Inclusiveness PPT Chapter 1-4 PDF

Inclusiveness JIMMA UNIVERSITY COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES Department of Special Needs and Inclusive Education Program: B.A in all Disciplines (for all Undergraduate Students) Academic Year 2020/2021 Cou...

Inclusiveness JIMMA UNIVERSITY COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES Department of Special Needs and Inclusive Education Program: B.A in all Disciplines (for all Undergraduate Students) Academic Year 2020/2021 Course Lecture Course Title: Inclusiveness Course Code: SNIE 1012 Credit Hours: 2 ECTS Credits (CP): 4 Contact Hours: 48 1  Brain storming In general what did you think about inclusiveness? 2  CHAPTER ONE  Impairment: refers to any loss or lack Understanding of psychological, Disabilities and Vulnerabilities physiological, or 1.1 Definitions of Basic Terms anatomical structure or function  Disability: is any restriction or lack of ability resulting from impairment to perform an activity in the manner or within the range considered normal for a person of the same age, culture, and education  Handicap: a handicap is a disadvantage for a given individual, resulting from an impairment or disability that limits or prevents the fulfilment of the role that is typical (depending on age, gender, and social or cultural factors) for that individual 3  Models of Disability  The five models of disability: 1. Medical Model of Disability 2. Social Model of Disability 3. Charity Model of Disability 4. Functional Model of Disability 5. Human Rights Model of Disability 4  Medical  Under Model of Disability the medical model, PWDs are defined by their illness or medical condition  This model promotes the view of PWDs being a dependent and needing to be cured or cared for, and it justifies the way in which people with disability have been systematically excluded from society  The medical model holds that disability results from an individual person’s physical or mental limitations, and is largely unconnected to the social or geographical environments  It is sometimes referred to as the Biological-Inferiority or Functional- Limitation Model 5  The Social Model views disability Social Model of Disability as a consequence of environmental, social and attitudinal barriers that prevent people with impairments from maximum participation in society.  It is best summarized in the definition of disability from the Disabled Peoples’ International: "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." 6  Conti…. “It is society that disables us, not our impairments.”  The social model of disability is based on a distinction between the terms “impairment” and “disability.”  A fundamental aspect of the social model concerns equality and strongly believes in the phrase “Nothing about us without us”  It addresses issues such as under-estimation of potential of disabled people to contribute to the society by enhancing economic values if given equal rights, suitable facilities and opportunities 7 The Charity Model of Disability The charity model  Treats PWDs as helpless victims needing ‘care’ and ‘protection’  Needs PWDs for the purpose of charity only. 8 Functional Model of Disability The functional model  The functions of the individual influence the definition of disability  Individuals who enjoy physical activities would probably be more affected by mobility impairment than those who do not care for such activities  Also, individuals whose work does not require physical strength, movement or stamina would be less affected by mobility disability  Individuals who are visual learners and lose their vision probably experience a greater sense of loss than auditory learners who lose their sight 9 Conti… Example professional pianist who has one finger amputated The loss of one finger would probably not be considered a disability for most people and yet, because of the impairment in occupational functioning for the concert pianist, the amputation would be a life-changing disability 10  Human Rights Model of Disability  The human rights model positions disability as an important dimension of human culture, and it affirms that all human beings irrespective of their disabilities have certain rights which are inalienable  This model builds upon the spirit of the Universal Declaration of Human Rights, 1948, according to which, ‘all human beings are born free and equal in rights and dignity.’ 11 Conti….  The principle of diversity provides the foundation to accept disability as part of human variation  However, it is a sad reality that in practice our treatment of difference has been rather poor, especially in the context of disability  The doctrine of differentiation is of particular importance to PWDs, some of whom may require specialized services or support in order to be materially equal to others 12  Human Rights Model of Disability  ‘A rights based approach to disability and development is about leveling the playing field so that people with disabilities can access jobs, education, health and other services.  A rights based approach is about the removal of physical and social barriers; it is about attitude adjustments for policy makers, employers, teachers, health care professionals and even family members.  A rights based approach is about ensuring universal design, accessible technology, and coordinated public programs and service. The approach requires government to provide the resources necessary to implement these goals and to enforce penalties for those who refuse to cooperate.’ 13  Causes of Disability  Some people, especially in the past times, wrongly believe that disability is a punishment from God  There are some who still believe that disability is a form of personal punishment for individual with disability, a kind of karma for their past mistakes, which is totally unacceptable now days.  So what do you think is the causes of disability? 14  Genetic Causes Abnormalities in genes and genetic inheritance can cause Causes of Disability intellectual disability in children Down syndrome is the most common genetic condition Sometimes diseases, illnesses, and over-exposure to x-rays can cause a genetic disorder 15  Environmental Factors/causes Causes of Disability o Poverty and malnutrition in pregnant mothers can cause a deficiency in vital minerals and result in deformation issues in the unborn child o After birth disease, poverty and malnutrition can also cause poor development of vital organs in the child, which can eventually lead to disability o The use of drugs, alcohol, tobacco, the exposure to certain toxic chemicals and illnesses, cytomegalovirus, rubella and syphilis by a pregnant mother can cause intellectual disability to the child 16  o Childhood diseases such as a whooping cough, measles, and Conti… chicken pox may lead to meningitis and encephalitis o This can cause damage to the brain of the child o Toxic material such as lead and mercury can damage the brain too o Unfortunate life events such as drowning, automobile accidents, falls and so on can result in people losing their sight, hearing, limbs and other vital parts of their body and cause disability 17 The human body is a phenomenal thing  Unknown Causes 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 18 Type of Disabilities  The four broad categories (types) of disabilities 1. Physical disabilities 2. Intellectual disabilities 3. Emotional and Behavioural Disorders 4. Cognitive disabilities 5. Speech, Language and Communication Disorders/Difficulties 6. Psychiatric disabilities 19 Conti….. 1. Physical Disabilities  visual impairments  hearing impairments  dual sensory loss, such as deaf-blindness  mobility impairments  health disorders 20 Conti…. Physical disabilities include mobility impairments; neurologic impairments such as cerebral palsy and seizure disorders; traumatic brain injuries; musculoskeletal conditions, such as muscular dystrophy and arthritis; sensory loss; and health impairments/disorders 21 Conti…..  Sensory impairments: the major one are visual impairments and auditory/hearing impairment  Visual Impairments Many professionals in the field, divides persons with visual loss into two: low vision/partially sighted and blindness a. Low vision/partially sighted/ is legally defined as a condition in which one's vision is seriously impaired, defined usually as having between 20/200 and 20/70 central visual acuity in the better eye, with correction b. Blind: is a descriptive term referring to a lack of sufficient vision for the daily activities of life. 22 Conti….  When educationally defined, these two sub categories of visual impairments are seen as: a. Partially sighted /low vision/ pupils- these are pupils who by reason of impaired vision cannot follow the normal regime of ordinary schools without adaptation to their sight or to their educational development, but can be educated by special methods involving the use of sight. Such pupils use print materials but may need modifications such as enlarged print or use of low vision aids (magnification) b. Blind pupils- those are pupils who are totally without sight or have little vision, and who must be educated through channels other than sight (for example using Braille or audio-tapes) 23 Conti…..  Auditory/Hearing Impairments  Professionals in the field, defined auditory/hearing impairment as continuum of hearing loss from mild to profound, which included the sub-classifications of the hard of hearing and deaf a. Hard-of-hearing: a term to describe persons with enough residual hearing, to use hearing (usually with a hearing aid) as a primary modality for acquisition of language and in communication with others. This condition can adversely affect the child's educational performance to some extent 24 Conti… b. Deaf: a term used to describe persons whose sense of hearing is non-functional for ordinary use in communication, with or without a hearing aid. It is so severe that the person is impaired in processing linguistic information which adversely affects the educational performance  Pre lingual deafness occurs before the individual develops speech, usually before the age of two, and post lingual deafness occurs after the age of two  Obviously, the functional limitations of pre lingual deafness are greater than those of post lingual deafness since with the latter, the individual usually has the capacity to speak 25 Conti…..  Dual Sensory Loss (Deaf-Blindness)  Deaf-blindness refers to a person with both hearing and visual disabilities  The Individual with Disabilities Education Act (IDEA) officially defines the term as “concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.”  As would be expected, individuals who are both deaf and blind experience severe communication deficits 26 Conti….  A biographer of Helen Keller explained the disability of deaf- blindness: "Today, relatively few deaf-blind people suffer [sic] from Helen Keller's condition—that is, being completely deaf and blind from an early age  The life-threatening childhood infections such as meningitis and scarlet fever have been for the most part eradicated and the simultaneous onset of blindness and deafness seldom occurs....In general, deafness precedes blindness  Today 50 percent of the deaf-blind population suffer [sic] from Usher syndrome, a genetic condition characterized by hearing loss and by retinitis pigmentosa, an irreversible condition causing...eventual total blindness in middle age" (Hermann, 1998, p. 340) 27 Conti…..  Mobility Impairments  Mobility impairment refers to the inability of a person to use one or more of his/her extremities, or a lack of strength to walk, grasp, or lift objects.  Mobility impairment is a disability that affects movement ranging from gross motor skills, such as walking, to fine motor movement, involving manipulation of objects by hand.  Mobility impairments interfere with the individual's movement and coordination. Examples of such impairments are spinal bifida, cerebral palsy, spinal cord injuries, paraplegia, quadriplegia, muscular dystrophy and amputations, including congenital limb deficiencies. 28 Conti..  Many of these conditions are the result of hereditary conditions; others result before or during birth and others occur because of injury or infection  Over 80 percent of individuals with spinal cord injuries are male. Thus, spinal cord injuries are the only physical disability that is more prevalent among one sex  Some mobility impairments, such as muscular dystrophy, will eventually result in death; but most are stabilized after the acute phase. 29  Health rerated difficulties  Health related difficulties include children with neurological defects, orthopaedic conditions, birth defects, developmental disabilities, and conditions that are the result of infection and diseases.  It can be categorized as of the following: 1. Neurological based disorders 2. Musculoskeletal related problems 3. Health related impairments 4. Accident based physical/ motor disabilities 30 1. Neurological based disorders  Neurological impairments are problems with the structure or functioning of the central nervous system, including the brain and the spinal cord  The most common neurological disorders include: A. Seizure disorders, B. Cerebral palsy, C. Spinal bifida and spinal cord defects, and D. Traumatic brain injury 31  A. Convulsive/ seizure Disorders  The word "convulsion" refers to a general seizure involving rapid spasmodic contraction and relaxation of the musculature  Epilepsy or convulsive disorder is the most common neurological impairments encountered in the school  It is a disorder in which the individual has a tendency to have recurrent seizures-sudden, excessive, spontaneous, and abnormal discharge of neurons in the brain accompanied by alteration in motor function, and/or sensory function, and/or consciousness  The frequency of seizures may vary from a single isolated incident to hundreds in a day. 32 Conti…  Seizures may be caused by many conditions and circumstances and are divided into two:  Primary epilepsies- They usually appear at a young age; occur in families where there is some history of epilepsy.  Secondary epilepsies- They may appear at any age and result from accidents or child abuse, brain injury, meningitis, etc. 33  B. Cerebral palsy  Cerebral Palsy - is a disorder of movement and posture caused by a defect in the developing brain  It is frequently encountered in school children  The child with cerebral palsy is unable to fully control his/her movements or motor functions  Since cerebral palsy is the result of damage to certain areas of the brain to, it is not a disease  Rather, cerebral palsy is a condition that is non- progressive and non-infections  Once it is acquired, it can't be cured 34 Conti…  Damage may occur before (prenatally), during (peri-natally), or immediately after (post-natally) the child birth  Occasionally, an individual will acquire cerebral palsy later in childhood  Acquired cerebral palsy is usually the result of brain damage resulting from accidents, brain infections, or child abuse 35  C. Spinal bifida and spinal cord defects  Spinal Bifida and Spinal Cord Defects: Spinal bifida is a developmental defect where the spinal column fails to close properly. The defect's seriousness depends on how high the defect is along the spinal column (the closer to the neck, the more serious the impairment) and how much of the spinal cord material is involved in the damage 36 Conti… The causes of spinal canal defects are not yet clear, although the presence of a virus or an unknown environmental toxin during early fetal development and genetic factors have been suggested The defect occurs very early in the development of a fetus, between the 20th and 30th day of fetal development, before a woman even knows she is pregnant 37  D. Traumatic brain injury  Traumatic Brain Injury: Traumatic brain injury is severe trauma to the head that results in lingering physical and cognitive impairments Individuals who have traumatic brain injury can require many years of work to relearn simple tasks Fortunately, advances in medical technology are making recovery possible in some cases 38 2. Musculoskeletal related problems  Polio: Polio is a muscular disease in which poliomyelitis, viral infection, attacks the nerve cells in the spinal cord that controls muscle function.  The effects of polio infection range from symptoms resembling those of a cold and fever to mild to severe paralysis  In addition to the paralysis which ranges from mild to severe the child may be subjected to upper respiratory infections due to improper muscle tones 39 Conti…  Muscular Dystrophy: It is a progressive muscle weakness that comes from problems in the muscles themselves  The muscle cells degenerate and are replaced by fat and fibrous cells  The cause of muscular dystrophy is unknown, but it appears to run in families, usually transmitted by the mother's genes  It mainly affects boys 40 3. Health related impairments  Health Related Impairments Although there are a number of conditions caused by diseases, the main conditions which forces children to face special problems within the category of health impairments include the following:  HIV Infection  Asthma  Cytomegalovirus (CMV) 41 4. Accident based physical/ motor disabilities Accident based physical/ motor disabilities – are problems occurring on an individual anytime in life that hampers development and daily living of an individual at any moment. Most of these types occur by nature or due to some forms of damage to the body parts. e.g., amputation 42 Causes of physical/motor/mobility:  The causes of physical/motor/mobility disabilities and health impairments can be recognized as: Biological causes, Infections and Toxins, injury, socioeconomic and environmental factors 43  2. Intellectual Disabilities  Intellectual disabilities include mental retardation and Down syndrome  DSM-5 (Diagnostic and Statistical Manual of Mental Disorders) defines intellectual disabilities as neurodevelopmental disorders that begin in childhood and are characterized by intellectual difficulties as well as difficulties in conceptual, social, and practical areas of living. 44  Conti…  The DSM-5 diagnosis of ID requires the satisfaction of three criteria: 1. Deficits in intellectual functioning—“reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience”—confirmed by clinical evaluation and individualized standard IQ testing (APA, 2013, p. 33); 2. Deficits in adaptive functioning that significantly hamper conforming to developmental and sociocultural standards for the individual's independence and ability to meet their social responsibility; and 3. The onset of these deficits during childhood. 45 Conti… The terms “mild,” “moderate,” “severe,” and “profound” have been used to describe the severity of the condition (see Table 2.1) This approach has been helpful in that aspects of mild to moderate ID differ from severe to profound ID The DSM-5 retains this grouping with more focus on daily skills than on specific IQ range 46 Conti… TABLE 2.1: Classifications of Intellectual Disability Severity Approximate Percent DSM-IV Criteria Distribution of (severity levels Severity Cases by were based only DSM-5 Criteria (severity classified Category Severity on IQ categories) on the basis of daily skills) Mild 85% Approximate IQ Can live independently with minimum range 50/55–70/75 levels of support. Moderate 10% Approximate IQ Independent living may be achieved range 35/40–50/55 with moderate levels of support, such as those available in group homes. Severe 3.5% Approximate IQ Requires daily assistance with self- range 20/25–35/40 care activities and safety supervision. Profound 1.5% IQ