Department of special needs and

inclusive education
Course: inclusiveness
Be ExamClass family to get FreshMan Exams and other utilities
 Chapter 1: Understanding Disabilities and Vulnerabilities

1.1 Definitions of Basic Terms in SNIE (Impairment, Disability and Handicap)

 Impairment: means a lack/abnormality of an anatomic, physiological or
psychological structure or function on a person.
 It refers to any loss or abnormality of physiological, psychological or
anatomical structure or function of human body.
 Disability: The term disability is ambiguous as there is no single agreement
on the concept (Mitra, 2006) It is not synonymous with AKAL-GUDATENGA
(የአካል ጉዳተኛ) meaning impairment.
 It is losing/restriction to perform a task in the condition which is expected
as a normal condition.
 The concept of disability is complex, dynamic, multidimensional, and
challenged.
 Con,t
 Disability means functional limitations due to
physical, intellectual or mental impairment, health or
cognitive disorders on a person (WHO,1996).
 The medical definition views the disabled person as
needing to-fit in rather than thinking about how society
itself should change.
 This medical definition does not adequately explain the
interaction between societal conditions or expectations
and unique circumstances of an individual the social
definition of disability:
 Con,t
 Disability is a highly varied and complex condition
with a range of implications for social identity and
behavior.
 Disability largely depends on the context and is a
consequence of discrimination, prejudice and exclusion.
Disabilities are a functional limitation of an individual to
perform a task as a normal manner of the communities
life.
It is a result of impairment.
Handicap
 It means an individual is disadvantaged due to his/
her impairment and disability in the normal manner
of the life of the community.

 It is the result of both impairment and disabilities.

 This leads to underprivileged/poor in social,

psychological, economical and political aspect of
life of the society at large.

 Social construct
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.
 Cont,t
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

 Cont,t
 Social model:

 Social model of disabilities focuse 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

 According to this model, the child is valued, have strengths, barriers

identified and solutions developed.

 It focuses on resources available, diversity welcomed ; child is welcomed,

society changes

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

Cause of disability
 Genetic Causes
Abnormalities in genes and genetic inheritance can cause intellectual
disability in children.

Disease
s Illness
Causes of
genetic
Droug disorder
ht and
desert Malnutrition
climat
e
Over-exposure to x-
ray
 Cont,t
 Environmental

 Poverty and malnutrition in pregnant mothers can cause a

deficiency in vital minerals and result in deformation issues
in the unborn child.
 Even after birth, poverty and malnutrition can also cause
poor development of vital organs in the child, which can
finally lead to disability
 The use of drugs, alcohol, tobacco, the exposure to certain
toxic chemicals by a pregnant mother can cause intellectual
disability to the child
 Cont..
 This can cause damage to the brain of the child. Toxic
material such as lead and mercury can damage the brain
too.

 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
 Cont..
 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, basically make
it impossible for them to take care of themselves.

 This way, their impairment is made inferior/worse.

1.2 Type of disabilities
A. Visual Impairment
Visual impairment in general terms has two sub- classifications.

Blindness,

 total inability to see because of disease or disorder of the

eye, optic nerve, or brain.
The term blindness typically refers to vision loss that is not
correctable with eyeglasses or contact lenses.
Low vision,

 is used for moderately impaired vision.

People with low vision may have a visual impairment that

affects only central vision.
 B. Hearing Impairment:

 The definitions given to hearing impairment convey different meaning to different

people.

 it is the generic term includes two sub-classifications

Hard of hearing;

Deaf

C. Specific Learning Disability:

 means a disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written, etc

 The term includes such conditions as perceptual disabilities, brain injury,

minimal brain dysfunction, dyslexia, and developmental aphasia.
 cont,t
Types of Specific Learning Disabilities
o Dyscalculia
 is a specific learning disability that affects a person‘s ability to
understand numbers and learn math.
 also have poor comprehension of math symbols, may struggle
with memorizing and organizing numbers etc.
o Dysgraphia:
 is a specific learning disability that affects a person‘s
handwriting ability and fine motor skills.
 It include illegible handwriting, inconsistent spacing, and
difficulty composing writing as well as thinking and writing at
the same time
 Cont..
o Dyslexia:

 is a specific learning disability that affects reading and

related language-based processing skills.

 can affect reading fluency; decoding, reading comprehension,

recall, writing, spelling, and sometimes speech and can exist

along with other related disorders.

D. Speech and language impairment

 Speech disorder

 means a communication disorder such as;

 stuttering: rapid-fire repetitions of consonant or vowel

sounds, prolongations,
 fluency disorders: are difficulties with the rhythm and timing
of speech.
 voice disorders: are problems with the vocal quality or
abnormal production.
 Cluttering: excessively fast and jerky speech.

 Articulation: errors in the production of speech sounds.

 Cont,t

 Articulation disorder exist due to anatomical or

physiological limitations in the skeletal, muscular, or
neuromuscular support for speech production.
 It characterized by;

Omissions: (bo for boat); shi for ship

Substitutions: (wabbit for rabbit); shili for Chili
Distortions: (shlip for sip) CC
 Language impairments:
 there are Five basic areas of language impairments:

 Phonological disorders:
 abnormal organization of the phonological system, or a
significant deficit in speech production or perception.
 Morphological disorders:
 are 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.
 Cont,t
 Syntactic deficits:
 are characterized by difficulty in acquiring the rules that
govern word order and others aspects of grammar such
as subject-verb agreement.
 Pragmatic difficulties:
 are characterized as problems in understanding and using
language in different social contexts.
E. Autism

 Means a developmental disability significantly

affecting verbal and nonverbal communication and
social interaction.

 generally evident/ occur before age three

 adversely affects a child‘s educational performance.

 It neurodevelopment disorder defined by

impairments in social and communication
development.
F. Emotional and Behavioral Disorders

According to Individuals with Disabilities Education

Act (IDEA), the term Emotional and Behavioral

Disorders means a condition exhibiting one or more

characteristics over a long period of time and to a

marked degree that adversely affects educational

performance.

Inappropriate types of behavior or feelings under

Classification of behavioral and emotional disorders
 Conduct disorder: individuals may seek attention, are
disruptive and act out.
 Socialized aggression: individuals join subculture
group of peers who are openly disrespectful to their
peers, teachers, and parents.
 Attention problems: These individuals may have
attention deficit, and have poor concentration.
 Anxiety/Withdrawn: They typically have low self-
esteem and withdraw from immediate activities.
 Motor excess: These students are hyperactive and
not keep their attention focused.
 Two Broad Classifications Con,t
1. Externalizing Behavior: also called under controlled disorder, include;

 disobedience,

 disruptiveness,

 fighting,

 irresponsibility, etc…

2. Internalizing Behavior: also known as over controlled disorders, include;

 anxiety, immaturity,

 social withdrawal, and feeling of inadequacy (inferiority),

 depression and worries a great deal.

G. Intellectual Disability

 Is a disability characterized by significant limitations

in both intellectual functioning and in adaptive
behavior, which covers many everyday social and
practical skills.

 This disability originates before the age of 18.

 Sub average intellectual functioning

 Generally, an IQ test score of around 70 or as high as

75 indicates a limitation in intellectual functioning.
 Cont..
Significant limitations exist in two or more adaptive skill
areas 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.
 Practical skills: activities of daily living (personal care),
occupational skills, healthcare.
H. Physical disability/Orthopedic Impairment and Health
impairment

 Physical disability

 physical disabilities are orthopedic impairments.

 The term orthopedic impairment generally refers

to conditions of muscular or skeletal system and
sometimes to physical disabling conditions of the
nervous system.
 cont,t
 based on the impact of physical disability on mobility and
motor skills, it is divided into three.
A. Mild physical disability:- individuals are able to walk
without aids and may make normal developmental progress.
B. Moderate physical disability:- individuals can walk with
braces/supports and crutches.
C. Severe physical disability:-individuals who are wheel-chair
dependent and may need special help to achieve regular
development
I. Health Impairments

 Heart disease:-

 It is caused by improper circulation of blood by the

heart some of the disorders are congenital

 Acquired immune deficiency syndrome (AIDS):-

 is a very severe disease caused by human immune deficiency

virus (HIV) infection and transmitted.

 Con,t
 Asthma:

 is a chronic respiratory condition characterized by

repaired explode (go off) breathing difficulties.

 Vulnerability
 Means being at risk of being harmed. Everyone can be
harmed, so being vulnerable is part of being human.
 In principle, everyone is vulnerable to some adverse event or
circumstance, but some people are more vulnerable than others.
 vulnerability can be generally defined as a complex
phenomenon that refers to the following dimensions:
 Economic difficulties/lack of financial resources
 Social exclusion
 Lack of social support from social networks
 Health difficulties
 Being a victim of crime
 chapter 2
 Concepts of Inclusion
Inclusion in education/service refers to:-
 An ongoing process education/services for all human
being
 Ensure the respecting of diversity and the different needs
and abilities, characteristics and learning expectations of
the students and communities
 Welcoming of all students through addressing and
responding their special educational needs
 Eliminating all forms of discrimination‖ (UNESCO)
 Cont…
 Inclusive, 2008, P.3 services at any level are quality provisions
without discrimination or partiality /bias and meeting the
diverse needs of people.
 Inclusion is a process of increasing all persons participation
in learning, employment, services, cultures and communities,
and reducing exclusion at all social contexts.

 It try to find to enable communities, systems and structures

in all cultures and contexts to combat/struggle
discrimination, celebrate diversity, promote participation and
overcome barriers to learning and participation for all people.
 Cont…
The above definition has the following components:
 Concepts about learners
 Education is a fundamental human right for all people

 Learning begins at birth and continues throughout life

 All children have a right to education within their own

community

 Everyone can learn, and any child can experience

difficulties in learning

 All learners need their learning supported child-

focused teaching benefits all children
 Cont…
 Concepts about the education system and schools

 It is broader than formal schooling

 It is flexible, responsive educational systems

 It creates enabling and welcoming educational

environments

 It promotes school improvement –makes effective schools

 It involves whole school approach and collaboration between

partners
 Cont…
 Concepts about diversity and discrimination

 It promotes combating discrimination and

exclusionary pressures at any social sectors

 It enables responding to/acceptance of diversity

as a resource not as a problem

 It prepares learners for an inclusive society that

respects and values difference.

 Cont,t
 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
 Cont…
 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.

 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.
 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.
 Inclusion implies transition/change from separate,
segregated learning and working environments for persons
with disabilities to community based systems.
 Cont…
 Furthermore, UNESCO (2005) has provided four major
inclusion principles that support inclusive practice. These
include:
 Inclusion is a process.
 It never-ending
 it is to search to find better ways of responding to diversity.
 Inclusion is concerned with the identification and removal of
barriers that hinders the development of persons with
disabilities.
 Inclusion is about the presence, participation and achievement
of all persons.
 Cont…
Presence‘ concerned with where persons are

provided and how reliably /dependably and

punctually they attend;

participation‘ must incorporate the views of

learners/and or workers and

achievement‘ outcomes of learning across the

curriculum, not just test and exam results.

 Cont…
 Inclusion invokes/raises a particular emphasis on those who may
be at risk of marginalization, exclusion or underachievement.
Rationale for Inclusion
The major ones include: educational, social, legal, economic and
inclusive society building foundations.
 Educational Foundations
o Children do better academically, psychologically and socially in
inclusive settings.
o A more efficient use of education resources.
o Decreases dropouts and repetitions
o Teachers competency (knowledge, skills, collaboration, satisfaction
 Cont…
Social Foundation
o Segregation teaches individuals to be fearful, ignorant and
breeds/types prejudice.
o All individuals need an education that will help them
develop relationships and prepare them for life in the wider
community.
Legal Foundations
o All individuals have the right to learn and live together.
o Human being shouldn‘t be devalued or discriminate, excluded or sent
away because of their disability.

o There are no legitimate reasons to separate children for their

education
 Cont…
 Economic Foundation
o Inclusive education has economic benefit, both for
individual and for society.
o Inclusive education is more cost-effective than the
creation of special schools across the country.
o Children with disabilities go to local schools

o Better employment and job creation opportunities for

people with disabilities
 Cont…
 Foundations for Building Inclusive Society
o Formation of mutual understanding and appreciation of
diversity
o Building up empathy/understanding, tolerance and
cooperation
o Promotion of sustainable development
 Origin of inclusiveness
 Inclusiveness originated from three major ideas.
These include:

 Inclusive education is a basic human right;

 Quality education results from inclusion of students

with diverse needs and ability differences, and

 There is no clear demarcation between the

characteristics of students with and without

disabilities and vulnerabilities.

Positive Factors to Facilitate IE

Positive factors to facilitate IE

 Benefits of Inclusion

 It is now understood that inclusion benefits for:

 Communities,

 families,

 teachers, and

 students by ensuring that children with disabilities

attend school with their peers and providing them
with adequate support to succeed both academically
and socially.
 Cont…
 Benefits for Students with Special Needs Education
In inclusive settings people will develop:

oObserve and imitate socially acceptable behaviors of the students without

special needs

oImproved friendships with the social

environment and Increased social

initiations, interactions, relationships and networks
oIncreased achievement of individualized educational program (IEP) goals

oEnhanced skill acquisition, generalization in their learning and the

probability that students with SEN will continue to participate in a variety of
integrated settings
oImproved academic achievement which leads to quality education service
 Cont…
Benefits for persons without Special Needs Education
o Have a variety of opportunities for interacting with their age

peers who experience SEN in inclusive school settings.

o Gain knowledge of a good deal about tolerance, individual

difference, and human exceptionality.

o Learn that students with SEN have many positive

characteristics and abilities.

o Have increased appreciation, acceptance and respect of

individual differences among human beings that leads to

increased understanding and acceptance of diversity
 Cont…
Benefits for Teachers
o They gain new knowledge and have more opportunities
to learn new ways to teach different kinds of students.
o They develop more positive attitudes and approaches
towards different people with diverse needs.
o They have greater opportunities to explore new ideas by
communicating more often with others from within and
outside their school, such as in school clusters or teacher
networks, or with parents and community members.
 Cont…
 Benefits for Parents/Family
They:
o Learn more about how their children are being educated in
schools with their peers in an inclusive environment.
o Become personally involved and feel a greater sense of
accomplishment in helping their children to learn.
o Feel valued and consider themselves as equal partners in
providing quality learning opportunities for children.
o Find out ways to interact with others in the community, as well
as to understand and the problems.
o Experience positive attitude about themselves and their
children.
 Cont…
Benefits for society
o Introduction of students with disabilities and vulnerabilities in to
mainstream schools bring in the students int o local communities
and neighborhoods and helps break down barriers and prejudice that
prevail in the society towards persons with disability.
o Communities become more accepting of difference, and everyone
benefits from a friendlier, open environment that values and
appreciates differences in human beings.
o Meaningful participation in the economic, social, political
and cultural life of communities own cost effective non-
segregated schooling system that services both students with
and without special needs education.
 Cont…
Ultimate Goal of Inclusion
 The goal of inclusive education is including:-
 To create schools where everyone belongs, by creating
inclusive schools.
 To ensure that respect and acceptances of difference and
diversity in school.
 To create an inclusive school culture
 Creates better long-term outcomes for all students
 To create inclusive society
 To ensure well coming of all learners
 Features of Inclusive Environment
 An inclusive environment means:-

 Members feel respected by and connected to one another.

 Welcomes all people, regardless of their disability and other

vulnerabilities.
 It recognizes/identify and uses their skills and strengthens
their abilities.
 It includes individuals with disabilities and vulnerabilities at
all levels from first time participants to board members
 An inclusive service environment is respectful, supportive,
and equalizing.
 Inclusive environment
 An inclusive environment is a place that is adjusted to
individuals‘ needs and not that individuals are adjusted to
the environmental needs.
 It acknowledges that individual differences among individuals
are a source of richness and not a problem, and can be met
successfully with a wide range of flexible approaches
 Successful environment has the following characteristics:
 It develops whole-school/environment to promote
inclusiveness and quality provisions and practice that are
responsive to the individual needs and diversities
 Cont…
It recognizes and responds to the diverse needs of
individuals and ensuring quality provisions for all through:
 appropriate accommodations,

organizational arrangements,

restructuring environment, culture, policy, and practice

 resource use and partnerships with their community.

 provides services and facilities equally accessible to all

people
 It is committed to serve all individuals together regardless
of differences.
It promoting pro-social activities
Barriers of inclusion

Inaccessible
social and
physical env’t

Inadequate
resources
 Chapter three
Identification and Differentiated services

 Identification
 Identification is the process of detecting the presence and
absence of a certain problems on the child.

 Assessment
 Assessment is the way of to determining:-
 The nature
 The Severity and
 The type
 Causes
 Consequences

It is a teamwork including:- parents, special needs expert, health

professionals, psychologists, educational experts, peers etc.
 Cont..
 The purpose of assessment is to gather relevant information
about student performance or progress, or to determine
student interests to make judgments about their learning
process

 Intervention

Intervention is the process/way of provision of support for

the child, who is eligible for intervention by the team
member of assessment.

 It describes diverse needs of persons with disabilities and

vulnerabilities followed by differentiated intervention and
 Cont..
 Differentiated service means a multiple service delivery
model that can satisfy the most needs of persons with
disabilities and vulnerabilities.
 Identification and provision of differentiated services is vital
for the realization of inclusiveness, from d/t perspectives, such
as;
health services provision,
 accessibility of technologies,
 employment and economic independence,
disability and rural life and access to education for peoples with
disabilities and vulnerabilities
Impact of Disability and Vulnerability on daily life
 Factors related to the person

 People respond to disabilities in different ways.

 Some react negatively and as a result their quality of life is

negatively affected.
 Others 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
life.
 Cont…
Factors
 The Nature of the Disability
Acquired (a result of an accident, or acquired disease) or
Congenital (present at birth).
o If the disability is acquired, it is more likely to cause a
negative reaction than a congenital disability.
o Congenital disabilities are disabilities that have always
been present, therefore requiring less of an
adjustment than an acquired disability.
 Cont…
 The Individual’s Personality
can be typically/ naturally
 positive or negative,

 independent or dependent

 goal-oriented or laissez-faire.

 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
 Cont…
 The Individual’s Current- Circumstance

 The economic status of the individual or the individual's

caregivers, the individual's education level.
The Individual's Support System –

 The individual‘s support from 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.
 Cont…
 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.
 Cont…
 The disability experience
resulting from the interaction of health conditions,
personal factors, and environmental factors varies greatly.
People who experience mental health conditions or
intellectual impairments appear to be more
disadvantaged in many settings than those who
experience physical or sensory impairments
People with more severe impairments often experience
greater disadvantage.
.
 Cont…
 Conversely, wealth and status can help overcome activity
limitations and participation restrictions
Factors and disabilities
 Economic Factors and Disability
 Economic resources can limit the options and abilities of
someone who requires personal assistance services or
certain physical accommodations.

 The economic status of the community may have a more

profound impact than the status of the individual on the
probability that disability will result from impairment or
other disabling conditions.
 Cont…
 Community can be defined in terms of systems

Microsystem (the local area of the person with the disabling

conditions),
Mesosystem (the area beyond the immediate neighborhood,
perhaps encompassing the town), and
Macro system (a region or nation).
 Political Factors and Disability

o The political system, through its role in designing public

policy
 Cont…
Factors Psychological of Disability
Several constructs can be used to describe one's
psychological environment, including personal resources,
personality traits, and cognition.
These constructs affect both the expression of disability
and an individual's ability to adapt to and react to it.
The Family and Disability
 The family can be either an enabling or a disabling factor
for a person with a disabling condition.
Families can be enabling to people with functional
limitations by providing such tangible services as
housekeeping and transportation and by providing personal
assistance in activities of daily living.
Vulnerabilities

Abraham‘s Maslow Hierarchy of

needs
 Cont..

 The survival needs are formed by the physiological needs and

include the biological requirements for feeding, performing
hygiene, sleeping, ADL, and so on.
 Disabilities and vulnerabilities fulfill their survival needs, they
will look for situations that keep them safe, before moving up
the chain and fulfill their needs to be part of society and to
achieve.
 Social need is a key element that disabilities and vulnerabilities
would like to develop continuously.
 Cont..
 Persons with disabilities and vulnerabilities have socio-
emotional, psychological, physical and social environmental
and economic needs in general.
 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.
 Social protection from a rights-based approach must
accommodate the needs of persons with disabilities and
vulnerabilities.
 Cont …
 basic needs of persons with disabilities and vulnerabilities to
ensure equality for all within our society includes:

Full access to the Environment (towns, countryside &

buildings)
An accessible Transport system
Technical aids and equipment
Accessible/adapted housing
Personal Assistance and support
Inclusive Education and Training
 Cont..
An adequate Income

Equal opportunities for Employment

Appropriate and accessible Information

Advocacy (towards self-advocacy)

Counseling

Appropriate and Accessible Health Care

 Cont…
 The right of persons with disabilities to social
protection is recognized by:-
Declaration

International Covenant

 World Conference. conclusions and recommendations

about the rights of persons with disabilities for
education =
 People with disabilities are particularly vulnerable to deficiencies in
health care services, due to health promotion and prevention
activities seldom/rarely target people with disabilities.
 This implies that, to accelerate the health risk, rate of premature
death of PWDs and occurrence of the following conditions:
 Secondary conditions: conditions occur in addition to (and are
related to) a primary health condition,
 Co-morbid conditions: conditions occur in addition to (and are
unrelated to) a primary health condition associated with disability.
 Age-related conditions: The ageing process for some groups of
people with disabilities begins earlier than usual.
 Cont…
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/go to access health care
including the following
 Cont…
Prohibitive costs: Affordability/enough money of health services
and transportation are two main reasons why people with
disabilities do not receive needed health care services.
Limited availability of services: The lack of appropriate services for
people with disabilities is a significant barrier to health
care.
Physical barriers: Uneven access to buildings (hospitals,
health centers), inaccessible medical equipment, narrow
doorways, internal steps, inadequate bathroom facilities, and
inaccessible parking areas create barriers to health care
facilities.
 Cont…
 Inadequate skills and knowledge of health workers: People
with disabilities were more than twice as likely to report
finding health care provider skills inadequate to meet their
needs
 Addressing for Inclusive Barriers to Health Care
 Governments and professionals could be improve health
outcomes for people with disabilities by improving access to
quality, affordable/reasonable health care services, which
make the best use of available resources.
To remove interacting/relating factors components of the
health care system the followings are required:
 Cont ..
 Policy and legislation: Assess existing policies and services,
identify priorities to reduce health inequalities and plan
improvements for access and inclusion
 Financing: Where private health insurance dominates health
care financing, ensure that people with disabilities are covered
and consider measures to make the premiums/payments
affordable.
 Service delivery: Provide a broad range of modifications and
adjustments (reasonable accommodation) to facilitate access
to health care services
 Human resources: Integrate disability inclusion education into
undergraduate and continuing education for all
health-care professionals.
Disability Inclusive Intervention and Rehabilitation Services

 A „One-size-fits-all “approach to provide services for persons

with disabilities and vulnerability groups is no longer enough.
 Including people with disabilities in everyday activities and
encouraging them to have roles similar to peoples who do
not have a disability is disability inclusion
 more than simply encouraging people; it requires making sure
that adequate policies and practices are in effect in a
community or organization
 Inclusion should lead to increased participation in socially
expected life roles and activities
 Cont..
 Disability inclusion means provision of differentiated
services for persons with disabilities and vulnerabilities.
 Persons with disabilities and vulnerabilities are often excluded
from development processes and humanitarian action because
of:
 physical,
 attitudinal and
 institutional barriers.
this exclusion are increased;
 inequality,
 discrimination and
 Marginalization etc.
 Cont….
 To change this, the twin-track approach should be
involved:
 ensuring all mainstream programs and services are
inclusive and accessible to persons with disabilities,
while at the same time
 providing targeted disability-specific support to
persons with disabilities.
Strategies to Disability inclusive intervention and rehabilitation

 Prevention

 Prevention of conditions associated with disability and

vulnerability is a development issue.
 can greatly reduce the incidence/occurrence of health
conditions leading to disability.
 Based on this a public health approach distinguishes three
ways:
 Primary prevention –actions to avoid or remove the cause of a
health problem in an individual or a population before it arises.
 Cont..
Secondary prevention (early intervention) actions to detect a health and
disabling conditions at an early stage in an individual or a population,
facilitating cure, or reducing or preventing spread, or its long-term effects.
Tertiary prevention (rehabilitation) actions to reduce the impact of an
already established disease by restoring function and reducing disease
related complications
Implementing the Twin-track Approach

ensuring all mainstream programs and services are inclusive

and accessible to persons with disabilities, while at the same
time
 providing targeted disability-specific support to persons with
disabilities
Implement effective Intervention and Rehabilitation

 Rehabilitation interventions promote a comprehensive

process to facilitate attainment/achievement of the optimal
physical, psychological, cognitive, behavioral, social,
vocational, and educational status.
 Rehabilitation requires goal-based activities and, more
recently, measurement of outcomes.
 Medical rehabilitation is often considered separately, and is
focused on recognition, diagnosis, and treatment of health
conditions
 Cont…
 Rehabilitation was conceived within the more
traditional model of medical care, but it is
increasingly obvious that disability issues are more
than medically driven.
 The social justice and civil rights model of disability
is important to understand, and
elements must be incorporated into
rehabilitation interventions
 Components of Rehabilitation Interventions
 Rehabilitation is a process designed to optimize function and
improve the quality of life of those with disabilities.
 Cont..
 interventions may be identified by a single service—such
as cognitive retraining by a psychologist or speech
pathologist, and audiologist rehabilitation through
hearing-aid etc.
 Rehabilitation interventions usually involve multiple

disciplines.
 There are a variety of professionals who participate in
and contribute to the rehabilitation process within a
team approach including:-
 Cont…
Occupati Physicia Speech
n and
onal language
therapists therapists

Physical
Audiolo therapist
gists s
Community-Based Rehabilitation
 Community- based rehabilitation is a
combination of two important words;
Community; consists of people living together in some form of
social organization sharing political, economic, social and
cultural characteristics in varying degrees
 rehabilitation; aimed at reducing the impact of disability for
an individual enabling him or her to achieve independence,
social integration, a better quality of life and self-actualization
CBR promotes collaboration among:-
community leaders,
peoples with disabilities and
their families and other concerned citizens to provide equal
opportunities for all peoples with disabilities in the community.
 Cont…
Community based rehabilitation is a strategy that can address
the needs of peoples with disabilities with in their communities
Community based rehabilitation is a common sense strategy
for enhancing the quality of life of peoples with disabilities by
improving services delivery in order to reach all in need by
providing more equitable opportunities and by promoting and
protecting their rights
Community based rehabilitation is a strategy within general
community development for rehabilitation, equalization of
opportunities and social inclusion of all children and adults
with disabilities
 Major Objectives of Community Based Rehabilitation

 The major objective of community based rehabilitation is:

-
 to ensure that people with disabilities are empowered

 to maximize their physical and mental abilities,

 have access to regular services and opportunities and

 become active, contributing members of their

communities and then to belonging with societies.
 Inclusive job opportunities and employment
Legal
Attitude barriers
and
discrimination

Barriers of
Accessibilit inclusive Education
y & training
employment

Social network Inflexible work

& women arrangements
 Strategies to overcoming the barriers of ensuring
and enhancing inclusive employment opportunities
 There are a number of approaches to solve d/t barriers
for the realizing of inclusive employment opportunities.
 The following are some policies/plans make sure and
improve experience of inclusive employment
opportunities for PWDs.
 Anti discriminatory legislation and policies
 Vocational education training and wage subsidies
(appropriate salary)
 Cont,t
 Supported employment and work place accommodation
 Quota /allocation ,share/ system and sheltered /
comfortable work place/
 Privet sectors initiatives and employer networks
 Support disability inclusive business
 Social enterprise and support PWDs in work place
 Building more inclusive society and boost/ increase
education and training policies
 Break down attitudinal barriers and challenge
discrimination.
 Chapter 4:
Promoting Inclusive Culture
 Culture is ―the ideas, customs, and social behavior
of organization‘s.

 culture is the culmination/final of the support their

employees in how they work singularly, in teams and
with clients.

 Culture plays a huge role in shifting the diversity

needle/indicator and forming truly inclusive
environments
 Cont….
 An inclusive culture involves the full and successful

integration of diverse people into a workplace or industry.

 inclusive cultures extend beyond basic or token/

symbolic presence of workers who have disabilities.

 They encompass/ incorporate both formal and informal

policies and practices, and involve several core values.

 Cont,t
 To develop an experience of inclusive culture in the work
place, we should be improve and ensure the realization
of the following core/basic value of inclusive culture.
 Representation: The presence of people with
disabilities across a range of employee roles and
leadership positions
 Receptivity: Respect for differences in working
styles and flexibility in tailoring/fitting positions to the
strengths and abilities of employees.
 Fairness: Equitable access to all resources,
opportunities, networks and decision making processes.
 Demission of inclusive culture
o universal design
One of the most heralded/ signaled concepts in
disability advocacy and cultures in the last decade are
the concept of “universal design”
Universal design refers to;-
 the construction of structures,
 spaces,
 services,
 communications and
 resources that are organically/slowly accessible to a
range of people with and without disabilities, without
further need for modification or accommodation
  Recruitment, Training, & Advancement Opportunities
 Recruitment: Effective recruitment of people with disabilities involves two
components
 Accessible outreach and hiring practices: essentially entail/require
making sure that outreach materials, networking and recruitment
sites, communications, and application processes all include a
range of accessible options, or are free of barriers that might
inhibit/prevent people with
disabilities from participating.
 Targeted recruitment involves specific outreach to people
with disabilities.
It making general recruitment practices more accessible goes a long
way towards building an inclusive engagement/hiring structure
 Cont..
 Training: Training plays a dual role in the creation of
inclusive workplace culture.

 The first consideration involves the degree to which people

with disabilities have equitable access to training sites,
events, and materials.

 The second concern relates to the training of managers,

particularly middle management, and human resources
staff, to work effectively with all people, including those
with disabilities.
 Cont…
 Advancement:

 Research demonstrates that in order to have

equitable opportunities for promotion and

professional development, like most employees,

workers with disabilities typically require access to

mentoring.
Workplace Accommodations and Accessibility: Policy & Practice

 Policy plays a critical role in generating meaningful

inclusion of people with disabilities

 Assessing the effectiveness of existing

accommodations policies, employee experiences can

be described based on two measures of equity/

impartiality.
 Cont,t
 Creating an inclusive organizational culture is
challenging but extremely advantageous.
 These are some of the benefits of an Inclusive
organization that needs to be considered:
 Higher Job Satisfaction and Lower Turnover.
 Higher Productivity and Higher Employee Morale
 Improved Creativity and Innovation
 Improved Problem-Solving and Increased
Organizational Flexibility.
 Building inclusive society
 To respect all its citizens, gives them full access
to resources, and promotes equal treatment and
opportunity.
 Works to eliminate all forms of discrimination.
 Engages all its citizens in decision-making
processes that affect their lives.
 Values diversity and
 Responds quickly to racialist and other
discriminating incidents.
 Cont,t
 An inclusive society aims at empowering and promoting

 the social,

 economic, and

 political inclusion of all, regardless of age, sex, disability,

race, ethnicity, origin, religion, economic, or other status.

 It is a society that believes no one behind.

 to ensure that societies are open and inclusive to all.

 Cont,t

 People have opportunities to experience a

variety of social roles that include friendships,
contributing to the community and gaining
new skills.

 Improved feelings of well-being and self-

esteem
 Cont,t
 Why is building an inclusive community important?
 Acts of exclusion and injustice based on group
identity and other factors should not be allowed to
occur and/or continue.
 All people have the right to be part of decisions that
affect their lives and the groups they belong to and
 Diversity enriches our lives, so it is worth our while
to value our community's diversity.
 An inclusive community can be built at any time.
 Inclusive value

 Inclusion is most importantly seen as

putting inclusive values into action.

 It is a commitment to particular values

which accounts for a wish to overcome

exclusion and promote participation.

 Cont,t
The seven Pillars of Inclusion:

 Access;
 Explores the importance of a welcoming
environment and the habits that create it.
 Attitude
 Looks at how willing people are to embrace/hold inclusion
and diversity and to take meaningful action
 Choice/ excellence
Is all about finding out what options people want and
how they want to get involved
 Cont,t
Partnership/ business
 Looks at how individuals and organizational relation ship are
formed and how effective they are.
 Communication
 It examines the way we agreement people know about the
options to get involved and about the culture.
 Policy
 It considers how an organization commits to and takes
responsibility for inclusion
 Opportunity
 It explores what options are available for people from
disadvantage backgrounds.
Characteristics of an Inclusive Community

 Integrative and cooperative :

inclusive communities bring people together and are places
where people and organizations work together.
Interactive:
 inclusive communities have accessible community spaces
and open public places and organizations that support
social interaction and community activity
Invested:
 inclusive communities are places where both the public
and private sectors commit resources for the social and
economic health and well-being of the whole community.
 Cont,t
 Diverse:
 inclusive communities welcome and incorporate diverse people and
cultures into the structures, processes and functions of daily
community life
 Equitable:
 inclusive communities make sure that everyone has the means to
live in decent conditions
 Accessible and Sensitive:
 inclusive communities have an array of readily available and
accessible supports and services for PWDs
 Participatory:
 inclusive communities encourage and support the involvement of
all their members in the planning and decision-making
 Chapter five
Legal and policy frameworks considering people
with disabilities
 There are several regional and international;

 declarations/statements,

 conventions/agreements,

 world conferences’ conclusions and

recommendations about the rights of persons with

disabilities for education

 Cont,t
 The right of children to have access to inclusive

education is widely supported by;

 international human rights law,

 international conventions ratified by its members

and

 the majority of human rights instruments.

 Cont,t
 The Universal Declaration of Human Rights
was created to guarantee the rights of every
individual at everywhere.
 Cont,t
 International legal Documents
 Universal Declaration of Human Rights (UDHR, 1948)

 The UNHR was the first international recognition that

all people have fundamental rights and freedoms.
 This declaration ensures three important rights;

 education mainly focus on equal and

 Equalizationofopportunities qualityaccessibility

participate in society of those three important

issues
 Cont,t
 Convention on the Rights of the Child

 States the rights of all children to basic quality primary

education

 Make primary education necessary and available free to

all (UPE) free appropriate public education.

 It assures the rights of the child to education based on

his or her needs, abilities and pace of effective learning

 Cont,t
 Convention against Discrimination in Education

 To combat discriminatory treatment in education

 promote the opportunity of addressing their

learning needs,

 children in disadvantaged situations or who

experience conditions of risk, disability have the

right to education of the same quality and standard

 Cont,t
 World Declaration on Education for All (EFA)
 This declaration confirms that every human being
including;

 children,

 youth, and adults, females,

 street children, immigrants,

 children with disability,… have right to quality and equity

in education.
 Cont,t
UN Standard Rules of Equalization of Opportunities For
Persons With Disabilities
 Every individual has equal opportunity for participation
 Accessibility
 Education and Employment
 Income maintenance and social security
 Family life and personal
 Culture and Religion
 Recreation and sports
 Cont,t
 Salamanca Frame Work for Action
 It was declared in an international conference
on special needs education held in Salamanca,
Spain in 1994.
The conference emphasized the following
principles:
 The right of children including those with
temporary and permanent special education
needs to attend school.
 Cont,t
The right of all children to attend school in their

home community

 The right of children to participate in a child-

centered education meeting individual needs

 The right of all children to participate in quality

education that is meaningful for each child

 Cont,t
UN Convention of the right of person with
disabilities (UNCRPDS)

The UN Convention on the Rights of Persons with

Disabilities (2006) underlines under article 24, sub-
article no. 1 and no. 2

 According to article 24, sub-article no. 1 and no. 2

 “States Parties shall, recognize;

 the right of persons with disabilities to education,

 Cont,t
 to ensure realizing of this right without

discrimination,

 on the basis of equal opportunity, and

 ensure an inclusive education system at all

levels.
 Cont,t
 UN Millennium Development Goals (MDGS)

 MDGs was adopted by the UN General assembly and It

encourages collaborative action to address development
problems that impacts lives of the poor and marginalized
sections of the society,
 by reducing poverty,

 improving health,

 increasing educational opportunities and

 addressing environmental anxiety

 National Legal Instruments
 The Ethiopian Constitution

The Constitution of the Federal Democratic

Republic of Ethiopia (FDRE) under article 41
sub-articles no.3 and no.9 clearly stipulates:

 The rights of citizens to equal access to

publicly funded services.
 Cont,t
 The State shall, within available means, allocate

resources to provide rehabilitation and assistance to

the physically and mentally disabled, the aged, and to

children who are left without parents and guardians.

Under article 9 (4), it is also indicated that all

international agreements ratified by Ethiopia are an

integral part of the law of the land.

  The Education and Training Policy

 The Education and Training Policy (1994)

states that persons with disabilities and the gifted

learn in accordance to their potential and needs.

 there will be special education and training for

persons with special needs, and utilization of

support input for special education respectively

 Higher Education Proclamation No.650/2009,

Article 40, item1 states that institutions shall make,

to the extent possible, their facilities and programs

are easy to use by physically challenged students.

 The special needs education program strategy (2006)
 The key elements of the strategy are:

 Favorable policy environment

 Duties & responsibilities in education system

 Using strengthening national expertise

 Allocation and use of funds

 Cooperation and partners

 School management
 Cont,t
 Education Sector Development /ESDP IV/

 Expected program outcomes

 Enrollment of children with special educational

needs increased at all levels of education

 Capacity of schools in addressing the academic

and social needs of children with special

educational needs improved

 Cont,t
 Ethiopia has adopted and implemented a number

of laws, policies to people with disabilities,

including their right to productive and decent

work.
 Cont,t
 Building Code (Article) 624/2009:

 Even if the code was declared for the

convenient of physical accessibilities in

architectural activities still the problem is

not minimized.
 Chapter six
Resources Management for Inclusion
 Provisions of Resources
When we provide the resource we should be considered
for people with disabilities;
 in workplaces,

 social gatherings,

 Recreational,

 in schools that help them to feel comfortable,

 Cont,t
 secure and work at their independent and team

activities.

o Because allocation of available resources with

equal and quality access for people who have

special educational needs to meet their needs can

help persons with disabilities move towards

success.
 Cont,t
In general speaking availability of;

 skilled,

 Knowledgeable,

 well trained human resource and

 other important material resources are

crucial/ vital for the realization or
implementation of inclusive education.
 School based resource room
 The resource room is a classroom where a special
education program can be delivered to a student with a
disability and learning difficulty.
 It is typically a large room in the main school building
with lots of facilities for children with special needs.
 Methods and materials are adapted to students' learning
styles and characteristics using multisensory and other
specialized approaches
 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.
 Cont,t
 Human resource include d/t
professionals, b/c inclusive education is multidisciplinary
and it needs a team work by it’s nature.
 Human resources in schools incorporate various
experts for the success of inclusive education, such as;
 Sign language interpreter
 Braille specialist
 Mobility and orientation expert
 Special needs educators
 Speech and language therapist
 Physiotherapist
 School based material resources
 LCD and/or Smart Board
 Various magnifying lenses
 Slate and styles
 Perkins Braille writer
 White Cane
 Audiometer
 Hearing aids (various type)
 Sign language books and videos
 Land form model
 Cont,t
 Environmental accessibilities

 Ramps

 Elevators

 Wheel chairs

And others additional resources which helps us to

improve accessibility of the school environment.

 Accommodation
 Accommodations are adjustments that teachers and

school personnel make to maximize learning and

social well-being for individual students.
Instructional accommodation checklist

 Use a multisensory approach.

 Use a highly structured format for presentations.
 Use graphic organizers.
 Present material in small, sequential steps.
 Review key points frequently.
Organization and Task Completion
 Keep work area clear.

 Extend time to complete assignments.

 Give timeline for longer projects.

 Give specific feedback.

 Provide peer tutoring.

 Use cooperative learning groups.

 Provide structured daily activities.
 Evaluation
 When we provide evaluations for students the teacher
should be consider SWDs/SWNS.
 B/c there may be students in the class may have special
educational needs.
 So, the evaluators prepare and address instruments
according to their needs and provide clear direction for the
instruments, such as;
 Explain ordering and give introduction.
 Orient student to test format.
 use a clear, uncluttered/organized copy; enlarge print.
 Cont,t
 Make test directions simple and clear.

 Provide ample/sufficient space for answers on test.

 Read test aloud/ clearly to student.

 Use alternate forms of evaluation (oral report, group

projects, and debate).

 Reduce required assignments

 Chapter seven
Collaborative (Cooperative) Partnerships with
stakeholders

 Collaboration is the act of working together to produce

or create something according to the capacities and

abilities of individuals.
 It enables individuals to work together to achieve a
defined and common business purpose.
 Cont,t
 Each individual‘s collaboration is based on their
knowledge and skills.

 A person should not be discriminated due to

mismatch with other people‘s abilities.

 because they have their own quality in other

perspectives/viewpoints.

 Collaboration means 'to work with another person or

group in order to achieve and accomplish intended
goals.
 Cont,t
 Collaboration provides every team member with

equal opportunities to participate and communicate

their ideas.

 Collaboration in the workplace is when two or more

people work together through idea sharing and

thinking to accomplish a common goal.

 Cont.t
 It exists in two forms:

 Synchronous; everyone interacts in real time, as in

through telephone, email, online meetings, through
instant texts messages, and; the team sees value in
working together as the common goal.

 The team sees value in working together as the common goal

gives them a meaningful reason to work together, receiving

mutual benefits for the institution as well as the team.

Key elements of successful collaboration
 successful

collaboration ensure, enhance and integrate the following

commitment/promise to:

 mutual relationships and goals,

 jointly/equally developed structure,

 shared responsibility,

 mutual authority/power,

 accountability for success, and

 sharing of resources and rewards.

 Cont,t
 There are four most important elements of successful

teamwork to help to build a team that will lead to

success.

 Respect.

 Communication.

 Delegation/allocation.

 Support.
 Cont.t
 qualities that a successful team possesses.
 They communicate well with each other.

 They focus on goals and results.

 Everyone contributes their fair share.

 They offer each other support.

 Team members are diverse.

 Good leadership.

 They're organized.
 General principles of collaboration

 Establish clear common goals for the collaboration.

 Define respective/individual roles and who is

responsibility for the decisions and their outcomes.

 Take a problem-solving approach.

 Establish an atmosphere of trust.

 Aim for consensus/agreements for decision-making.

 Cont,t
 Ask for and give immediate and objective feedback to

others;

 in a non aggressive and

 non-judgmental manner.

 Give credit to others for their ideas and accomplishments

 Develop procedures for resolving skillfully.

 Advantage/ benefit of collaboration
o Creating a sense of teamwork and

o building bonds/union to encourage team members to

work for the collective rather than just themselves.
o Higher employee productivity.

o Greater efficiency and less duplicated effort.

o Access to additional resources or lower costs through

sharing resources
 cooperativeness
 cooperative describes working together agreeably for a

common purpose or goal

 Cooperativeness helps individuals to willing/ready learn

from each other.

 Learners work together in small groups, helping each other

to carry out individual and group tasks.

 Cooperativeness in the work place and other sites have the

following characteristics
 Cont,t
 Interdependence:

 all group members seek/search for to achieve a group

goal and help each other’s’ achievement;

 Individual accountability:

 each member of the group is held responsible for his or

her own learning, which in turn contributes to the group

goal;
 Cont,t
 Cooperation:

 the learners discuss, problem-solve and collaborate

with each other;

 Face to face interaction and establish consensus;

 Evaluation:

 members of the group review and evaluate how

they worked together and make changes as needed.
 Cont,t
 The following are important point of interdependency to
help the creation and enhancement of inclusiveness.
 Goal interdependence:

 the group has an ultimate a single goal to achieve at the

end of their plane in the work place.
 Reward interdependence:

 the whole group receives acknowledgement for

achieving the goal
 Cont,t
 Resource interdependence:

 each group member has different resources (knowledge

or materials) that must be combined to complete a task

 Role interdependence:

 each group member is assigned a different role

To develop effective co-planning and team work we should be keep the following steps

8. Keep good
records
3. Set ground
rules

1. Have
clear 4.
objectives Steps of Communica
te efficiently
effective co-
planning and
5. Build
team work consensu
2. At s
each
stage you
should try
to agree
on goals 6. Define
roles

7. Clarify the plans, process

and achievements all the time
 Stakeholders

A stakeholder is any person, organization, social group, or

society at large that has a stake in the business.

 stakeholders can be internal or external to the business.

 A stake is a vital interest in the business or its activities.

 Be both affected by a business and affect a business.

 Cont…

 A business is any organization where people work

together.

 In a business, people work to make and sell

products or services.

 Stakeholders can affect or be affected by the

organization's actions, objectives and policies.
 Benefits of stakeholders participation
 Provide all stakeholders with full opportunities to share
their;
views,
needs and
 knowledge on flood management.
 Build consensus through bringing together a diverse range
of stakeholders to share;
 needs,
information,
ideas and knowledge and
 harmonize the objectives of individual groups to reach
common societal goals.
 Characteristics of successful stakeholders
partnership
 Existence of an agreement: Partnership is the
outcome of an agreement between two or more
persons to carry on business or offer services for the
community.
 Sharing of profits or stratification for the services
offered to the community.
 Establishing equal and equitable relationship.
 Membership without discrimination.
 Nature of liability/accountability.
Strategies for community involvement inclusive development

 Commit/promise to participation of all persons with

diversities
Establish non-discriminative effective communication with
all people with divers back ground.

The creation of opportunities to enable all members

of a community;
 actively contribute to and influence the
development process and
 to share equitably in the fruits of any development
activities.
 Cont…..

 Participation has an intrinsic value for participants

and a promoter for further development;
 encourages a sense of responsibility; guarantees
that a sensed need is involved; ensures things are
done the right way;
 uses valuable indigenous knowledge; frees people
from dependence on others' skills; and makes people
more independent and productive.
The end!!!
Thank you for
your attention
and Patience!!!