Bahir Dar University

College of Education & Behavioral Science

Terefe Mihret
Department of Special Needs & Inclusive Education

course :Inclusiveness
Course Code: SNIE 1012
Credit and Contact Hours: 2/3/4

“Disability is true to me today, but it is probability to you

tomorrow.”
 Outline
1. Understanding Disabilities
Concepts of inclusion

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2.
3. Identification& differentiated services
4. Promoting inclusive culture
5. Inclusion for peace, democracy and development
6. Legal framework
7. Resources management for inclusion
8. Collaborative partnership with stakeholders
 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
–Terefe
Discuss
Mihret 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.
• It is Physical Construct
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 DISABILITY
• It refers to any restriction or lack of ability (resulting from
impairment or absence of experience ) to perform an activity
in a manner or within the range considered normal for a
human being.

• disability means functional limitations due to physical,

intellectual or mental impairment, health or cognitive
disorders on a person (who,1996).
 A disability exists when an impairment limits a person’s
ability to perform certain tasks (e.g., walk, see, etc)
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It is a functional construct
 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.

Limitation To Take Part In The Life Of The Community On An Equal Level With

Others due to physical or social barriers”.

a person with a disability is not handicapped, unless the disability

leads to educational, personal, social, vocational, or other problems

it is a physical or attitudinal constraint imposed upon a person, regardless of whether

that person has a disability or not
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Social construct
 To sum-up, a disease at its initial stage may result in some kind of
intellectual, language, sensory or motor is called 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.

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Movement from segregation to inclusion
Segregation

 educational placement where children with disabilities are

educated in separate school environment or in a special
needs class
Mainstreaming
 the return of children with disability previously educated
exclusively in segregated settings to regular classroom, for
all or part of the school day.
Integration
 placement of children with disability in educational
programs that also serve children without disability.
 it refers, to the education of pupils with special needs in
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ordinary schools.
Inclusion

 a shift in services from simply trying to fit the child into 'normal settings'; it is a
supplemental support for their disabilities on special needs and promoting the child's overall
development in an optimal setting.

 Inclusiveness
 It involves changes and modifications in content,
approaches, structures and strategies, with a common vision
that covers all children of the appropriate age range and a
conviction that it is the responsibility of the regular system
to educate all children (UNESCO, 2009).
 a shift in services from simply trying to fit the child into
'normal settings'; it is a supplemental support for their
disabilities on special needs and promoting the child's
overall development in an optimal setting.
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 Model of disability
 Traditional model of disabilities

 Traditional model of disabilities believed that, it is the result

of God punishment, due to, their parents and ancestors
wrong doing.
 This model also believes, it is caused by evil, criminal and
sinful.
 There is no treatment, b/c it doesn’t focused on the medical
and social aspect of the individuals.
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 Medical model:

 According to medical model disability is caused by, disease.

 This model believed that the disability is the child him/her self.

 it also think, the child is damaged, diagnosis and classification,

 Change the child to fit the system, b/c no attention about

external environment.

 Can be cure through medication

 It characterized by Segregation
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 Social model:

 Social model of disabilities focuses on the external

environment rather than the disabilities of the child.
 The society them selves are the causes of disabilities, due to;

 their attitude towards disabilities,

 knowledge about the causes, nature, type and level of

disabilities,
 The norm, custom, culture and their backgrounds

 So, it give attention to change the system to fit the child.

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 Medical vs social model
 Social Model
 Medical Model
 Child is valued
 Child is faulty
 Strengths and needs
 Diagnosis and labeling
identified
 Impairment is focus of attention :
 Barriers identified and
 Segregation and alternative services
solutions developed
 Re-entry if normal enough or permanent exclusion
 Resources made
 Society remains unchanged
available
 Diversity welcomed;
child is welcomed
 Society evolves

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 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.

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 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.

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 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, measles, and chicken
pox may lead to meningitis .
– 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
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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

– For example, if a school is built with a ramp in addition to stairs, it

makes it easy for people with wheelchairs to move about freely.
This way, their impairment is not made worse.

– Lack of education, support services, health and opportunities for

people with impairment can cause additional disability to people
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 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.

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 TYPE OF DISABILITIES
Visual impairment
 Visual impairment in general two sub- classifications. These are blindness and low
vision.
 Blindness, typically refers to vision loss that is not correctable with eyeglasses or
contact lenses.
 children who are blind use their tactile or auditory senses as their primary learning
channels,
 those individual who are so severely impaired that they
must be taught to read by Braille or by the use of
aural/auditory methods (audiotapes & records).
 low vision ;refers to individuals who can read prints though
they need to use magnifying devices or books with large
print.
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 Hearing Impairment
 refers to complete or partial loss of the ability to hear from one or both ears.

 Unable to hear sounds which ranges from mild to profound

 which includes the sub-classifications of the hard of hearing and deaf.

 Hard of Hearing: " refers generally to a person with the use of

hearing aid, has residual hearing sufficient to enable successful

processing of linguistic information through audition.
 Deaf: refers to the complete loss of ability to hear from one or both ears

 Those who have difficulty understanding speech, even with hearing aids but
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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
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• 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
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Types of Specific Learning Disabilities
Dyscalculia/Arthimetic problem


Dyscalculia is a specific learning disability that affects a
person‘s ability to understand numbers and learn maths.
 have poor comprehension of maths symbols,
 may struggle with memorizing and
 organizing numbers,
 have difficulty telling time, or have trouble with counting.

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Dysgraphia/hand writing
problem
– Dysgraphia is a specific learning disability that
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
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writing at the same time.
 Dyslexia/Reading pbs

– 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.
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Auditory Processing Disorder (APD)
– 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.
– They can also find it difficult to tell where sounds are coming from, to make sense of
the order of sounds, or to block out competing background noises.
– 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.
– affects the interpretation of all sounds coming into the brain, a (LPD)
relates only to the processing of language LPD can affect expressive
language and/orTerefe
receptive
Mihret language.
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.
– has trouble interpreting nonverbal cues like facial expressions or
body language, and may have poor coordination
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
– seen in people with learning disabilities such as Dysgraphia or
Non-verbal LD, it can result in missing subtle differences in
shapes or printed letters, losing place frequently, struggles with
cutting, holding pencil too tightly, or poor eye/hand
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coordination.
 4. Speech and Language Impairments
 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 : is the oral production of language

any imperfection in the production of sound of language,

caused by problems such as inadequate muscle co-ordination

2.Language Impairments; a system used by a group of people

for giving meaning to sounds, words, gestures, and other

symbols. a difficulty in understanding and using speech, the
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 Speech Impairments
 There are three basic types of speech impairments:

1) articulation disorders,

2) fluency disorders, and

3) voice disorders.

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A) Articulation disorders Speech-Sound Errors
Articulation Disorder are errors in the production of speech sounds.
The child is unable to produce speech sounds appropriate for his or
her age

These disorders include:

 Omissions: (bo for boat)

 Substitutions: (wabbit for rabbit)

 Distortions: (shlip for sip)

 Addition

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 B) Fluency Disorders
 Fluency disorders. the abnormal flow of verbal expression

 are interruptions in the flow of speech. speech is confused

or full of extra sounds.
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: speech that is overly rapid, disorganized, and
occasionally filled with unnecessary words
 excessively fast and jerky speech
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 C) Voice Disorders
 it affect the quality, pitch, or strength of the person’s
speech.
 which is inappropriate for an individual’s age and/or sex

 Voice disorders are characterized by abnormal production

and/or absences of vocal quality, pitch, loudness,
resonance, and/or duration. Competitive

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There are five basic areas of language
impairments:
1) phonological disorders
2) morphological disorders
3) semantic disorders
4) syntactical deficits
5) pragmatic difficulties.
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Phonological disorders
• defined as the abnormal organization of the phonological system, or a
significant deficit in speech production or perception.
• Apraxia of speech is a specific phonological disorder where the student
may want to speak but has difficulty planning what to say and the motor
movements to use.
Morphological disorders are defined as difficulties with morphological
inflections (inflections on nouns, verbs, and adjectives that signal different
kinds of meanings).
Semantic disorders
• are 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
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with multiple word meanings, excessive use of nonspecific terms, and

Syntactic deficits
• arecharacterized 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.
Pragmatic- difficulties are characterized as problems in
understanding and using language in different social
contexts.
• Thesestudents may lack an understanding of the rules for
making eye contact, respecting personal space, requesting
information, and introducing topics
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 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.
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 Autism is a neurodevelopment disorder defined by
impairments in social and communication development,
accompanied by stereotyped patterns of behavior and
interest
 based upon the American Psychiatric
Association’s definition of three symptoms
areas
 lack of normal sociability,
 impaired communication and
 repetitive obsessive behavior such as politeness, turn-taking.
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 6 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 Terefe
symptoms
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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, 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.
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Causes of behavioral and emotional disorders
1. Biological- includes genetic disorders, brain damage, and
malnutrition, allergies, temperament and damage to the
central nervous system.

2. Family factors- include family interactions, family
influence, child abuse, neglect, and poor disciplinary
practices at home.
3. Cultural factors- include some traditional and cultural
negative practices, for example watching violence and
sexually oriented movies and TV programs.
4. Environmental factors- include peer pressure, living in
impoverished area.

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7 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.

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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.

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
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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.
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3. Intellectual Disability originates before the age of 18

• people with ID 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 ID vary physically and emotionally apparent slowness in
learning may be related to the delayed rate of intellectual development
Learning and Memory: people with ID 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
Adaptive Skills: people with ID are often not comparable to those of their peers without
disabilities
Speech and Language: People with ID may have delayed speech, language comprehension
and formulation difficulties
Motivation: People with ID are often described as lacking motivation, or outer-directed
behavior
Academic Achievement, Physical characteristics: CWID differing biological etiologies, may
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exhibit coexisting problems, such as physical, motor, orthopedic, visual and auditory
impairments, and health problems
levels of support for individuals with intellectual disabilities
levels of support range from intermittent (just occasional or ―as
needed‖ for specific activities) to pervasive (continuous in all
realms of
Levels and areas of support for intellectual disabilities
living).
Level of Duration of Frequency of Setting of support Amount of professional
support support support assistance
Intermittent Only as needed Occasional or Usually only one Occasional consultation or
infrequent or two (e.g. 1–2 monitoring by professional
classes or
activities)
Limited As needed, but Regular, but Several settings, Occasional or regular contact
sometimes frequency but not usually all with professionals
continuing varies
Extensive Usually Regular, but Several settings, Regular contact with
continuing frequency but not usually all
varies professionals at least once a
week

Pervasive May
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lifelong continuous monitoring by professionals
8 Physical disability/orthopedic impairment and health
impairment
• Physical disability are problems that result from injuries or
conditions affecting the central nervous system or other
body systems and their related functions.

• 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
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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

C.severe physical disability:-

these are individuals who are wheel-chair dependent and may need special help to
achieve regular development.

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the physical disability could be broadly classified in to two
i. the neurological system (the brain ,spinal cord & nerve) related problems.
ii. ii. musculo skeletal system ( the muscles, bones and joints) are deficient due to
various causes.

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. with the
spinal cord injury or deformity, the path ways between the brain and the muscles are
interrupted, so messages are transmitted but never received
The result is muscle paralysis and loss of sensation beyond the point where the spinal
cord or the nerve is damaged.
These 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
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• epilepsy:-is disorder that occurs when the brain cells are not working
properly and is often called a seizure disorder.
• some children and youth will epilepsy have only a temporary loss of
attention (petit mal seizures)
• once epilepsy is diagnosed, it can usually be controlled with
medication. most individuals with epilepsy have normal intelligence.
• epilepsy is a condition that affects 1 to 2 percent of the population. it is
characterized by recurring seizures, which are spontaneous abnormal
discharge of electrical impulses of the brain.
• Spinal bifida and spinal cord injury:- damage to the spinal cord
leads to paralysis and loss of sensation in the affected areas of the
body. The spinal bifida is a birth defect of the backbone (spinal
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column). The cause is unknown but it usually occurs in the first
twenty-six days of pregnancy.
• musculoskeletal system: - it includes the muscles and their supporting framework
and the skeleton.
• progressive muscle weakness (muscular dystrophy);
• inflammation of the joints (arthritis), or
• loss of various parts of the body (amputation)

• the list of the impairment and associated with musculoskeletal malformation are the
following:
muscular dystrophy:- is an inherited condition accruing mainly in males, in which the
muscles weaken and deteriorate. the weakness usually appears around 3 to 4 years of
age and worsens progressively.
arthritis:-is an inflammation of the joints. symptoms include swollen and stiff joints,
fever, and pain in the joints during acute periods. prolonged inflammation can lead
joint deformities that can eventually affect mobility.
amputation:- a small number of children have missing limbs because of congenital
abnormalities or injuiry or disease).
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these children can use customized prosthetic devices (artificial hands, arms, or legs) to
replace limp functions and increase independence in daily activities.
other muscle-skeletal disorders are:-
marfan syndrome is a genetic disorder in which the muscles are poorly developed and the spine
is curved. individuals with marfan syndrome may have either long, thin limbs, prominent
shoulder blades, spinal curvature, flat feet, or long fingers & thumbs. the heart and blood vessels
are usually affected. can lead to heart failure. individuals with marfan syndrome need to avoid
heavy exercise and lifting heavy objects.

achondroplasis:- is a genetic disorder that affects 1 in 10,000 births.

• these children are at risk of sudden death during sleep from compression of the spinal cord
interfering with their breathing. the disability may be lessened through the use of the back
braces or by surgery.

polio:- is viral disease that invade the brain and cause severe paralysis of the total body system.
in its mild form results in partial paralysis.
club foot:- this term is used to describe various ankle or foot deformities, i.e these conditions
can be treated with physical therapy, and a cast on the foot can solve the problem in most
instances. in more severe cases, surgery is necessary. with early treatment, most children can
wear regular shoes and take part in all school activities.
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cleft lip and cleft palate:- are openings in the lip or roof of the mouth, respectively, that fail to
close before birth, the cause is unknown. most cleft problems can be repaired through surgery.
 Health impairment children refers to the learners who suffered from illness or
diseases that normally affect the operation of various organs of the body.
is a condition that requires ongoing medical attention.
It includes asthma, heart defects, cancer, diabetes, hemophilia. HIV/AIDS, etc.
• any disease that interferes with learning can make students eligible for special services.
these disease caused problems are as follow.
heart disease:- it is caused by improper circulation of blood by the heart some of the
disorders are congenital )present at birth);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):-
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 explode

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of breathing
difficulties especially while exhaling.
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 heart and central nervous system.

tuberculosis infectious disease that commonly affects the lungs and affect
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other tissues of the body.

cancer abnormal growth of cells that can affect any organ system
9. gifted and talented
Giftedness would be used to describe high natural
ability, but not for a single dimension or trait.
Talent would refer to high level of performance
and well developed skill.
Gifted is usually used to refer to people with
superior intellectual or cognitive performance
Talented is usually used to refer to people who
show outstanding performance in a specific area
such as the performing or visual arts.
giftedness equates with high ability,
Talent equates with high
achievement
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 10 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
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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.

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Causes of Vulnerability
– 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 includes; lack of access to information and knowledge,
– lack of public awareness,
– limited access to political power and representation (political vulnerability.
– When people are socially disadvantaged or lack political voice, their vulnerability
is exacerbated further.
– The economic vulnerability.
– Environmental vulnerability concerns land degradation, earthquake, flood,
hurricane, drought,Terefe
storms
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water scarcity, deforestation, and the other threats to
Characteristics of Vulnerable People
– Less physically or mentally capable (infants, older adults,
people with disabilities)
– Fewer material and/or financial resources (low-income
households, homeless)
– Less knowledge or experience (children, illiterate,
foreigners, tourists)
– 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,

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– Persons with disabilities, health impairments and vulnerable people
are people who should be productive and able to live independent life.
– Their impairment is not something that has disabled them; rather, the
social system is the major disabling factor.
– Disabilities do not only affect an impaired persons; it affect the whole
nation, when this people are neglected from education and
employment and when they are not actively participate in the social,
political and economic activities.
– These situations make them to lead dependent lives which in turn
affect the life of the nation.
– Hence, inclusiveness is an outlet for creating a society of productivity
who leads independent life.

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 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 /organization/ school and
inclusive classroom environments
 Point out strategies to implement inclusion in teaching and learning
processes/in any public sectorsTerefe Mihret
 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.

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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
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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
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It acknowledges that learning begins at birth and continues
throughout life.
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.

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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.

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 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
All learners need their learning supported child-
focused teaching benefits all children.
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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.

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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 Terefe Mihret
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.
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Inclusion and non-inclusive
Inclusion does not
practices. mean

Inclusion mean  Placing students with disabilities into
Students with disabilities and vulnerability attend
general education classrooms without
their neighborhood schools
careful planning and adequate support.


 Each student is in an age-appropriate general 
Reducing services or funding for special
education classroom
education services.
 Every student is accepted and regarded as a full 
Placing all students who have disabilities or
and valued member of the class and the school
community.
who are at risk in one or a few designated

classrooms.
Special education supports are provided to each
 Teachers spending a disproportionate amount
student with a disability within the context of the
general education classroom. of time teaching or adapting the curriculum for
 students with disabilities.
All students receive an education that addresses
their individual needs  Isolating students with disabilities socially,
 No student is excluded based on type or degree physically, or academically within the general
of disability. education school or classroom.
  Endangering the achievement of general
All members of the school (e.g., administration,
staff, students, and parents) promote education students through slower instruction
cooperative/collaborative teaching arrangements or a less challenging curriculum.
 There is school-based planning, problem-  Lowering special education teachers to the role
solving, and ownership of all students and of assistants in the general education
programs classroom.
 Employed according to their capacities without  Requiring general and special education
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discriminations teachers to team together without careful
 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
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 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. Terefe Mihret
2. Inclusion is concerned with the identification and removal

of barriers that hinders the development of PWD .

 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.

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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.

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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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 Rationales for Inclusion and Their Respective Descriptions

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

 A more efficient use of educational resources.

 Decreases dropouts and repetitions

 Teachers competency( knowledge, skills, collaboration,

satisfaction

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Social Foundation
 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

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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
Foundations for Building Inclusive Society
 Formation of mutual understanding and appreciation of
diversity
 Building up empathy, tolerance and cooperation
 Promotion of sustainable development
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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

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disabilities
 Factors that Influenced Development of Inclusion:
Inclusiveness originated from three major ideas.

These include:

1).inclusive education is a basic human right;

2).Quality education results from inclusion of students

with diverse needs and ability differences, and

3).There is no clear demarcation between the

characteristics of students with and without disabilities
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and vulnerabilities.
 Positive Factors to Facilitate IE
Quality
education Activists Special Involvement
and school and educational s of
community
improveme advocat needs internationa
nt ors movement l agencies
movement

Positive factors to facilitate IE

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Inclusive education is facilitated by many influencing actors.
Some of the major drivers include:
 Communities: pre-colonial and 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
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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 as being the
responsibility of education systems and schools.

 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.

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 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
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 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.

 practical experiences in education offers lessons learned from failure

and success in mainstream, special and inclusive education.

 practical demonstrations of successful inclusive education in

different cultures and contexts are a strong influence on its
development Terefe Mihret
 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

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What are the benefits of understanding the
causes of disability for
 educators,
 parents and
 medical/ lawyers professionals?

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 Benefits for Students with Disability

In inclusive settings people will develop:

 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
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 improved academic achievement which leads to quality education
services

 (increased inclusion in future environments that contribute building of

inclusive society).

 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

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 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 buddy‘ 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

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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

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with a wide range of individuals.

 Benefits for Teachers

 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.

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 Parents/family benefit from inclusive education.
For example:
 in developing their positive attitude towards their
children‘s education,
 positive feeling toward their participation,

 appreciation to differences among humankinds and so

on.
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 Benefits for Society
Some of the major benefits may include:

 Introduction of students with disabilities and vulnerabilities into

mainstream schools bring in the students into local communities
and neighborhoods and

 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

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beings.
Ultimate Goal of
Inclusion
– The goal of inclusive education is to create a organization/ schools
where everyone belongs.

– By creating inclusive organization /schools,

– we ensure that there‘s a welcoming place in the community for

everyone after talking these course 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, caste, race, gender, family or community, a
society which ‗levels
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the playing field for investment‘ and leaves no
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 reaches out to and includes

individuals with disabilities and vulnerabilities at all

levels. Terefe Mihret
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 .

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 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,

 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
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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.

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 It makes 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

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 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.

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 Barriers of inclusion

Gaps of legislation and Inaccessible

policies practices social and
physical env’t

Lack of
Societal knowledge
attitude Barriers of and skills
inclusion

Rigid
curricula and
teaching Inadequate
methods resources
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 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

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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.

 Fragile democratic institutions that could not promote inclusion

 Inadequate resources and inaccessibility of social and physical

environments
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 Using inclusive models that may be imported from other countries .

Challenges of Inclusive Education
 Attitudinal barriers
 Inadequate trained personal
 Rigid curriculum and teaching methods
 Inadequate instructional materials and assistive devices
 Large class size and limited space
 inaccessibility of facilities and services
 resistance to change,
 rigid school systems and learning environment,
 lack of instructional and learning materials and
 inadequate budget
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