.
Improved service coordination across agencies, with better
pathways or referral systems for service users.
Challenges to Team Collaboration
Indecisive decision-makers. Ironic, isn't it? ...
"E-fail" This is a little term used for when email straight up fails. ...
Mis (sing) communication. When collaborating, there is always
room for misinterpretation and miscommunication.
Process sinking vs. process syncing.
Too many cooks.
Negative Nancy.
Cooperativeness
Cooperation is one of the components of collaboration
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.
Cooperation: the learners discuss, problem-solve and collaborate
with each other; Face to face interaction and establish consensus;
It requires interdependence, which can take one or more forms that
help to create inclusiveness:
1. Goal interdependence: the group has a single goal.
2. Reward interdependence: the whole group receives acknowledgement
for achieving the goal
3. Resource interdependence: each group member has different resources
(knowledge or materials) that must be combined to complete a task
4. Role interdependence: each group member is assigned a different role
(e.g, leader, reporter, time-keeper)
In cooperative learning and works, the strategies for effective co-
planning and team working are very important.
The following steps are important for a 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
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