CHAPTER ONE
UNDERSTANDING DISABILITIES AND VULNERABILITIES
1.1 Definitions of Basic Terms (Impairment, Disability & Handicap)
Impairment
Impairment means a lack/abnormality of an anatomic, physiological or psychological
structure or function or deviation on a person.
It refers to any loss or abnormality of physiological, psychological or anatomical
structure or function.
It is the absence of particular body part or organ.
Disability
It is not synonymous with AKAL-GUDATENGA (የአካል ጉዳተኛ) meaning impairment
It refers to hindrance and impediment…due to impairment.
…
Inclusion of people with impairments in society can be inhibited by:
1. Attitudinal (societal barriers, such as stigma)
2. Physical barriers (environmental barriers, such as absence of stairs), and
3. Policy barriers (systemic barriers),
Where all together can create a disabling effect and inhibit disability inclusive
development. They are disabling factors. If these problems addressed, impairment may not
lead to disability Where all together can create a disabling effect and inhibit disability
inclusive development. Societal, environmental, and systemic barriers are the most
popular disabling factors
A disabled person
Persons with disability
…
What is disability?
1. Medical Approach
Disability is pathology (physiological, biological and intellectual). 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. This medical definition does not adequately
explain the interaction between societal conditions or expectations and unique circumstances of an individual
2. Social Model
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.
Causes of Disability
■ Genetic Causes
■ Environmental
■ 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 .
■ 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 with disabilities and even
people with no disability.
Types of Disabilities Vulnerability
1. Visual Impairment i. Economic difficulties/lack of financial
resources
2. Hearing Impairment
3. Specific Learning Disabilities ii. Social exclusion
4. Speech and Language Impairments iii. Lack of social support from social networks
5. Autism iv. Stigmatization
6. Emotional and Behavioural v. Health difficulties
Disorders vi. Being a victim of crime
7. Intellectual Disability Who are vulnerable people?
8. Physical disability (Orthopedic
Impairment and Health
Impairment)
…
Some type of disabilities: Some nine major disabilities are listed and briefly discussed in the
coming pages below.
■ [Link] impairment
Visual impairment in general designates two sub- classifications. These are blindness and low vision.
■ Blindness, total or partial 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.
Blindness may not mean a total absence of sight, however. Some people who are considered blind
may be able to perceive slowly moving lights or colors.
The term low vision is used for moderately impaired vision. People with low vision may have a
visual impairment that affects only central vision—the area directly in front of the eyes—or
peripheral vision—the area to either side of and slightly behind the eyes.
2. Hearing Impairment…
Different people define the term hearing impairment differently. The definitions given
to hearing impairment convey different meaning to different people. Different
definitions and terminologies may be used in different countries for different purpose.
Hearing impairment is a generic term indicating a continuum of hearing loss from
mild to profound, which includes the sub-classifications of the hard of hearing and
deaf.
■ Hard of Hearing: "A hearing impairment, whether permanent of fluctuating,
which adversely affects a child's educational performance but which is not included
under the definition of 'deaf'." This term can also be used to describe persons with
enough (usually with hearing aids) as a primary modality of acquisition of language
and in communication with others.
■ Deaf: Those who have difficulty understanding speech, even with hearing aids but
can successfully communicate in sign language. Cultural definitions of deafness, on
the other hand, emphasize an individual‘s various abilities, use of sign language,
and connections with the culturally deaf community.
[Link] learning disability…
■ 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, that may manifest itself in the
imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term
includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia,
and developmental aphasia. The term does not include learning problems that are primarily the result
of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of
environmental, cultural, or economic disadvantage.
■ Learning disabilities should not be confused with learning problems which are primarily the result of
visual, hearing, or motor handicaps; of intellectual disability; of emotional disturbance; or of
environmental, cultural or economic disadvantages.
■ Generally speaking, 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‖: the person looks perfectly ―normal
and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level
expected from someone of a similar age. A learning disability cannot be cured or fixed; it is a lifelong
challenge. However, with appropriate support and intervention, people with learning disabilities can
achieve success in school, at work, in relationships, and in the community.
…
■ Types of Specific Learning Disabilities
■ Auditory Processing Disorder (APD)
Also known as Central Auditory Processing Disorder, this 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.
■ A. Dyscalculia
Dyscalculia is a specific learning disability that affects a person‘s ability to understand numbers and learn math. Individuals
with this type of LD may also have poor comprehension of math symbols, may struggle with memorizing and organizing
numbers, have difficulty telling time, or have trouble with counting.
■ B. Dysgraphia
Dysgraphia is a specific learning disability that affects a person‘s handwriting ability and fine motor skills. Problems may
include illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing
writing as well as thinking and writing at the same time.
■ C. Dyslexia
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. Dyslexia is sometimes referred to as a Language Based
Learning Disability.
…
D. Language Processing Disorder
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. While an APD affects the interpretation
of all sounds coming into the brain, a Language Processing Disorder (LPD) relates only to the processing of
language. LPD can affect expressive language and/or receptive language.
E. Non-Verbal Learning Disabilities
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. Typically, an individual with NLD (or
NVLD) has trouble interpreting nonverbal cues like facial expressions or body language, and may have poor
coordination.
F. Visual Perceptual/Visual Motor Deficit
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. A characteristic 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 coordination.
[Link] and Language Impairments…
Speech and language impairment means a communication disorder such as stuttering, impaired articulation, language
impairment, or a voice impairment that adversely affects a child‘s educational performance. 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: speech
impairments and language impairments.
■ Speech Impairments: There are three basic types of speech impairments: articulation disorders, fluency disorders, and
voice disorders.
Articulation disorders are errors in the production of speech sounds that may be related to anatomical or physiological
limitations in the skeletal, muscular, or neuromuscular support for speech production. These disorders include:
■ Omissions: (bo for boat)
■ Substitutions: (wabbit for rabbit)
■ Distortions: (shlip for sip)
Fluency disorders are difficulties with the rhythm and timing of speech characterized by hesitations, repetitions, or
prolongations of sounds, syllables, words, or phrases. Common fluency disorders include:
■ Stuttering: rapid-fire repetitions of consonant or vowel sounds especially at the beginning of words, prolongations,
hesitations, interjections, and complete verbal blocks
■ Cluttering: excessively fast and jerky speech
Voice disorders are problems with the quality or use of one's voice resulting from disorders in the larynx. Voice disorders are
characterized by abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration.
Language Impairments…
There are five basic areas of language impairments: phonological disorders, morphological disorders, semantic
disorders, syntactical deficits, and pragmatic difficulties.
Phonological disorders are defined as the abnormal organization of the phonological system, or a significant deficit in
speech production or perception. A child with a phonological disorder may be described as hard to understand or as
not saying the sounds correctly. 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
with multiple word meanings, excessive use of nonspecific terms (e.g., thing and stuff), and indefinite references
(e.g., that and there).
Syntactic deficits are characterized 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.
These students may lack an understanding of the rules for making eye contact, respecting personal space, requesting
information, and introducing topics.
[Link]
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. The term autism
does not apply if the child‘s educational performance is adversely affected primarily because the child has an
emotional disturbance. A child who shows the characteristics of autism after age 3 could be diagnosed as having
autism if the criteria above are satisfied.
Autism is a neurodevelopment disorder defined by impairments in social and communication development,
accompanied by stereotyped patterns of behavior and interest. Autism is pervasive developmental disorder
characterized by lack of normal sociability, impaired communication and repetitive obsessive behavior such as
politeness, turn-taking.
Linked to Profound Learning Disability (PLDs) are further impairments in the production of speech. Among these are
(i) personal pronouns reversal for instance the use of ―I‖ instead of ―you‖ and vice-versa, (ii) the misuse of such
prepositions as ―in, ―on, ―under, ―next to (...), and (iii) the prevalence, in speech, of echolalia formal repetition of
other‘s utterances.
Children with autism vary literally in their use of words. Communication deficiencies may leave a lasting mark of
social retardation on the child. The link, between social skills and language is made evident by the often spontaneous
appearance of affectionate and dependent behavior in these children after they have been trained to speak.
6. 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 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; or
5) A tendency to develop physical symptoms or fears associated with
personal or school problems.
Classification of behavioural and emotional disorders
An individual having behavioural or emotional disorders can exhibit widely varied types of behaviour. Therefore, different
classification systems of behavioural and emotional disorders can be used for special education. Different professionals have
developed a classification system, which shows some promise for educational practice. These include:
■ Conduct disorder: individuals may seek attention, are disruptive and act out. The disorder is classified by type: overt (with
violence or tantrums) versus covert (with lying, stealing, and/or drug use).
■ Socialized aggression: individuals join subculture group of peers who are openly disrespectful to their peers, teachers, and
parents. Common are delinquency and dropping out of school. Early symptoms include stealing, running away from home,
habitual lying, cruelty to animals, and fire setting.
■ Attention problems- These individuals may have attention deficit, are easily destructible and have poor concentration. They are
frequently impulsive and may not think the consequence of their actions.
■ Anxiety/Withdrawn- These individuals are self-conscious, reserved, and unsure of themselves. They typically have low self-
esteem and withdraw from immediate activities. They are also anxious and frequently depressed.
■ Psychotic behaviour: These individuals show more bizarre behaviour. They may hallucinate, deal in a fantasy world and may
even talk in gibberish.
■ Motor excess: These students are hyperactive. They cannot sit nor listen to others nor keep their attention focused. Kauffman
(1993) conclude that emotion or behavioural disorders fall into two broad classifications:
■ 1) Externalizing Behaviour: also called under controlled disorder, include such problems disobedience, disruptiveness, fighting,
tempers tantrums, irresponsibility, jealous, anger, attention seeking etc…
■ 2) Internalizing Behaviour: 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
Causes of behavioral and emotional disorders
Behavioral and emotion disorders result from many causes, these includes
the following.
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
areas, and schooling practices that are unresponsive to individual needs.
7. Intellectual Disability
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. 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 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.
…
People with intellectual disabilities 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 intellectual disabilities vary physically and emotionally, as well as by personality,
disposition, and beliefs. Their apparent slowness in learning may be related to the delayed rate of intellectual
development.
■ Learning and Memory: The learning and memory capabilities of people with intellectual disabilities are
significantly below average in comparison to peers without disabilities. Children with intellectual disabilities may
not spontaneously use appropriate learning or memory retention strategies and may have difficulty in realizing the
conditions or actions that aid learning and memory. However, these strategies can be taught.
■ Attention: To acquire information, children must attend to the learning task for the required length of time and
control distractions. Children with intellectual disabilities may have difficulty distinguishing and attending to
relevant questions in both learning and social situations. The problem is not that the student will not pay attention,
but rather that the student does not understand or does not filter the information to get to the salient features.
■ Adaptive Skills: The adaptive skills of people with intellectual disabilities are often not comparable to those of
their peers without disabilities. A child with intellectual disabilities may have difficulty in both learning and
applying skills for a number of reasons, including a higher level of distractibility, inattentiveness, failure to read
social cues, and impulsive behavior (Hardman et al., 2008). The lack or underdevelopment of these skills notably
affects memory, rehearsal skills, organizational ability, and being in control of the process of learning.
…
■ Speech and Language: People with intellectual disabilities may have delayed
speech, language comprehension and formulation difficulties. Language problems are
generally associated with delays in language development rather than with a bizarre
use of language. People with intellectual disabilities may show delayed functioning
on pragmatic aspects of language, such as turn taking, selecting acceptable topics for
conversation, knowing when to speak knowing when to be silent, and similar
contextual skills.
■ Motivation: People with intellectual disabilities are often described as lacking
motivation, or outer-directed behavior. Past experiences of failure and the anxiety
generated by those failures may make them appear to be fewer goals directed and
lacking in motivation. The result of failure is often learned helplessness. The history
of failure is likely to lead to dependence on external sources of reinforcement or
reward rather than on internal sources of reward. They are less likely to self-starters
motivated by self-approval.
…
■ Academic Achievement: The cognitive difficulties of children with mild to moderate
intellectual disabilities lead to persistent problems in academic achievement, unless
intensive and extensive supports are provided.
■ Physical characteristics: Children with intellectual disabilities with differing
biological etiologies, may exhibit coexisting problems, such as physical, motor,
orthopedic, visual and auditory impairments, and health problems. A relationship exists
between the severity of the intellectual disabilities and the extent of physical
differences for the individual. The majority of children with severe and profound
intellectual disabilities have multiple disabilities that affect nearly every aspect of
intellectual and physical development
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 living).
8. Physical disability/Orthopedic Impairment and Health impairment
■ Physical disability 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 of the nervous system).
■ Health impairment is a condition that requires ongoing medical attention. It includes asthma, heart defects, cancer,
diabetes, hemophilia. HIV/AIDS, etc.
■ Classification and Characteristics
How can you classify physical impairment?
Physical disabilities:- based on the impact of physical disability on mobility and motor skills,
it is divided into three. These are:-
■ A. Mild physical disability:- these individuals are able to walk without aids and may make normal developmental
progress.
■ B. Moderate physical disability:- individuals can walk with braces and crutches and may have difficulty with fine-
motor skills and speech production.
■ C. Severe physical disability:- these are individuals who are wheel-chair dependent and may need special help to
achieve regular development.
…
The physical disability could be broadly classified in to two
■ I. The neurological system (the brain ,spinal cord & nerve) related problems.
■ II. Musculo skeletal system ( the muscles, bones and joints) are deficient due to various causes.
■ I. 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 Additional problems that can be associated with cerebral palsy
include learning disabilities, mental retardation. Seizures, speech impairments, eating problems, sensory impairments,
and joint and bone deformities such as spinal curvatures and contractures (permanently fixed, tight muscles and joints).
Approximately 40 percent of those with cerebral palsy have normal intelligence; the remainders have from mild to
severe retardation. This is an extremely heterogeneous group having unique abilities and needs.
■ 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 momentary loss of attention (petit mal seizures); others fall to the
floor and then move uncontrollably -Fortunately, once epilepsy is diagnosed, it can usually be controlled with medication
and does not interfere with performance in school. 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 column). The cause si
unknown but it usually occurs in the first twenty-six days of pregnancy.
■ II. Musculoskeletal system: - it includes the muscles and their supporting framework and the skeleton.
■ 2. Progressive muscle weakness (muscular dystrophy);
■ 3. Inflammation of the joints (arthritis), or
■ 4. Loss of various parts of the body (amputation)
The list of the impairment and associated with musculoskeletal malformation are the following:
■ A. 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. By age 11 most
victims can to longer walk. Death usually comes between the ages of 25 and 35 from respiratory failure or
cardiac arrest.
■ B. 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.
■ C. Amputation:- a small number of children have missing limbs because of congenital abnormalities or injuiry
or disease (malignant bone tumors in the limbs). These 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:-
D. 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. The greatest danger is damage to aorta, which can lead to heart failure. Individuals with marfan
syndrome need to avoid heavy exercise and lifting heavy objects.
E. Achondroplasis:- is a genetic disorder that affects 1 in 10,000 births. Children with this disorder usually develop a normal torso but have
a straight upper back and a curved lower back (sway back). 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. Post polio muscles that were previously damaged weaken, and in some persons, other muscles that were not previously
affected weaken as well.
■ Club foot:- is a major orthopedic problem affecting about 9,000 infants each year. This term is used to describe various ankle or foot
deformities, i.e
■ Twisting inward (equino varus), the most severe form
■ Sharply angled at the heel (calcanel vaigus), most common
■ The front part of the foot turned inward.
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.
■ 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 Impairments
What are the common health problems of students? Any disease that interferes with learning can make students eligible for special services. These disease caused problems are
as follow.
1. Heart disease:- this is common among young people. 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. Some students have heart value disorders; others have disorders of the blood vessels. His time heart
implantation helps children to get cured.
2. 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. The disease is so progressive and few who have it survive beyond age 20. Children with such disease often spend significant timeout of school.
3. Acquired immune deficiency syndrome (AIDS):- is a very severe disease caused by human immunodeficiency virus (HIV) infection and transmitted primarily through
exchange of bodily fluids in transfusions or unprotected sex, and by contaminated needles in addictive drug use.
4. 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.
5. Asthma: is a chronic respiratory condition characterized by repeared eplosde of breathing difficulties especially while exhaling.
6. Diabetes: Developmental or hereditary disorder characterized by inadequate secretion or use of insulin
7. Nephrosis & Nephritis Kidney disorders or diseases caused by infections, poisoning, burns, accidents or other diseases
8. Sickle-cell anemia Hereditary and chronic blood disease (occurring primarly in African Americans) characterized by red blood cells that are distored and that do not
circulate properly
9. Leukemia: Disease characterized by excessive production of white blood Cells
10. Lead poisoning Disorder caused by ingesting lead-based paint chips or other substances containing lead
11. Rheumatic fever Disease characterized by painful swelling and inflammation of the joints that can spread to the hear and central nervous system.
12. Tuberculosis Infectious disease that commonly affects the lungs and may affect other tissues of the body.
13. Cancer Abnormal growth of cells that can affect any organ system
9. Vulnerability
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. They are also often more severely affected by the vulnerability they
experience. 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 transporatation, 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.
Causes of Vulnerability
■ Vulnerability may be causes 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 is related to a number of interacting
elements, including its importance in the overall national economy, trade and foreign-
exchange earnings, aid and investments, international prices of commodities and
inputs, and production and consumption patterns. Environmental vulnerability
concerns land degradation, earthquake, flood, hurricane, drought, storms, water
scarcity, deforestation, and the other threats to biodiversity.
Characteristics of Vulnerable People
The following are thought to be characteristics of vulnerable people (with examples of groups of potentially vulnerable
people):
■ 1. Less physically or mentally capable (infants, older adults, people with disabilities)
■ 2. Fewer material and/or financial resources (low-income households, homeless)
■ 3. Less knowledge or experience (children, illiterate, foreigners, tourists)
■ 4. 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, 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.
■ B. Children: Significant number of children are vulnerable and at risk for development. 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,
HIVinfected 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.
…
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.
E. Disabilities: People with disabilities very much vulnerable for many kind of risks. This
includes abuses, poverty, illiteracy, health problems, psychological and social problems.
F. Age: Old people or very young children are vulnerable for all kinds evils.
G. Illiteracy and less education: People with high rates of illiteracy and lack quality
educational opportunities are vulnerable for absence all kinds of developments.
H. Sickness: Uncured health problems for example people living with HIV/AIDS are much
vulnerable for psychosocial problems, poverty and health.
I. Gifted and Talentedness: Gifted and talented children are vulnerable for socioemotional
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.
Chapter Summary
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.
