INCLUSIVE PPT

Chapter 1: Understanding Disabilities and Vulnerabilities

Definitions of Basic Terms
- Impairment:
  - Refers to any loss or abnormality of physiological, psychological, or anatomical structure or function.
  - E.g., Amputation (absence of a body part) or paralysis of lower limbs (body part exists but doesn't function).
Disability:
- Ambiguous term with no single agreed-upon definition (Mitra, 2006).
- Complex, dynamic, multidimensional, and contested concept (WHO and World Bank, 2011).
- Full inclusion inhibited by:
  - Attitudinal barriers (societal stigma).
  - Physical barriers (e.g., absence of stairs).
  - Policy barriers (systemic issues).
- These barriers can create a disabling effect and inhibit disability-inclusive development.
Models of disability
- Traditional model
- Medical model
- Social model

Traditional Model of Disability

Historically, impairments were viewed as punishment from God for wrongdoings.
Disabilities attributed to:
- Will of God/test from God
- Divine punishment
- Based on culturally and religiously determined fixed knowledge and practices.
PWD were considered:
- Dependent
- Subject to charity
- Unable to work or learn
- Hidden behind homes
- Sign of Shame

Medical Model of Disability

Disability is considered a health problem, a medical issue.
Solutions are determined by “experts” based on diagnosis.
Focus is on elimination or cure of disability and “normalization” (including prenatal genetic testing and selective abortion).
Emphasis on rehabilitation to overcome barriers.
Problem belongs to the individual; disability results directly from impairment.
Impairments and chronic illnesses often pose real difficulties, but they are not the main problems.
Traditional view: Disability is caused by impairments and is the focus of the medical profession. The goal is to "cure" the physical, sensory, or mental impairment.

Social Model of Disability

Disability is caused by the way society is organized, not by an individual's impairment.
Views disability as a consequence of environmental, social, and attitudinal barriers preventing maximum participation in society.
"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."
Focuses on changes required in society.
Barriers created by society include:
- Social barriers (prejudice, stereotyping, discrimination)
- Environmental barriers (inaccessible buildings/language/services, communication)
- Attitudes (inflexible procedures and practices)

Handicap

A disadvantage for a given individual resulting from an impairment or disability that limits/prevents the fulfillment of a role considered normal based on age, sex, and social/cultural factors.
Limitation of opportunities to participate in community life.
Refers to social abilities or the relationship between the individual and society.
Describes the encounter between the person with disability and the environment.
Handicapism is a social and environmental construct.
Disability/impairment is a necessary but not sufficient condition to result in handicapism.
E.g., Barriers to education, employment, participation in community activities.

The Relationship Among The Three (Impairment, Disability and Handicap)

Example illustrating the relationship:
- Impairment: Short sightedness
- Disability: Difficulty in seeing
- Handicap: Inability to read due to lack of eyeglasses

Causes of Disability

Wrong perceptions regarding the causes of disability should be avoided.
Disability is not a punishment from God or karma for past mistakes.
Genetic Causes
- Abnormalities in genes and genetic inheritance can cause intellectual disability in children.
- Down syndrome is a common genetic condition in some countries.
- Diseases, illnesses, and overexposure to x-rays can cause genetic disorders.
Environmental Factors
- Poverty and malnutrition in pregnant mothers can cause deficiencies in vital minerals, resulting in deformation issues in the unborn child.
- Post-birth, poverty and malnutrition can cause poor development of vital organs, leading to disability.
- The use of drugs, alcohol, tobacco, exposure to toxic chemicals, and illnesses (toxoplasmosis, cytomegalovirus, rubella, syphilis) by a pregnant mother can cause intellectual disability in the child.
- Unfortunate life events (drowning, automobile accidents, falls) can result in the loss of sight, hearing, limbs, and other vital parts of the body.
Unknown Causes
- Scientists haven't figured out what and how something in the human body, brain, cells, and genes comes about.
- The human body is phenomenal; humans haven't found all the answers to all the defects in the human body.
Inaccessible Environments
- Society makes it difficult for persons with impairments to move and function freely.
- When infrastructure (houses, roads, parks, public places) is developed without consideration for people with impairments, it becomes impossible for them to take care of themselves.

Types of Disabilities

Visual Impairment
- Includes blindness and low vision.
- Blindness:
  - Total or partial inability to see
  - Caused by disease or disorder of the eye, optic nerve, or brain
  - Not correctable with eyeglasses or contact lenses
  - Having visual acuity of $\frac{20}{200}$ or less in the better eye with correction.
- Low Vision:
  - Used for moderately impaired vision
  - People with low vision may have a visual impairment that affects only some parts.
  - Between $\frac{20}{250}$ and $\frac{20}{70}$ central visual acuity in the better eye, with correction.
  - Has residual vision or peripheral vision
Hearing Impairment
- A generic term indicating a continuum of hearing loss from mild to profound, including hard of hearing and deaf.
- Hard of Hearing:
  - Persons with enough hearing (usually with hearing aids) to use hearing as a primary modality of acquisition of language and in communication with others.
  - Adversely affects a child’s learning and performance.
- Deaf:
  - Those who have difficulty understanding speech, even with hearing aids, but can successfully communicate in sign language.
Specific Learning Disability (SLD)
- A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written.
- Manifests itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
- Does not include learning problems primarily resulting from visual, hearing, or motor disabilities; intellectual disability; emotional disturbance; or environmental, cultural, or economic disadvantage.
- Learning disabilities should not be confused with learning problems primarily resulting from the above problems.
- Types of Specific Learning Disabilities:
- Auditory Processing Disorder (APD)
- Also known as Central Auditory Processing Disorder
- Condition that affects how sound that travels unimpeded through the ear is processed or interpreted by the brain.
  * Individuals with APD do not recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be heard.
  * They can also find it difficult to tell where sounds are coming from, to make sense of the order of sounds, or to block out competing background noises.
  * 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.
  * Dysgraphia
- is a specific learning disability that affect person's handwriting ability and fine motor skills.
  * Problems may include illegible handwriting, inconsistent spacing, poor partial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time.
  * 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
  * can exist along with other related disorders.
  * Dyslexia is sometimes referred to as a Language-Based Learning Disability.
  * 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
- 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.
  * 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.

Speech and Language Impairments
- A communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child‘s educational performance.
- A disorder that adversely affects the child's ability to talk, understand, read, and write.
- Divided into:
  - Speech impairments
- 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.
- 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.
- 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. characterized by abnormal production and/or absences of, vocal quality, pitch, loudness, resonance, and/or duration.
  - Language impairments.
- Phonological disorders: abnormal organization of the phonological system, or a significant deficit in speech production or perception
- 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
- Syntactic deficits are characterized by difficulty in acquiring the rules that govern word order and others aspects of grammar such as subject-verb agreement.
- Pragmatic difficulties are characterized as problems in understanding and using language in different social contexts.
Autism
- 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
- Neurodevelopment disorder defined by impairments in social and communication development, accompanied by stereotyped patterns of behavior and interest.
Emotional and Behavioral Disorders (EBD)
- According to Individuals with Disabilities Education Act (IDEA), EBD 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.
- An inability to learn that cannot be explained by intellectual, sensory, or health factors;
- An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
- Inappropriate types of behaviour or feelings under normal circumstances;
- A general pervasive mood of unhappiness or depression; or
- A tendency to develop physical symptoms or fears associated with personal or school problems.

An individual having behavioural or emotional disorders can exhibit widely varied types of behaviour. 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.
- Symptoms: stealing, running away from home, habitual lying, cruelty to animals, and fire setting.
  * Attention problems- These individuals may have attention deficit, are easily destructible and have poor concentration. They are frequently impulsive and may not think the consequence of their actions.
  * Anxiety/Withdrawn- These individuals are self-conscious, reserved, and unsure of themselves. They typically have low self-esteem and withdraw from immediate activities. They are also anxious and frequently depressed.
  * Psychotic behaviour: These individuals show more bizarre behaviour. They may hallucinate, deal in a fantasy world and may even talk in gibberish.
  * Motor excess: These students are hyperactive. They cannot sit nor listen to others nor keep their attention focused.
- Externalizing Behaviour: also called under controlled disorder, include such problems disobedience, disruptiveness, fighting, tempers tantrums, irresponsibility, jealous, anger, attention seeking etc…
- Internalizing Behaviour: also known as over controlled disorders, include such problems anxiety, immaturity, shyness, social withdrawal, feeling of inadequacy (inferiority), guilt, depression and worries a great deal
Causes of behavioral and emotional disorders result from many causes, these includes the following.
- Biological- includes genetic disorders, brain damage, and malnutrition, allergies, temperament and damage to the central nervous system.
- Family factors- include family interactions, family influence, child abuse, neglect, and poor disciplinary practices at home.
- Cultural factors- include some traditional and cultural negative practices, for example watching violence and sexually oriented movies and TV programs.
  * Environmental factors- include peer pressure, living in impoverished areas, and schooling practices that are unresponsive to individual needs.

Intellectual Disability
- 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:
- 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.
- Significant limitations exist in two or more adaptive skill areas: It is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives.
- Conceptual skills - language and literacy; money, time, and number concepts; and self-direction
- Social skills inter personal 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 are affected as well as the ability to adapt to home, school, and community environments

General Cognition: People with intellectual disabilities vary physically and emotionally, as well as by personality, disposition, and beliefs.
- Learning and Memory: The learning and memory capabilities of people with intellectual disabilities are significantly below average in comparison to peers without disabilities.
  * Attention: To acquire information, children must attend to the learning task for the required length of time and control distractions. Children with intellectual disabilities may have difficulty distinguishing and attending to relevant questions in both learning and social situations
  * Adaptive Skills :- The adaptive skills of people with intellectual disabilities are often not comparable to those of their peers without disabilities. A child with intellectual disabilities may have difficulty in both learning and applying skills for a number of reasons, including a higher level of distractibility, inattentiveness, failure to read social cues, and impulsive behavior
  * Speech and Language: People with intellectual disabilities may have delayed speech, language comprehension and formulation difficulties.
  * Motivation: People with intellectual disabilities are often described as lacking motivation, or outer-directed behavior. Past experiences of failure and the anxiety generated by those failures may make them appear to be fewer goals directed and lacking in motivation.
  * Academic Achievement: The cognitive difficulties of children with mild to moderate intellectual disabilities lead to persistent problems in academic achievement unless intensive and extensive supports are provided
  * Physical characteristics: Children with intellectual disabilities with differing biological etiologies, may exhibit coexisting problems, such as physical, motor, orthopedic, visual and auditory impairments, and health problems
- Level of Mental Retardation
- Level of support for individuals with intellectual disabilities
- $IQ = \frac{MA}{CA}*100$
- Where MA is mental age and CA is Chronological Age.

Physical Disability/Orthopedic Impairment and Health Impairment
- A condition that interferes with the individual’s ability to use his or her body.
  * (The term orthopedic impairment generally refers to conditions of muscular or skeletal system and sometimes to physical disabling conditions of the nervous system).
  * Health related impairment is a condition that requires ongoing medical attention. It includes asthma, heart defects, cancer, diabetes, hemophilia. HIV/AIDS, etc
  * Based on the impact of physical disability, on mobility and motor skills, it is divided into three.
  * Mild physical disability:- these individuals are able to walk without aids and may make normal developmental progress.
  * Moderate physical disability:- individuals can walk with braces and crutches and may have difficulty with fine-motor skills and speech production.
- Severe physical disability:-these are individuals who are wheelchair dependent and may need special help to achieve regular development The 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 muscle paralysis and poorly coordinated movement,
  * problems that can be associated with cerebral palsy include learning disabilities, mental retardation. Seizures, speech impairments, eating problems, sensory impairments, and joint and bone deformities such as spinal curvatures and contractures (permanently fixed, tight muscles and joints).
  * Epilepsy:-is disorder that occurs when the brain cells are not working properly and is often called a seizure disorder

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.
- Spinal bifida is a birth defect of the backbone (spinal column) and it is caused by occurs in the first twenty-six days of pregnancy. ii. Musculoskeletal system:- it includes - Progressive muscle weakness (muscular dystrophy)and Inflammation of the joints (arthritis), the muscles, bones and joints are deficient due to various causes
  - Arthritis:-is an inflammation of the joints whose Symptoms include swollen and stiff joints, fever, and pain in the joints during acute periods.
  - Muscular dystrophy:- is an inherited condition accruing mainly in males, in which the muscles weaken and deteriorate. * Amputation:- a small number of children have missing limbs because of congenital abnormalities or injury or disease (malignant bone tumors in the limbs). * 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. * 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
    - Polio:- is viral disease that invade the brain and cause severe paralysis of the total body system
  - 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. Twisting inward (equino varus), the most severe form
  - 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.
- The list of the impairment and associated with musculoskeletal malformation are the following:
- Health Impairments Disease that interferes with learning can make students eligible for special services which includes:
- Heart disease:- It is caused by improper circulation of blood by the heart some of the disorders are congenital
- 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 saliv Acquired immune deficiency syndrome (AIDS):- is a very severe disease caused by human immunodeficiency virus (HIV) infection
- 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 Asthma: is a chronic respiratory condition characterized by repeated eplosde of breathing difficulties especially while exhaling. * Diabetes: Developmental or hereditary disorder characterized by inadequate secretion or use of insulin * Nephrosis & Nephritis Kidney disorders or diseases caused by infections, poisoning, burns, accidents or other diseases * Sickle-cell anemia Hereditary and chronic blood disease (occurring primarily in African Americans) characterized by red blood cells that are distorted and that do not circulate properly Leukemia: Disease characterized by excessive production of white blood Cells
  - Lead poisoning Disorder caused by ingesting lead-based paint chips or other substances containing lead
    * Rheumatic fever Disease characterized by painful swelling and inflammation of the joints that can spread to the hear and central nervous system
- Tuberculosis Infectious disease that commonly affects the lungs and may affect other tissues of the body.
- Cancer Abnormal growth of cells that can affect any organ system

Vulnerability
- Means being at risk of being harmed.
  * Vulnerability has the following dimensions:
- Economic difficulties/lack of financial resources: poverty, low living standards, housing problems (e.g. too damp, too expensive, too cold or difficult to heat)
- Social exclusion: limited access to facilities such as transportation, schools, libraries or medical services 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 ndividuals
- Stigmatization: being a victim of stereotypes, being devalued, confronted with disgraceful behavior because of belonging to a particular social or ethnic group
- Health difficulties: disadvantages resulting from poor mental health, physical health or disabilities

May be caused by:
- Rapid population growth, poverty and hunger, poor health, low levels of education, gender inequality, fragile and hazardous location, and
- Social vulnerability: lack of access to resources and services, including knowledge and technological means, disintegration of social patterns
- political vulnerability: lack of access to information and knowledge, lack of public awareness, limited access to political power and representation .
- Economic vulnerability: related to a number of interacting elements, including its importance in the overall national economy, trade and foreign-exchange earnings, aid and investments, international prices of commodities and inputs, and production and consumption patterns
- Environmental vulnerability: concerns land degradation, earthquake, flood, hurricane, drought, storms (Monsoon rain, El Niño), water scarcity, deforestation, and the other threats to biodiversity.
Characteristics of Vulnerable People
- Less physically or mentally capable (infants, older adults, people with disabilities)
- Fewer material and/or financial resources (low-income households, homeless)
- Less knowledge or experience (children, illiterate, foreigners, tourists)
Most Vulnerable Group
- Women: from developing countries and rural Women: from developing countries and rural
- Minorities: due to their minority background(ethnic, religion, cultural linguistic) Poverty: due to 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 illiteracy and less education People with high rates of illiteracy Uncured health problems for example people living with HIV/AIDS are much vulnerable for psychosocial Gifted and Talentedness

CHAPTER 2: CONCEPT OF INCLUSION

2.1. Definition of Inclusion

Inclusion: refers to an ongoing process aimed at offering quality education/services for all
process of addressing and responding to the diversity of needs of all
changes and modifications in content, approaches, structures and strategies covers all
Respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities
Eliminating all forms of discrimination.
Inclusive services at any level are quality provisions without discrimination or partiality and meeting the diverse needs of people.
Inclusion is understood 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 has a wide range of strategies, activities and processes, resources that seek to make a reality of the universal right to quality, relevant and appropriate education and services
The above definition of inclusion has following components:
Concepts about learners
Education is a fundamental human right for all people
Learning begins at birth and continues throughout life
All children have a right to education within their own community
Everyone can learn, and any child can experience difficulties in learning
All learners need their learning supported child-focused teaching benefits all children.
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.
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.
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
Concepts about resources
Promotes unlocking and fully using local resources redistributing existing resources
It helps to perceive people (children, parents, teachers, members of marginalized groups, etc) as key resources
It helps to use appropriate resources and support within schools and at local levels for the needs of different children, e.g. mother tongue tuition, Braille, assistive devices.
McLeskey and Waldron (2000)
Inclusion VS non-inclusive practices
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
Placing students with disabilities into general education classrooms without careful planning and adequate support. Reducing services or funding for special education services.
Placing all students who have disabilities or who are at risk in one or a few designated classrooms. Teachers spending a disproportionate amount of time teaching or adapting the curriculum for students with disabilities.
Isolating students with disabilities socially, physically, or academically within the general education school or classroom. Endangering the achievement of general education students through slower instruction or a less challenging curriculum.
Relegating special education teachers to the role of assistants in the general education classroom. Requiring general and special education teachers to team together without careful planning and well-defined responsibilities.
UNESCO has identified four important elements of inclusive education
Inclusion is a process: Inclusion has to be seen as a never ending search to find better ways of responding to diversity.
It is about learning how to appreciate differences and learn from diversity. In this way, differences come to be seen more positively, as a stimulus for fostering learning among both children and adults.
Inclusion is concerned with the identification and removal of barriers
It involves collecting, collating and evaluating information from a wide variety of sources in order to plan for improvements in policy and practice.
It is about using evidence of various kinds to stimulate creativity and problem solving.

2.2 Principles of Inclusion

Inclusion is about presence, participation and achievement
Presence- concerned with where children are educated, and how reliably they attend;
Participation- the quality of their experiences while they are present and must incorporate the views of the learners themselves;
Achievement- is about outcomes of learning across the curriculum, not merely tests or examination results.
Inclusion involves a particular emphasis on those groups of learners who may be at risk of marginalization, exclusion or under-achievement. the education system.

2.3. Rationale for Inclusion

*A. Educational Foundations
v Children do better academically, psychologically and socially in inclusive settings.
v A more efficient use of education resources.
v Decreases dropouts and repetitions
v Teachers competency( knowledge, skills, collaboration, satisfaction B. 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. Cont’d
Legal Foundations
All individuals have the right to learn and live together.
Human being shouldn‘t be devalued or discriminated against by being excluded or sent away because of their disability.
There are no legitimate reasons to separate children for their education D. Economic Foundation
Economic benefit, both for individual and society. Inclusive education is more cost-effective than the creation of special schools across the country.
*The social fabric (structure) is strong.

CHAPTER 3: Identification and Differentiated services

Impact of Disability and Vulnerability on daily life
Factors related to the person
The Nature of the Disability
The Individual’s Personality
The Meaning of the Disability to the Individual
The Individual’s Current life Circumstance
The Individual's Support System
The Nature of the Disability
Disability can be acquired (a result of an accident, or acquired disease) or congenital (present at birth).
Acquired disability 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 The Nature of the Disability
acquired disability 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 * The Individual’s Personality to the Individual The Individual’s Current Life Circumstances* Current Life Circumstances The Economic status of the individual or the individual's caregivers, the individual's education level.
- Support System is from family, significant other, friends, or social groups from significant other, friends, or social groups and vulnerabilities* Psychological aspects Disability* *Factors Psychological of Disability
  1/Self-Efficacy Beliefs Under conditions of high self- efficacy, a person’s outlook and mental health status will remain positive even under stressful & aversive situations.
  2/ The Individual’s control over themselves depends on the provision of the environments: accessibility or inaccessibility.
  3/Coping Patterns There is evidence that passive, avoidant, emotion-focused cognitive strategies are associated with poorer outcomes
  4/Personality Disposition Optimism the general tendency to view the world ,others, and oneself favorably has four Psychological constructs:
  vCognition consists of thoughts, feelings, beliefs and ways of viewing the world, others and ourselves are concerned with whether or not a person believes that he or she can accomplish a desired outcome (Bandura 1977,1986).
NEEDS OF.
1/To ensure equality for all in our society the following lists: but not last basic needs:
full access to transport system
Accessible (adapted housing)
Personal assistance& support
Maslow’s model is valid for PWD and vulnerabilities, whose needs are similar to those ordinary persons
People with disabilities report seeking more health care than people without disabilities and have greater unmet needs
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 is not inherent in an individual but is, rather, a relational concept
External environmental modifications can take many forms. These can include: assistive devices, alterations of a physical structure, object modification, and task modificationExamples of Environmental Modificationincludes:
Mobility aids: Hand Orthosis, Prosthetic limb, Wheelchair ,

Chapter 4 Promoting Inclusive Culture and the ten ways organization can become more inclusive.

*4.2 Benefits of Inclusive culturesIncreased worker commitment to and identification with organizational success VImproved employee health and well-being vReduced expenses corresponding to reduced employee turnover

Five step needed to achieve the 4 steps
To review the organization policies
*To evaluate plan impact the following factors are important
Actively involve all groups of employees
To see to it is fair to all and is the respectful.
*To see the workplace is a safe place.

Chapter 5 INCLUSION FOR PEACE, DEMOCRACY AND DEVELOPMENT

*Legal frameworks may incorporate: legislations, conventions, policies and related legal frameworksThis legal frameworks were developed on the behave of discrimination, exclusion, segregation and isolation against persons with disabilities in denied their human rights, participation in the society and in the sphere of economic, social and cultural rights has signed most of the international conventions and declarations protecting the rights of