1. What is disability and vulnerable group? Discuss also models of disability.

What is disability?

Disability means functional limitations due to physical, intellectual or psychic impairment, health or
psychic disorders on a person (WHO,1996). The medical definition has given rise to the idea that people
are individual objects to be treated, changed" or improved" and made more normal. The medical
definition views the disabled person as needing to fit in rather than thinking about how society itself
should change.

The social definition of disability:

• 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.

• Emphasizes the shortcomings in the environment and in many organized activities in society, for
example on information, communication and education, which prevent persons with disabilities from
participating on equal terms.

What is vulnerable group?

Vulnerable means being at risk of being harmed. Everyone can be harmed, so being vulnerable is part of
being human. In principle, everyone is vulnerable to some adverse event or circumstance, but some
people are more vulnerable than others. For instance, people with disabilities are more likely as a group
to experience greater vulnerability.

People who are helped by others (who are then restricted by commitments) are still vulnerable people,
which includes the following extracted from various researches.

A. Women: particularly women in developing nations and those who are living in rural areas are
vulnerable for many backward traditional practices. These women are oppressed by the culture and do
not get access to education and employment (Comfort et al., 1999; Morrow, 1999; McEntire et al. (2002;
Thomalla et al. (2006; Laukkonen et al. (2009; Rubin, 2010; GNCSODR, 2013; GP DRR, 2013).

B. Children: Significant number of children are vulnerable and at risk for development (Morrow, 1999;
McEntire et al., 2002; Thomalla et al., 2006; Laukkonen et al., 2009 Dinh et al., 2012; Rubin, 2010; GP
DRR, 2013; GNCSODR, 2013; Dinh et al. (2012). Children are vulnerable for psychological and physical
abuse This include illegally working children, children who are pregnant or become mothers, children
born out of marriage, children from a single-parent, delinquent children, homeless children, HIV infected
children, uneducated children, institutionalized children, married children, mentally ill children, migrant
children, orphans, sexually exploited children, street children, war-affected children…etc.

C. Minorities: some people are vulnerable due to their minority background. Particularly, ethnic
(cultural and linguistic minority), religious minority. These people are political and socially discriminated
(Comfort et al., 1999; Cardona, 2003; Brooks, 2003; National Research Council, 2006; Cutter et al.,
2010; ).

D. Poverty: People are vulnerable for many undesirable phenomena due to poverty. This may be
resulted in, poor households and large households, inequality, absences of access to health services,
important resources for life, lack of access to education, information, financial and natural resources and
lack of social networks (Morrow, 1999; McEntire et al., 2002; Brooks, 2003; Dwyer et al., 2004; Vincent,
2004; Leichenko et al., 2004; National ResearchCouncil, 2006; Naudé et al., 2007; Kahn and Salman,
2012; MacDonald, 2013).

E. Disabilities: People with disabilities very much vulnerable for many kind of risks. This includes abuses,
poverty, illiteracy, health problems, psychological and social problems (Comfort et al., 1999; McEntire et
al., 2002; Naudé et al., 2007; Cutter et al., 2010; Dinh et al., 2012; . Balica et al., 2012; GNCSODR, 2013).

F. Age: Old people or very young children are vulnerable for all kinds evils (Comfort et al., 1999; Morrow,
1999; McEntire et al. 2002; Cardona (2003; Vincent, 2004; Naudé et al., 2007; Dinh et al., 2012; Adikari
et al., 2013; GNCSODR,2013).

G. Illiteracy and less education: People with high rates of illiteracy and lack quality educational
opportunities are vulnerable for absence all kinds of developments (Cardona, 2003; Adger et al., 2004;
Leichenko et al., 2004; Naudé et al., 2007; Kahn and Salman, 2012; Adikari et al., 2013).

H. Sickness: Uncured health problems for example people living with HIV/AIDS are much vulnerable for
psychosocial problems, poverty and health (Vincent, 2004; Adger et al., 2004; Naudé et al., 2007).

I. Gifted and Talentedness: Gifted and talented children are vulnerable for socio emotional
developments. Due to lack of psychological support they may feel isolation as they are pulled from their
regular classrooms and given instruction in separate settings and due to myths and expectations of
themselves and the public (Shechtman & Silektor, 2012, p. 63; Schuler, 2000).

Models of Disability

Models of Disability

1. Medical Model
o Focuses on the individual's impairments as the primary issue.
o Views disability as a problem to be fixed or cured through medical intervention.
o Emphasizes diagnosis and treatment rather than addressing social barriers.
2. Social Model
o Argues that disability is primarily a result of societal barriers, not just individual
impairments.
o Highlights the role of social, economic, and environmental factors in disabling
individuals.
o Advocates for changes in society to remove barriers and promote inclusion.
3. Biopsychosocial Model
o Integrates aspects of both the medical and social models.
o Considers biological, psychological, and social factors in understanding disability.
 oRecognizes that disability is a complex interaction of personal and environmental
factors.
4. Human Rights Model
o Frames disability in the context of human rights and equality.
o Emphasizes the dignity and rights of individuals with disabilities.
o Focuses on advocacy, inclusion, and policy changes to support equality.
5. Capability Model
o Developed by economist Amartya Sen and philosopher Martha Nussbaum.
o Focuses on what individuals can do and be, rather than just their impairments.
o Emphasizes the importance of providing opportunities for individuals to achieve
their potential.

2. Q
3. What is inclusiveness and major rationales and barriers of inclusion?
What is inclusiveness
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‖
(UNESCO, 2008, P.3, as cited in EADSNE, 2010, p.11). Inclusive services at any level are quality provisions
without discrimination or partiality and meeting the diverse needs of people. Inclusion is seen as a
process of addressing and responding to the diversity of needs of all persons through increasing
participation in learning, employment, services, cultures and communities, and reducing exclusion at all
social contexts. It involves changes and modifications in content, approaches, structures and strategies,
with a common vision which covers all people, a conviction that it is the responsibility of the social
system to educate all children (UNESCO 2005), employ and provide social services. Besides, inclusion is
defined as having a wide range of strategies, activities and processes that seek to make a reality of the
universal right to quality, relevant and appropriate education and services. It acknowledges that learning
begins at birth and continues throughout life, and includes learning in the home, the community, and in
formal, informal and non-formal situations. It seeks to enable communities, systems and structures in all
cultures and contexts to combat discrimination, celebrate diversity, promote participation and
overcome barriers to learning and participation for all people. It is part of a wider strategy promoting
inclusive development, with the goal of creating a world where there is peace, tolerance, and
sustainable use of resources, social justice, and where the basic needs and rights of all are met.

This definition has the following components:

1) Concepts about learners

 Education is a fundamental human right for all people

 Learning begins at birth and continues throughout life

 All children have a right to education within their own community

 Everyone can learn, and any child can experience difficulties in learning
 All learners need their learning supported child-focused teaching benefits all children.

2) Concepts about the education system and schools

 It is broader than formal schooling

 it is flexible, responsive educational systems

 It creates enabling and welcoming educational environments

 It promotes school improvement – makes effective schools

 It involves whole school approach and collaboration between partners.

3) Concepts about diversity and discrimination

 It promotes combating discrimination and exclusionary pressures at any social sectors

 It enables responding to/embracing diversity as a resource not as a problem

 It prepares learners for an inclusive society that respects and values difference.

4) Concepts about processes to promote inclusion

 It helps to identifying and overcoming barriers to participation and exclusionary pressures

 It increases real participation of all collaboration, partnership between all stakeholders

 It promotes participatory methodology, action research, collaborative enquiry and other related
activities

5) Concepts about resources

 Promotes unlocking and fully using local resources redistributing existing resources

 It helps to perceive people (children, parents, teachers, members of marginalized groups, etc) as key
resources

 It helps to use appropriate resources and support within schools and at local levels for the needs of
different children, e.g. mother tongue tuition, Braille, assistive devices. McLeskey and Waldron (2000)
have identified inclusion and non-inclusive practices.

According to them inclusion includes the following components:

 Students with disabilities and vulnerability attend their neighborhood schools

 Each student is in an age-appropriate general education classroom

 Every student is accepted and regarded as a full and valued member of the class and the school
community.

 Special education supports are provided to each student with a disability within the context of the
general education classroom.

 All students receive an education that addresses their individual needs

 No student is excluded based on type or degree of disability.

 All members of the school (e.g., administration, staff, students, and parents) promote
cooperative/collaborative teaching arrangements

 There is school-based planning, problem-solving, and ownership of all students and programs

 Employed according to their capacities without discriminations on the other hand, they argue that
inclusion does not mean:

 Placing students with disabilities into general education classrooms without careful planning and
adequate support.

 Reducing services or funding for special education services.

 Placing all students who have disabilities or who are at risk in one or a few designated classrooms.

 Teachers spending a disproportionate amount of time teaching or adapting the curriculum for students
with disabilities.

 Isolating students with disabilities socially, physically, or academically within the general education
school or classroom.

 Endangering the achievement of general education students through slower instruction or a less
challenging curriculum.

 Relegating special education teachers to the role of assistants in the general education classroom.

 Requiring general and special education teachers to team together without careful planning and well-
defined responsibilities.

major rationales of inclusion

Rationales for Inclusion and Their Respective Descriptions

 Educational Foundations

 Children do better academically, psychologically and socially in inclusive settings.

 A more efficient use of education resources.

 Decreases dropouts and repetitions

 Teachers competency (knowledge, skills, collaboration, satisfaction

 Social Foundation

 Segregation teaches individuals to be fearful, ignorant and breeds prejudice.

 All individuals need an education that will help them develop relationships and prepare them for life in
the wider community.

 Only inclusion has the potential to reduce fear and to build friendship, respect and understanding.
  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

 Economic Foundation

 Inclusive education has economic benefit, both for individual and for society.

 Inclusive education is more cost-effective than the creation of special schools across the country.

 Children with disabilities go to local schools

 Reduce wastage of repetition and dropout

 Children with disabilities live with their family use community infrastructure

 Better employment and job creation opportunities for people with disabilities

Foundations for Building Inclusive Society

 Formation of mutual understanding and appreciation of diversity

 Building up empathy, tolerance and cooperation

 Promotion of sustainable development.

major barriers of inclusion

The major barriers include:

 Problems related with societal values and beliefs- particularly the community and policy makers
negative attitude towards students with disability and vulnerabilities. Inclusion cannot flourish in a
society that has prejudice and negative attitude towards persons with disability.

 Economic factors- this is mainly related with poverty of family, community and society at large

 Lack of taking measures to ensure conformity of implementation of inclusion practice with policies

 Lack of stakeholders taking responsibility in their cooperation as well as collaboration for inclusion

 Conservative traditions among the community members about inclusion

 Lack of knowledge and skills among teachers regarding inclusive education

 Rigid curricula, teaching method and examination systems that do not consider students with dives
needs and ability differences.

 Fragile democratic institutions that could not promote inclusion

 Inadequate resources and inaccessibility of social and physical environments

 Large class sizes that make teachers and stakeholders meet students ‘diverse needs

 Globalization and free market policy that make students engage in fierce completion, individualism
and individuals‘ excellence rather than teaching through cooperation, collaboration and group
excellence.

 Using inclusive models that may be imported from other countries.

4. How specific nature of environment affects the degree of disability?

5. Define the terms intervention and rehabilitation?

6. Explain the process of building community for inclusive culture?