Inclusive Education PGDT424 Summer Chapter 1-3 PDF

WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS Chapter 1: Understanding Disabilities and Vulnerabilities Brainstorming Questions 1.Define impairment, disability, and handicap in your own words 2. D...

WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS Chapter 1: Understanding Disabilities and Vulnerabilities Brainstorming Questions 1.Define impairment, disability, and handicap in your own words 2. Discuss the difference between impairment, disability and handicap 1.1 Definitions of Basic Terms (Impairment, Disability and 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. It could also a condition in which the body exists but doesn‘t function. Some children, for instance, have impairments such as eyes that do not see well, arms and legs that are deformed, or a brain not developing in a typical way etc.  Impairments can be temporary or permanent; progressive, regressive or static; intermittent or continuous. Disability The concept of disability is complex, dynamic, multidimensional, and contested (WHO and World Bank, 2011). Disability is any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being. Disability is a condition caused by an accident, trauma, genetics or disease that may limit a person’s mobility, hearing, vision, speech or cognitive function. A disability exists when an impairment limits a person’s ability to perform certain tasks (e.g., walk, see, etc). It can be also be defined as a functional limitation Handicap It is a disadvantage for a given individual, resulting from impairment or a disability that limits or prevents the fulfillment of a role that is normal for that individual (in relation to age, sex, social and cultural factors). A person with a disability is not handicapped, unless the disability leads to educational, personal, social, vocational, or other problems.It is a disadvantage that a person with a disability or impairment encounters when interacting with the environment. It is a physical or attitudinal constraint imposed upon a person, regardless of whether that person has a disability or not  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS  It is defined as “the loss or limitation of opportunities to take part in the normal life of the community on an equal level with others due to physical or social barriers”. Disability and Handicap  Disability is viewed as a difference, a characteristic that sets an individual apart from everyone else,  Something that makes the individual less able or inferior.  Disability is seen as a deviance from the norm in which the other population is considered normal.  The way the society views the disability restricts the individual’s ability. Therefore, an individual becomes handicapped because of: 1. Attitudinal (societal barriers, such as stigma) 2. Physical barriers (environmental barriers, such as absence of stairs), and 3. Policy barriers (systemic barriers), Models of Disability (Perspectives to Disability) 1. Medical Approach  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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. 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. Comparing the two perspectives Medical model: Social model: Child is faulty Child is valued Diagnosis and labeling Strengths and needs identified Impairment is focus of attention Barriers identified and solutions developed Medical model: Social model: Segregation and alternative services Resources made available Re-entry if normal enough or permanent Diversity welcomed; child is welcomed exclusion Society remains unchanged Society evolves Causes of disability What do you think is the causes of disability?  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS Some people, especially in the past times, wrongly believe that disability is a punishment from God. There are some who still believe that disability is a form of personal punishment for individual with disability, a kind of karma for their past mistakes, which is totally unacceptable now days. Disability can be caused by the following factors. Genetic Causes Abnormalities in genes and genetic inheritance can cause intellectual disability in children. In some countries, Down syndrome is the most common genetic condition. Sometimes, diseases, illnesses, and over-exposure to x-rays can cause a genetic disorder. Environmental Poverty and malnutrition in pregnant mothers can cause a deficiency in vital minerals and result in deformation issues in the unborn child. After birth, poverty and malnutrition can also cause poor development of vital organs in the child, which can eventually lead to disability. The use of drugs, alcohol, tobacco, the exposure to certain toxic chemicals and illnesses, toxoplasmosis, cytomegalovirus, rubella and syphilis by a pregnant mother can cause intellectual disability to the child. Childhood diseases such as a whooping cough, measles, and chicken pox may lead to meningitis and encephalitis. 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. Some type of disabilities Some nine major disabilities are listed and briefly discussed in the coming pages below. 1. Visual 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  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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. 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. Activities 1. How can we educate people with visual impairment? 2. What will be the consequences if we do not educate them? 3. What will be the consequences if ewe excludes them from all walks of life? 4. What support they demand for education, work and living daily life? 5. What is your role as an individual and group to create inclusiveness? 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. Pasonella and Carat from legal point of view, define hearing impairment as 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'." Whelan, R. J. (1988). 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. Activities 1. How can we educate people with hearing impairment? 1. What will be the consequences if we do not educate them? 2. What will be the consequences if ewe excludes them from all walks of life? 3. What support they demand for education, work and living daily life? 4. What is your role as an individual and group to create inclusiveness? 3. Specific 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  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. 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. Types of Specific Learning Disabilities 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 Dyscalculia 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  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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. 4. Speech 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  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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. Activities 1. How can schools or any organization create inclusive education for students/employees with speech and language difficulties? Discuss 2. How persons with speech and language difficulties should be employed and live independent life? 3. How can persons with speech and language difficulties lead independent life in the community? 4. What kind of technology they require for speech and language communication and daily life activities? 5.Autism Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child‘s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child‘s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #5 below. 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 (Landa, 2007). Autism is pervasive  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS developmental disorder characterized by lack of normal sociability, impaired communication and repetitive obsessive behavior such as politeness, turn-taking (Young &Nettlebeck, 2005). 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 behavioral and emotional disorders An individual having behavioral or emotional disorders can exhibit widely varied types of behavior. Therefore, different classification systems of behavioral 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 behavior: These individuals show more bizarre behavior. 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 behavioral disorders fall into two broad classifications:  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 1) Externalizing Behavior: also called under controlled disorder, include such problems disobedience, disruptiveness, fighting, tempers tantrums, irresponsibility, jealous, anger, attention seeking etc… 2) Internalizing Behavior: also known as over controlled disorders, include such problems anxiety, immaturity, shyness, social withdrawal, feeling of inadequacy (inferiority), guilt, depression and worries a great deal 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. Activities 1. Do you think it is right to dismiss students with behavioral disorder from schools? 2. How can schools create inclusive education for students with behavioral disorders? Discuss 3. How persons with behavioral disorder should employed and live independent life? 4. How can persons with behavioral disorder lead independent life in the community? 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.  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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. 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). 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. Additional problems that can be associated with cerebral palsy include: 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.  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS - 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 blfida 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 children can use customized prosthetic devices (artificial hands, arms, or legs) to replace limp functions and increase independence in daily activities. Other muscle-skeletal disorders are:- 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).  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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 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 impairment is a condition that requires ongoing medical attention. It includes asthma, heart defects, cancer, diabetes, hemophilia. HIV/AIDS, etc. 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.  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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 repearedeplosde 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;  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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. 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. B. Children: 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 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  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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 Talented: 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). Chapter Summary 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.  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS Chapter 2: Concept of Inclusion Brainstorming Questions What comes to your mind when you hear about the word inclusion? Do you know to whom inclusion is required? Why? Who do you think benefit from inclusion? Why inclusion has got the world wide attention? Where do you think inclusion originated from? How do you think inclusion can be implemented? What are the barriers to inclusion? 2.1. Definition of Inclusion Inclusion concept evolved from special and integrated education based on the notion that both special needs and integrated/mainstreaming education do not address unique needs, characteristics of students with in regular schools classrooms. The concept of inclusion has a number of rationales: educational, social, economic, legal and foundations or inclusive society. Specifically, it has also benefits to students with and without special educational needs, parents, teachers and society at large. Inclusion is implemented as on its ultimate goal which is aimed building an inclusive society. The concept of inclusion development is influenced by different factors: communities, activists and advocates, the quality education and school improvement movement, special educational needs movement, involvement of international agencies, involvement of NGOs movements, networks and campaigns, and other factors such as current world situation and demand or quality education. 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  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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. o 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 o 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.  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS  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. 2. 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. The complex inter-relationships that exist among these factors and their interactions with disability must also be a focus of attention. Besides, inclusion begins with the premise that all persons have unique characteristics, interests, abilities and particular learning needs and, further, that all persons have equal access education, employment and services. Inclusion implies transition from separate, segregated learning and working environments for persons with disabilities to community based systems. Moreover, effective transitions from segregated services to inclusive system requires careful planning and structural changes to ensure that persons with disabilities are provided with appropriate accommodation and supports that ensure an inclusive learning and working environment. Furthermore, UNESCO (2005) has provided four major inclusion principles that support inclusive practice. These include: 1. Inclusion is a process. It has to be seen as a never-ending search to find better ways of responding to diversity. It is about learning how to live with difference and learning how to learn from difference. Differences come to be seen more positively as a stimulus for fostering learning amongst children and adults. 2. Inclusion is concerned with the identification and removal of barriers that hinders the development of persons with disabilities. It involves collecting, collating and evaluating information from a wide variety of sources in order to plan for improvements in policy and  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS practice. It is about using evidence of various kinds to stimulate creativity and problem - solving. 3. Inclusion is about the presence, participation and achievement of all persons. Presence is concerned with where persons are provided and how reliably and punctually they attend; participation relates to the quality of their experiences and must incorporate the views of learners/and or workers and achievement is about the outcomes of learning across the curriculum, not just test and exam results. 4. Inclusion invokes a particular emphasis on those who may be at risk of marginalization, exclusion or underachievement. This indicates the moral responsibility to ensure that those at risk are carefully monitored, and that steps are taken to ensure their presence, participation and achievement. Rationale for Inclusion Reflection activities: Dear students, why do you think inclusion in education is implemented in many countries of the world? Implementation of inclusion has number of rationales. The major ones include: educational, social, legal, economic and inclusive society building foundations. 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.  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS  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 2.3. Factors that Influenced Development of Inclusion Brainstorming questions: Dear student: 1. As stated earlier, inclusive education has got priority as the main education policy in many countries of the world. Why do you think it has got the world’s attention? 2. Is it possible to solve different crises that the world is acing these days by implementing inclusion philosophy? If your answer is “Yes,” how it is possible? If your answer is “No,” why it is not possible? 3. What do you think are the drivers of inclusion to be materialized in reality? 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. Therefore, separate provisions for such students cannot be justified. Moreover, inclusion has got the world‘s attention because it is supposed to solve the world‘s major problems occurring in social, economic, religious, educational and other areas of the world. For instance, it is supposed to : counteract-social,  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS political, economic and educational challenges that happen due to globalization impact; enhance psychosocial, academic and other benefits to students with and without special needs education; help all citizens exercise educational and human rights; enhance quality education for all in regular class rooms through inclusion; create sustainable environmental development that is suitable for all human beings; create democratic and productive society that promote sustainable development; build an attitude of respecting and valuing of differences in human beings; and ultimately build an inclusive society. Inclusive education is facilitated by many influencing actors. Some of the major drivers include: 1. Communities: pre-colonial and indigenous approaches to education and community- based programs movement that favor inclusion of their community members. 2. Activists and advocates: the combined voices of primary stakeholders – representatives of groups of learners often excluded and marginalized from education (e.g. disabled activists; parents advocating for their children; child rights advocates; and those advocating for women/girls and minority ethnic groups). 3. The quality education and school improvement movement: in both North and South, the issues of quality, access and inclusion are strongly linked, and contribute to the understanding and practice of inclusive education as being the responsibility of education systems and schools. 4. Special educational needs movement: the ‗new thinking‘ of the special needs education movement – as demonstrated in the Salamanca Statement – has been a positive influence on inclusive education, enabling schools and systems to really respond to a wide range of diversity. 5. Involvement of International agencies: the UN is a major influence on the development of inclusive education policy and practice. Major donors have formed a partnership – the Fast Track Initiative – to speed progress towards the EFA goals. E.g. UNESCO, etc. 6. Involvement of NGOs movements, networks and campaigns: a wide range of civil society initiatives, such as the Global Campaign for Education, seek to bring policy and practice together and involve all stakeholders based on different situations 7. Other factors: the current world situation and practical experiences in education. The current world situation presents challenges such as the spread of HIV/AIDS, political instability, trends in resource distribution, diversity of population, and social inclusion. This necessitates implementation of inclusion to solve the problems. On the other hand, practical  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS experiences in education offers lessons learned from failure and success in mainstream, special and inclusive education. Moreover, practical demonstrations of successful inclusive education in different cultures and contexts are a strong influence on its development. Benefits of Inclusion It is now understood that inclusion benefits communities, families, teachers, and students by ensuring that children with disabilities attend school with their peers and providing them with adequate support to succeed both academically and socially. 1. Benefits for Students with Special Needs Education In inclusive settings people will develop: o Appropriate models of behavior. They can observe and imitate socially acceptable behaviors of the students without special needs o Improved friendships with the social environment o Increased social initiations, interactions, relationships and networks o Gain peer role models for academic, social and behavior skills o Increased achievement of individualized educational program (IEP) goals o Greater access to general curriculum o Enhanced skill acquisition and generalization in their learning o improved academic achievement which leads to quality education services o Attending inclusive schools increases the probability that students with SEN will continue to participate in a variety of integrated settings throughout their lives (increased inclusion in future environments that contribute building of inclusive society). o Improved school staff collaboration to meet these students‘ needs and ability differences o Increased parental participation to meet these students‘ needs and ability differences o Enhanced families integration into the community 2. Benefits for persons without Special Needs Education Students without special educational needs (SEN) will:  Have a variety of opportunities for interacting with their age peers who experience SEN in inclusive school settings.  serve as peer tutors during instructional activities  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS  Gain knowledge of a good deal about tolerance, individual difference, and human exceptionality.  Learn that students with SEN have many positive characteristics and abilities.  Have chance to learn about many of the human service profession such as special education, speech therapy, physical therapy, recreation therapy, and vocational rehabilitation. For some, exposure to these areas may lead to career choices.  Have increased appreciation, acceptance and respect of individual differences among human beings that leads to increased understanding and acceptance of diversity  Get greater opportunities to master activities by practicing and teaching others  Have increased academic outcomes  have opportunity to learn to communicate, and deal effectively with a wide range of individuals; this prepares them to fully participate in society when they are adults that make them build an inclusive society 3. Benefits for Teachers and Parents/Family Brainstorming Questions 5. Dear student, do you think inclusive education is important for teachers of inclusive education and parents? If yes, give examples? If no, why not? Inclusive education has benefit to teachers. The benefit includes: developing their knowledge and skills that meet diverse students’ needs and ability differences to enhancing their skills to work with their stakeholders; and gaining satisfaction in their profession and other aspects. Similarly, parents/family benefit from inclusive education. For example, parents benefit from implementation of inclusive education in developing their positive attitude towards their children‘s education, positive feeling toward their participation, and appreciation to differences among humankinds and so on. Table 2.3. Benefits of inclusion for Teachers and Parents/Family Benefits for Teachers Benefits for Parents/Family They: to teach different kinds of students. educated in schools with their peers in an inclusive environment ways children learn and can be taught. sense of accomplishment in helping their children to approaches towards different people with diverse learn. needs. partners in providing quality learning opportunities ideas by communicating more often with others for children. from within and outside their school, such as in w to deal better with their children at  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS school clusters or teacher networks, or with parents home by using techniques that the teachers use in and community members. school. interested, more creative and more attentive community, as well as to understand and help solve n experience greater job satisfaction and a each other‘s problems. higher sense of accomplishment when ALL children are succeeding in school to the best of their abilities. Know that their children—and ALL children— are receiving a quality education. about instructional activities and teaching Experience positive attitude about themselves and strategies, thus expanding the skills of both general their children by seeing their children accepted by and special educators others, successful in the inclusive setting, and belonging to the community where they live and collaborative problem-solving skills to creatively address challenges regarding student learning hem promoting the recognition and appreciation that all students have strengths and are contributing members of the school community as well as the society 2.5. Benefits for Society Inclusion goes beyond education and should involve consideration of employment, recreation, health and living conditions. It should therefore involve transformations across all government and other agencies at all levels of society. When students with special needs and without special needs are educated through quality inclusive education, it not only benefits students, teachers and parents it also benefits the society. Some of the major benefits may include:  Introduction of students with disabilities and vulnerabilities into mainstream schools bring in the students into local communities and neighborhoods and helps break down barriers and prejudice that prevail in the society towards persons with disability.  Communities become more accepting of difference, and everyone benefits from a friendlier, open environment that values and appreciates differences in human beings.  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. Ultimate Goal of Inclusion Brainstorming questions 1. Dear student, what do you think about the ultimate goal regarding the implementation of quality inclusive education? The goal of inclusive education is to create schools where everyone belongs. By creating inclusive schools, we ensure that there‘s a welcoming place in the community for  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS everyone after their school year‘s end. Students educated together have a greater understanding of difference and diversity. Students educated together have fewer fears about difference and disability. An inclusive school culture creates better long-term outcomes for all students. Typical students who are educated alongside peers with developmental disabilities understand more about the ways that they‘re all alike. These are the students who will be our children‘s peer group and friends. These students hold the promise of creating inclusive communities in the future for all our children. These students will be the teachers, principals, doctors, lawyers, and parents who build communities where everyone belongs. Inclusive society is a necessary precondition for inclusive growth is a society which does not exclude or discriminate against its citizens on the basis of disability, caste, race, gender, family or community, a society which ‗levels the playing field for investment‘ and leaves no one behind. Thus, Inclusive growth which is equitable that offers equality of opportunity to all as well as protection in market and employment transitions results from inclusive society. Reflection Dear student, can you explain the benefits of inclusive education or students, teachers, parents and society at large? What kink o society can be created when inclusive education is properly implemented? An inclusive environment is one in which members feel respected by and connected to one another. An inclusive environment is an environment that welcomes all people, regardless of their disability and other vulnerabilities. It recognizes and uses their skills and strengthens their abilities. An inclusive service environment is respectful, supportive, and equalizing. An inclusive environment reaches out to and includes individuals with disabilities and vulnerabilities at all levels from first time participants to board members. It has the following major characteristics:  it ensures the respect and dignity of individuals with disabilities  it meets current accessibility standards to the greatest extent possible to all people with special needs  provides accommodations willingly and proactively 2.6. Inclusive Environments An inclusive environment is a place that is adjusted to individuals’ needs and not vice versa – that individuals are adjusted to the environmental needs. It acknowledges that individual differences among individuals are a source of richness and diversity, and not a problem, and that various needs and the individual pace of learning and development can be  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS met successfully with a wide range of flexible approaches. Besides, the environment should involve continuous process of changes directed towards strengthening and encouraging different ways of participation of all members of the community. An inclusive environment is also directed towards developing culture, policy and practice which meet pupils’ diversities, towards identifying and removing obstacles in learning and participating, towards developing a suitable provisions and supporting individuals. Therefore, successful environment has the following characteristics:  It develops whole-school/environment processes that promote inclusiveness and quality provisions and practice that are responsive to the individual needs and diversities  It recognizes and responds to the diverse needs of their individuals and ensuring quality provisions for all through appropriate accommodations, organizational arrangements, resource use and partnerships with their community.  It is committed to serve all individuals together regardless of differences. It is also deeply committed to the belief that all persons can learn, work and be productive.  It involves restructuring environment, culture, policy, and practice.  It promoting pro-social activities  It makes provides services and facilities equally accessible to all people  It involves mobilizing resources within the community  It is alert to and uses a range of multi-skilled personnel to assist people in their learning and working environment.  It strives to create strong links with, clinicians, caregivers, and staff in local schools, work place, disability services providers and relevant support agencies within the wider community.  It develops social relationships as an equal member of the class. It is also the classroom responsive to the diversity of individuals‘academic, social and personal learning needs. Barriers to Inclusion Though many countries seem committed to inclusion their rhetoric, and even in their legislation and policies, practices often fall short. Reasons for the policy-practice gap in inclusion are diverse. The major barriers include:  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS  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  Using inclusive models that may be imported from other countries. Reflection questions Do you think the country’s socio-cultural, economic and political conditions suitable to implement inclusive education? What should be done to make conditions suitable to implement inclusion? Chapter summary The philosophy of inclusion centers on enabling communities, systems and structures in all cultures and contexts to fight discrimination, celebrate diversity, promote participation and overcome barriers to learning and participation for all people (persons with and without special educational needs). 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 persons are met.  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS Chapter 3: Identification and Differentiated Services 3.1. Impact of Disability and Vulnerability on daily life Brainstorming Questions Can you list the impacts of disability on daily life of peoples with disabilities? Do you think that individuals with the same disabilities have the same needs? If your answer is Yes, how?/No, why? There are several factors that affect the impact a disability has on an individual. I. Factors related to the person People respond to disabilities in different ways. Some react negatively and thus their quality of life is negatively affected. Others choose 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. 1. The Nature of the Disability: Disability can be acquired (a result of an accident, or acquired disease) or congenital (present at birth). If the disability is acquired, it is more likely to cause a negative reaction than a congenital disability. Congenital disabilities are disabilities that have always been present, thus requiring less of an adjustment than an acquired disability. 2. The Individual’s Personality - the individual personality can be typically positive or negative, dependent or independent, goal-oriented or laissez-faire. Someone with a positive outlook is more likely to embrace a disability then someone with a negative outlook. Someone who is independent will continue to be independent and someone who is goal-oriented will continue to set and pursue goals. 3. 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. 4. The Individual’s Current Life Circumstances - The individual‘s independence or dependence on others (parents). The economic status of the individual or the individual's caregivers, the individual's education level. If the individual is happy with their current life circumstance, they are more likely to embrace their disability,  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS whereas if they are not happy with their circumstances, they often blame their disability. 5. The Individual's Support System - The individual‘s support from family, a significant 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. 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. II. Environmental Factors Dear students, what do you understand when we say physical, social and psychological environment? And how it affects life of persons with disabilities? Three types of attributes of the physical environment need to be in place to support human performance. The first attribute is object availability. Objects must be in a location that is useful, at a level where they can be retrieved, and must be organized to support the performance of the activity. Neither a sink that is too high for a wheelchair user nor a telecommunications device for the deaf (TDD) that is kept at a hotel reception desk is available. The second attribute is accessibility. Accessibility is related to the ability of people to get to a place or to use a device. Accessibility permits a wheelchair user to ride a bus or a Braille user to read a document. The third attribute is the availability of sensory stimulation regarding the environment. Sensory stimulation, which can include visual, tactile, or auditory cues, serves as a signal to promote responses. Examples of such cues could include beeping microwaves, which elicit responses from people without hearing impairments, or bumpy surfaces on subway platforms, which tell users with visual impairments to change their location. A) The Natural Environment For example, an environment might be that a person who has limited walking ability will be less disabled in a flat geographical location than he disabled in both places during the winter than during the summer. Thus, the natural environment, including topography and climate, affect whether or to what degree a functional limitation will be disabling. B) The human made Environment  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS The physical environment is a complex interaction of built-in objects. Built objects are created and constructed by humans and vary widely in terms of their complexity, size, and purpose. For instance, built objects such as dishwashers and computers have the potential to enhance human performance or to create barriers. Creating Welcoming (Inclusive) Environment External environmental modifications can take many forms. These can include assistive devices, alterations of a physical structure, object modification, and task modification. Rehabilitation must place emphasis on addressing the environmental needs of people with disabling conditions. Environmental strategies can be effective in helping people function independently and not be limited in their social participation, in work, leisure or social interactions as a spouse, parent, friend, or coworker. Examples of Environmental Modification Mobility Communication Accessible Accessible Job Differential aids aids structural features accommodations use of elements personnel Hand Telephone Ramps Built up Simplification of Personal Orthosis amplifier or TDD Elevators handles task care Voice-activated assistants Mouth stick Wide doors Voice- Flexible work computer activated hours Note takers Prosthetic Closed or real- Safety bars computer limb Rest breaks Secretaries time captioning Nonskid Automobile Editors Wheelchair Computer- floors hand Splitting job into (manual assisted note controls parts Sign and/or Sound- language taker Relegate motorized) reflective interpreters Print enlarger building nonessential  Canes Reading materials functions to machines others Crutches Enhanced Books on tape lighting Braces Sign language or Electrical oral interpreters sockets that Braille writer meet Cochlear implant appropriate Communication reach boards FM, ranges audio-induction Hardwired loop, or infrared flashing systems alerting systems Increased  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS textural contrast III. Economic Factors 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. Research on employment among persons with disabilities indicates, for example, that such persons in communities undergoing rapid economic expansion will be much more likely to secure jobs than those in communities with depressed or contracting labor markets. Similarly, wealthy communities are more able to provide environmental supports such as accessible public transportation and public buildings or support payments for personal assistance benefits. Clearly, the economic status of the region or nation as a whole may play a more important role than the immediate microenvironment for certain kinds of disabling conditions. For example, access to employment among people with disabling conditions is determined by a combination of the national and regional labor markets. Economic factors also can affect disability by creating incentives to define oneself as disabled. For example, disability compensation programs often pay nearly as much as many of the jobs available to people with disabling conditions, especially given that such programs also provide health insurance and many lower-paying jobs do not. IV. Political Factors The political system, through its role in designing public policy, can and does have a profound impact on the extent to which impairments and other potentially disabling conditions will result in disability. If the political system is well enforced it will profoundly improve the prospects of people with disabling conditions for achieving a much fuller participation in society, in effect reducing the font of disability in work and every other domain of human activity. Thus, the potential mechanisms of public policy are diverse, ranging from the direct effects of funds from the public purse, to creating tax incentives so that private parties may finance efforts themselves, to the passage of civil rights legislation and providing adequate enforcement. V. Psychological Factors  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 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. An exhaustive review of the literature on the impact of psychological factors on disability is beyond the scope of this chapter. However, for illustrative purposes four psychological constructs will be briefly discussed: three cognitive processes (self-efficacy beliefs, psychological control, and coping patterns) and one personality disposition (optimism). a) Social Cognitive Processes Cognition consists of thoughts, feelings, beliefs, and ways of viewing the world, others, and ourselves. Three interrelated cognitive processes have been selected to illustrate the direct and interactive effects of cognition on disability. These are self-efficacy beliefs, psychological control, and coping patterns which all these are socially constructed. b) Self-Efficacy Beliefs Self-efficacy beliefs are concerned with whether or not a person believes that he or she can accomplish a desired outcome (Bandura, 1977, 1986). Beliefs about one's abilities affect what a person chooses to do, how much effort is put into a task, and how long an individual will endure when there are difficulties. Self-efficacy beliefs also affect the person's affective and emotional responses. Under conditions of high self-efficacy, a person's outlook and mental health status will remain positive even under stressful and aversive situations. Under conditions of low self-efficacy, mental health may suffer even when environmental conditions are favorable. c) Psychological Control Psychological control, or control beliefs, is akin to self-efficacy beliefs in that they are thoughts, feelings, and beliefs regarding one's ability to exert control or change a situation. Self-generated feelings of control improve outcomes for diverse groups of individuals with physical disabilities and chronic illnesses. The onset of a disabling condition is often followed by a loss or a potential loss of control.Perceptions of control will influence whether disabling environmental conditions are seen as stressful and consequently whether it becomes disabling. The individuals control over themselves depends on the provision of the environments: accessibility or inaccessibility. d) Coping Patterns Coping patterns refer to behavioral and cognitive efforts to manage specific internal or external demands that tax or exceed a person's resources to adjust.Several coping strategies may  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS be used when a person confronts a stressful situation. These strategies may include the following: seeking information, cognitive restructuring, emotional expression, catastrophizing, wish-fulfilling fantasizing, threat minimization, relaxation, distraction, and self-blame. The effects of certain coping efforts on adaptive and functional outcomes benefits individuals with disabling conditions. In general, among people with disabling conditions, there is evidence that passive, avoidant, emotion-focused cognitive strategies (e.g., catastrophizing and wishful thinking) are associated with poorer outcomes, whereas active, problem-focused attempts to redefine thoughts to become more positive are associated with favorable outcomes. e) Personality Disposition (optimism Vs Pessimism) People with an optimistic orientation rather than a pessimistic orientation are far better across several dimensions. Optimists tend to have better self-esteem and less hostility toward others and tend to use more adaptive coping strategies than pessimists. Optimism is a significant predictor of coping efforts and of recovery from surgery. Individuals with optimistic orientations have a faster rate of recovery during hospitalization and a faster rate of return to normal life activities after discharge. Optimistic individuals are more likely to cope with impairment by using the active adaptive coping strategies discussed earlier. These in turn will lead to reduced disability. VI. Factors related to Family Although most people have a wide network of friends, the networks of people with disabilities are more likely to be dominated by family members. Even among people with disabilities who maintain a large network of friends, family relationships often are most central and families often provide the main sources of support. This support may be instrumental (errand-running), informational (providing advice or referrals), or emotional (giving love and support).It is important to note, however, that families may also be disabling. Some families promote dependency. Others fatalistically accept functional limitations and conditions that are amenable to change with a supportive environment. In both of these situations, the person with the potentially disabling condition is not allowed to develop to his or her fullest potential. VII. Gender related factors The importance of work and the daily activities required of living in the country are paramount in considering gender. For the male and female with disabilities and vulnerable groups, work is universally seen as important, whether paid work or voluntary. When the work interests of men with disabilities are similar to those of others around them, their  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS identity as a man becomes more valuable to the community. However, there are issues around how masculinity in rural areas is constituted. Finding ways to express this through involvement in common activities can be difficult. Many of male and females with disabilities have creativity and skill in finding ways to do things and consequently being able to build friendships with other men in their communities. Work, particularly paid work, is also important for many of the female contributors. Sustaining this in the face of community views about disability is at times difficult, particularly when it is balanced with expectations of traditional women‘s roles of home making and childcare. Being excluded from these latter tasks because of others’ protective or controlling views is particularly difficult for some women in asserting their identities as women and exploring these types of gendered practices. VIII. Identity and Disability The relational nature of identity seems to be of central importance to people with disabilities and a rural environment in some instances provides a different way for people to be perceived by others and by themselves. Identity marked by disability is complex and multilayered; relationships, outside of paid, formalized service settings. Services are facilitators of a rural life, rather than the focus of rural life itself. New technologies, determination and interests shape differing identities for people who are active agents in their own lives. Disability as part of an individual‘s identity is seen by some as a struggle. This is often twofold: internally to individuals and their sense of self and, too often, in the way they are perceived and constructed by those around them. An acquired disability is experienced as challenging the nature of one‘s internal pre-established identity and as a struggle to change the perceptions and attitudes of others and the physical environment in which a person lives. Relations with family, friends and communities often provided a contradictory landscape, where a person has to negotiate his or her new disabled identity yet, at the same time, is able to draw upon previous shared experiences to become re-embedded in friendships and communities. Finding ways to gain value in the local community with a disability is an ongoing and, too often, difficult journey. It is these very journeys that create one‘s identity and the relational nature of this identity to the rural landscape. IX. Belongingness and disability Belonging is a complex concept involving an attachment to place, relationships with others, a sense of safety, common values and a shared and/or developing history. Belonging is also an internal sense of being at home in one‘s own body and mind. Persons with  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS disabilities and vulnerable groups have struggled to come to terms with a body and mind which seem unfamiliar to them, in which they have to make adjustments or accommodations both for themselves and in terms of their relationships with others. Family relationships as a means of connecting to community and being known by others, and knowing others outside the family are important. Different kinds of relationship contributed to this sense of belonging, ranging from the more superficial nodding acquaintances to specific informal support from known others, to the intimacy of close friends and kin. Intersectionality Social structures and norms surrounding age are particularly significant, shaping the kind of lives people have and their experience of gender and identity. They have particular implications for people‘s attachment to place and their aspirations and desires for the future. Age matters, too, in terms of the support that family and services can offer in a rural environment and the types of age-appropriate opportunities that can be facilitated in the person‘s home, family and community. Being a particular age in a rural landscape has implications for the types of social relationship that are openly facilitated and enabled. 3.2. Needs of Persons with Disabilities and Vulnerabilities. Needs of persons with disabilities and vulnerabilities depends on different factors. What needs do you think persons with disabilities may have? People with disabilities do not all share a single experience, even of the same impairment; likewise, professionals in the same discipline (sector)do not follow a single approach or hold the same values. Persons with disabilities and vulnerabilities have socio-emotional, psychological, physical and social environmental and economic needs in general. 3.2.1. Basic needs of persons with disabilities and vulnerabilities The following list but not last are basic needs of persons with disabilities and vulnerabilities to ensure equality for all within our society. a) Full access to the Environment (towns, countryside & buildings) b) An accessible Transport system c) Technical aids and equipment d) Accessible/adapted housing e) Personal Assistance and support f) Inclusive Education and Training g) An adequate Income h) Equal opportunities for Employment  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS i) Appropriate and accessible Information j) Advocacy (towards self-advocacy) k) Counseling l) Appropriate and Accessible Health Care 3.2.2. Social Needs of Persons with Disabilities and Vulnerabilities Social protection plays a key role in realizing the rights of persons with disabilities and vulnerabilities of all ages: providing them with an adequate standard of living, a basic level of income security; thus reducing levels of poverty and vulnerability. Moreover, mainstream and/or specific social protection schemes concerning persons with disabilities can have a major role in promoting their independence and inclusion by meeting their specific needs and supporting their social participation in a non-discriminatory manner. These 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. 3.2.3. Needs of persons with disabilities according to A.Maslow Analyzing the human beings, Maslow has identified five categories of needs, with different priority levels, in the following order: survival (physiological), safety, social needs, esteem, and self-actualization (fulfillment). Maslow‘s model is also valid for persons with disabilities and vulnerabilities, whose needs are similar to those of ordinary persons. Nevertheless, many of these needs are not fulfilled, so disabilities and vulnerabilities seek to fulfill these needs and reach a state of wellbeing. In particular, disabilities and vulnerabilities in a dependent situation feel the need for increased autonomy, as well as the opportunity to prove their worth to themselves and others through work or other activities.  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS 3.2.4. The Health Care Needs of Persons with Disabilities and Vulnerabilities People with disabilities report seeking more health care than people without disabilities and have greater unmet needs. For example, a recent survey of people with serious mental disorders, showed that between 35% and 50% of people in developed countries, and between 76% and 85% in developing countries, received no treatment in the year prior to the study. Health promotion and prevention activities seldom target people with disabilities. For example women with disabilities receive less screening for breast and cervical cancer than women without disabilities. People with intellectual impairments and diabetes are less likely to have their weight checked. Adolescents and adults with disabilities are more likely to be excluded from sex education programs. People with disabilities are particularly vulnerable to deficiencies in health care services. Depending on the group and setting, persons with disabilities may experience greater vulnerability to secondary conditions(conditions occur in addition to (and are related to) a primary health condition), co-morbid conditions, age-related conditions, engaging in health risk behaviors and higher rates of premature death.  WOLLO UNIVERSITY: DEPARTMENT OF SPECIAL NEEDS EDUCATION INCLUSIVE EDUCATION COURSE MATERIAL HANDOUT FOR SUMMER STUDENT TEACHERS Barriers to Health Care for Persons with Disabilities and Vulnerable Groups People with disabilities encounter a range of barriers when they attempt to access health care including the following. a) Prohibitive costs: Affordability of health services and transportation are two main reasons why people with disabilities do not receive needed health care in low-income countries. b) Limited availability of services: For example, studies indicate that the lack of services especially in the rural area is the second most significant barrier to using health facilities. c) Physical barriers: Uneven access to buildings (hospitals, health centers), inaccessible medical equipment, poor signage, narrow doorways, internal steps, inadequate bathroom facilities, and inaccessible parking areas create barriers to health care facilities. d) 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, four times more likely to report being treated badly and nearly three times more likely to report being denied care. Addressing for Inclusive Barriers to Health Care Governments and professionals can improve health outcomes for people with disabilities by improving access to quality, affordable health care services, which make the best use of available resources. a) Policy and legislation: Assess existing policies and services, identify priorities to