I. INTRODUCTION
This paper has six main parts. The first part talks about how we, Ethiopians, understand the
general concept called inclusion. It provides information regarding UNESCO’s report on
Ethiopia’s “Education for all” program and expresses the measures taken to move towards an
inclusion. It also talks about the arguments in support of and against the concept of inclusion.
The second part deals with the effects or implications that an inclusion has towards education
sector’s policies and practices. It compares and contrasts the idea of proponents and critics
regarding education systems structure. It also explains the factors contributed to the development
inclusive education systems and schools.
Thirdly, it looks at the contribution of international conventions and declarations on protecting
the rights of persons with disabilities and thereby, defines the two basic articles from CRPD,
convention on the rights of persons with disabilities. In addition, it elaborates how these
international conventions and declarations promoted inclusive education positively.
On fourth, it talks about the resources important for persons with disabilities so as to succeed in
world of work (economic) and social life. It deeply gives details on resources that have
significance for PWD such as human and material resources. Additionally, it tips essential
strategies on how to succeed after getting the job or after being employed.
Fifthly, this paper explains the importance of collaboration and cooperation moving us, the
peoples, toward inclusive life. It explicitly expresses collaboration and cooperation one by one
and then, an important elements for them such as an effective team, an effective communication
and the overall benefit from it.
Finally on sixth, it explains about the stakeholders (Baledirsha akalat) to collaboration and
cooperation. Thereby, elaborating what benefit they could get from it and what might be the
challenges they could face while attempting to implement these collaboration and cooperation. In
the last, not the least, it tries to tip the solutions for team challenges that might happen at school
or workplace.
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1. The concept of Inclusion in Ethiopia
How is inclusion conceptualized in our country?
Inclusion is a practice whereby students with special needs are fully integrated into the general
education classrooms at a school. ... Inclusion philosophy rests on the idea that every individual,
regardless of his/her disabilities, has the right to be incorporated fully into the fabric of society.
According to a UNESCO-commissioned report on Education for All, Ethiopia utilizes the terms
‘special needs education’ and ‘inclusive education’ as one concept, defined as ‘focusing on
children and students who are at risk of repetition and dropout due to learning difficulties,
disabilities, socio-emotional problems, or are excluded from education’. In the same UNESCO
Report, inclusion was defined as ‘bringing about change in the education system by identifying
and solving barriers to presence, participation, and achievement for every learner within
mainstream settings. This statement mentions the crucial difference between ‘inclusive
education’ and ‘integrated education’, with the former demanding changes in the education
system and the latter demanding changes within the learner. In this context, simply placing a
student in a mainstream classroom, without the necessary adjustments in the education system
does not qualify as inclusive education; rather, it is merely integrating. Inclusion is thus a
‘process’, not merely about access but also about education ‘quality and completion.
Ethiopia has an estimated 691765 disabled children. Of those, around 2300 are enrolled in
school. (Lewis 20090). With a high risk of dropping out (MoE and UNESCO, 2012). These
numbers are concerning in the context of a country which has committed itself to international
proclamations advocating for the rights of children with disabilities to educational access,
included ideals of supporting people with disabilities in its constitution, and developed national
plans for special needs education(International Labor Organization, 2013)2. However, when one
looks beyond these policies and declarations and views the realities of primary school
classrooms and their surrounding communities, it becomes clear that achieving Education for
All, most specifically children with disabilities, involves much more than establishing policies
and placing students in class rooms .Achieving true inclusion in Ethiopia will require action
that is rooted in the conviction that inclusive education is not merely about access, but about
changes in society and systems.
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What are the main arguments for and against inclusion?
1.1 Arguments for/towards an Inclusion (Pros of an Inclusion)
A. It is a way for all students to form friendships.
Because there are so many financial incentives tied to the educational progress of
students, many districts segregate their students into specific quadrants so that kids are
groups based on their abilities, special needs, learning disabilities, and physical
challenges. Although this seems like a good idea, it teaches kids that the formation of
echo chambers is normal. It suggests that the only people who can or should be your
friend are those who look, act, and think just like.
B. Students in an inclusive classroom meet their goals in a better manner.
If you place a bunch of students who all have challenging IEPs in the same room, then it
becomes a challenge for teachers and support staff to ensure that the goals of that plan are
met consistently. Complex behaviors are often on display in the special education
classrooms which districts set aside for students when they need an adaptive curriculum,
making it a struggle to separate kids from situations since there can be multiple triggers
that occur simultaneously you do.
C. It provides higher expectations for all of the students.
Kids will usually perform up to the standards and goals that you set for them. When
children receive separation into special classrooms based on their ability to learn or
interact with others, then it can feel like a negative outcome. They can see themselves as
being “bad” while everyone else becomes “good” since they didn’t get separated. By
offering an inclusion classroom to work on this dynamic, there are higher expectations set
for each child. This process increases the potential for learning while encouraging
leadership and problem resolution skills.
D. Inclusion classrooms increase staff collaboration.
When school districts take the segregated approach for their special education students,
then it creates a divide between the teachers with the “normal” kids and those with the
“unique” ones. It discourages collaboration within the administrative body of the school
because staff members must focus on their specialized assignments. Because an inclusion
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classroom brings everyone together, there is a significant boost in collaboration because
everyone can work toward the same goals for their students instead of different ones.
E. This structure encourages more parent participation.
Parents are always the first line of defense when there are unique educational needs for a
student that a school must meet. Their communication to the teachers, support staff, and
administrators allows for an educational plan to develop that can further the learning
opportunities for each child. This process integrates the families into their community if
they have a special education student in their home instead of separating them from it
because their needs are met by greater resources being available for anyone.
1.2 Arguments against an Inclusion (Cons of an Inclusion)
A. Students with disabilities take too much time away from their nondisabled
peers. This argument assumes that students with disabilities are so different that they
require distinctly unique instructional methods. The truth is that an inclusive education
doesn’t mean a different or separate education.
B. Students with disabilities won’t get anything out of general education.
This argument believes that students with significant disabilities don’t belong in a general
education classroom and it says, because “they won’t get anything out of it”. Typical
examples include Algebra, world history, or foreign language class.
C. It
forces
students
into
a
cookie-cutter
model
of
learning.
An inclusion classroom works when there are enough resources available for teachers and
staff to provide individualized learning processes for each student. The reality of modernday funding for school districts is that if you place all kids into the same classroom
settings, then the resources dedicated to “special education” go somewhere else. That
means there will be times when some children are unable to mentally access the
curriculum a teacher offers because they are forced into a cookie-cutter teaching
approach. Without individualization, an inclusion classroom will struggle to find success.
That means there must be a focus on accommodation that works for everyone.
D. This structure can disrupt the learning environment for other students.
Kids with special needs often have advanced triggers which can lead to challenging
behaviors and actions in the classroom. When they cause a disruption, then it makes it
more difficult for the other students to stay focused on the curriculum. If there are
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multiple interruptions every day, then their learning processes are slowed despite the
emphasis on diversity within the school environment.
E. Some physical disabilities require a special classroom configuration.
No one is denying the fact that diversity can make us better as a human race. When we
see life through a different perspective, then it becomes possible to increase our
knowledge and deepen our empathy for one another. There are some students, even if
their only issue is a specific learning disability like a processing disorder, who could be
severely affected by an inclusion classroom to the point where they are unable to stay
caught up despite the presence of accommodations.
F. This process cannot be rushed if it is to be successful.
Co-teaching environments can be beneficial to students in an inclusion classroom
because it solves the problem of individualization. The only problem is that most school
districts rush to put together their inclusion processes so that they can meet a specific
administrative goal, such as the presence of a specific percentage of inclusion for grant
rewards or other monetary benefits.
G. It can encourage some students to increase their acting out behaviors.
Most kids want to find a way to feel “normal” with their peers. That means an identified
disability or learning disorder becomes a weakness, which can open the doors to teasing
and bullying. An inclusion classroom can provide many benefits, but it can also cause
more behaviors to occur because kids who have a disability tend to do whatever they can
to hide this problem.
H. Argument from Societies and Communities
It has been argued that one of the primary functions of inclusive education is to reduce
inequality and address issues of social justice within wider society (Polat, 2011; DFID,
2004; WHO, 2011). Yet, according to Peters (2003), academic literature focusing on the
role of the social context within the understanding and implementation of inclusive
education is largely lacking (2003).
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2. Implications of an inclusion for educational policies and practices
What are the main implications of inclusion for educational policies and practices?
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).
 An inclusion mainly implies and encourages the involvement of parents in the
education of their children and the activities of their local schools. It fosters a culture
of respect and belonging. It also provides the opportunity to learn about and accept
individual differences.
The importance of education is multifaceted and extends to the entire range of activities of the
individual and society. Education is related to both the development of the individual and his/her
inclusion in social and economic life. Undoubtedly, it should be mentioned that education is a
fundamental right of every human being. The human right to education is recognized and
safeguarded by international organizations and national institutions (Armstrong et al. 2011).
Philosophies regarding the education of children with learning difficulties and/or disabilities
have changed dramatically over the last two decades and several countries have implemented
policies that foster the integration and, more recently, inclusion of these students into mainstream
environments. Indicatively, we can mention the United Nations Convention on Human Rights of
2007, and several international conventions of UNESCO. In particular, the Warnock Report
(Warnock Committee 1978) and the Salamanca Statement (1994) are considered as the most
important papers written for children’s rights and showed the way for the legal recognition of
inclusive education. Four decades after the publication of the Warnock report, and during this
period, various studies have focused on the concept, implementation, and future challenges of
inclusive education.
Proponents of inclusive education claim that there is need for immediate radical changes and
reforms in the educational system structures, such as changes and adjustments of the curriculum
in order to ensure equal learning opportunities for all (Ainscow 2005). Furthermore, they
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highlight the need for teachers’ training in inclusive practices (Persson 2006). However,
inclusive education is still a controversial concept, as researchers and educators have expressed
concerns about the effects of inclusion (Sharma et al. 2008).
Critics of inclusion claim that the inclusive educational model does not have the desired
outcomes for children with diverse educational needs (Anastasiou and Kauffman 2011)
Furthermore, lack of confidence in teaching pupils with special educational needs, as well as
years of teaching experience, could affect teachers’ attitudes toward inclusion (De Boer et al.
2011).
2.1 Factors that contribute to the development of more inclusive education systems
and schools
What factors contribute the development of more inclusive education systems and schools?
 It is 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.
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
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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.
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 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.
3. The contribution of international conventions and declarations on protecting the
rights of persons with disabilities
Discuss how the international conventions and declarations protecting the rights of people
with disabilities
As a human rights instrument with an explicit social development dimension, the Conventions
and declarations on the Rights of Persons with Disabilities is both a human rights treaty and a
development tool. The Convention identifies disability as an issue to be considered in all
programming, rather than as a stand-alone thematic issue, and requires all States Parties the
Convention upholds and safeguards the inherent dignity of all persons with disabilities. It
protects the human rights and fundamental freedoms of all persons with disabilities and is
binding upon those countries which have ratified it. It is one of the ten United Nations Human
Rights Conventions. To implement measures ensuring full and equal participation of persons
with disabilities.
Article 3 General Principles. General Principles are new to a core human rights treaty. They are
the founding root that spreads through all the Convention’s provisions and connects the various
branches – to continue the metaphor. In a General Comment28 the CRC Committee has
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enumerated a series of general principles. To date there is no other usage of General Principles in
a human rights context. The General Principles are a legal treasure trove, if utilized fully; they
form the basis of changes to legislation, policy and practice without referring to the Convention.
Each one forms a corner stone of the mosaic that ensures that persons with disabilities are equal
and meaningful participants in the mainstream. The General Principles are closely connected or
inter-linked to each other and, overall, to every provision in the Convention. Their impact is
overtly and covertly evident in every Article.
The principles of the present Convention shall be:
(a) Respect for inherent dignity, individual autonomy including the freedom to make one’s own
choices, and independence of persons;
(b) Non-discrimination;
c) Full and effective participation and inclusion in society;
(d) Respect for difference and acceptance of persons with disabilities as part of human diversity
and humanity;
(e) Equality of opportunity;
(f) Accessibility;
(g) Equality between men and women;
(h) Respect for the evolving capacities of children with disabilities.
Article 24 expresses about education: - Point 1 of 5 says:
1. States Parties recognize the right of persons with disabilities to education. With a view to
realizing this right without discrimination and on the basis of equal opportunity, States Parties
shall ensure an inclusive education system at all levels and lifelong learning directed to:
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 (a) The full development of human potential and sense of dignity and self-worth, and the
strengthening of respect for human rights, fundamental freedoms and human diversity;
 (b) The development by persons with disabilities of their personality, talents and
creativity, as well as their mental and physical abilities, to their fullest potential;
 (c) Enabling persons with disabilities to participate effectively in a free society. (UN
2006, Art. 24, 16)
In short, the Convention aims at a person’s “development to the fullest potential to participate
effectively” by introducing an inclusive education system. This goal is also based on the human
rights discourse and pursues equal opportunities in life. In other words, the ultimate goal is to
reach educational equity and equality. This sounds very much like the capability approach,
where people’s capabilities (“fullest potential”) should be converted (“full development”) into
functioning that are valued by the individual (“participate effectively”). In regard to participating
effectively, however, the UNCRPD fails to address the importance for the individual (and the
community) to value his/her own achievements and goals. “Participate effectively” sounds like a
demand-driven and economically relevant participation in a society rather than reaching a life
which the people themselves have reason to value.
How do you think these international conventions and declarations promote inclusive
education?
3.1 international conventions and declarations on promoting inclusive education
A. Education Inclusion: All children should have the opportunity to learn together, should
have equal access to the general education system, and should receive individual
accommodation where needed based on disability or other difference. Inclusion in the
CRPD favours transition from separate, segregated learning environments for persons with
disabilities to schooling within the general education system with the necessary supports to
make inclusion meaningful. The principle of inclusion is a component of accessibility,
availability, acceptability and adaptability. Accessibility: Educational institutions and
programmes must be accessible to persons with disabilities, without discrimination.
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B. Accessibility, reflected in Article 9 of the CRPD, has three overlapping dimensions,
including non-discrimination together with reasonable accommodation; physical access; and
economic access. Non-discrimination and reasonable accommodation in education requires
that education be accessible to all persons, including the most vulnerable persons with
disabilities, without discrimination on the basis of disability. Non-discrimination also
requires that persons with disabilities be accommodated in accessing their right to education
at all levels (primary, secondary and university education, along with tertiary education.
Reasonable accommodation is defined in the CRPD as “necessary and appropriate
modification and adjustments not imposing a disproportionate or undue burden, where
needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise
on an equal basis with others of all human rights and fundamental freedoms.
Physical accessibility as applied to education means that schools must be within safe physical
reach and they must be accessible for persons with disabilities, both in terms of getting to the
school, and moving around within the school building and all facilities. Physical reach may mean
access through attendance at some reasonably convenient geographic location (e.g. a
neighborhood school) or, provided not used as a means of segregation, it can encompass access
via modern technology (e.g. access to a "distance learning" Programme provided by a
university). Education must be economically accessible in the sense that it must be affordable to
persons with disabilities. International law requires that primary education be available "free to
all," which must apply equally to students with disabilities.
C. Availability: the concept of availability in securing the right to education implies that
functioning educational institutions and programs for students with disabilities must be
available in sufficient quantity within the jurisdiction of a State. This is often a problem for
students with disabilities who may need to travel to a distant urban area to find a school that
is able to accommodate their needs.
D. Acceptability: The concept of acceptability relates to the form and substance of education.
As emphasized by the Special Rapporteur on the right to education, the realization that
socialization is a key element of an acceptable education means that inclusiveness is highly
prioritized over segregation. Other aspects of acceptability include choice of the language of
instruction. For children with disabilities this could include, for example, provision of sign
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language. It could also encompass the provision of instructional materials in alternative
formats such as Braille or plain language or easy-to-read formats. Curricula and teaching
methods must be provided in the most appropriate languages and modes and means of
communication for the individual student. This might include, for example, teaching in sign
language for students who are deaf or providing educational materials in Braille or audio
formats for students who are blind.
E. Adaptability: The concept of adaptability as applied to education for persons with
disabilities pertains to flexibility to meet the needs of students with disabilities. At least two
aspects of adaptability are essential in order to meet the needs of students with disabilities.
These include: (1) the provision of reasonable accommodation, where needed, to meet
individual student needs; and (2) the provision of support within the general education
system to facilitate education. Adaptability also requires responsiveness to the changing
nature of education. For example, in the transition to inclusion, adaptability would mean
recruiting teachers with disabilities.
According to the Universal Declaration of Human Rights, ―All human beings are born free and
equal in dignity and rights.‖ However, this is far from being a reality for persons with disability
around the world. This is because people with disabilities ‘living conditions are always worse
than those of other citizens. They are very often excluded and marginalized different areas o life
such as participation in education, social activities, economy, and politics and so on.
They also have right to use public services (civil right), membership of any associations and
organization, participation in different activities like voting. Children and youth with disabilities
have moral, civil, parental, ethical and legal rights (right to learn with non-disabled
children).They should not be treated as marginal, rather they must involve in different
community activities. They must be consulted and be involved in decision making processes.
Inclusive in education is the most effective means of combating discriminatory Attitudes,
creating welcoming community and building an inclusive society. They are essential to the
enjoyment and exercise of human right. Thus, the right to an inclusive education for persons
with disabilities is a fundamental human right. It emerged first in general guarantees set forth in
the Universal Declaration on Human Rights and then in more detailed expression in the
International Covenant on Economic and Cultural Rights (ICESCR).
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4. Resources important for persons with Disabilities to succeed in the world of work
and social life
What are the resources important for persons with disabilities to be successful in the world of
work and social life?
Inclusion demands resources to meet the need of all members of communities and to facilitate
equal participants in all sphere of life. Our environment, now more so than before, need to be
ready to include people from different backgrounds, with differing needs and abilities. For such
a situation we need to adapt and modify our environment to all people be accessible. Inclusion
refers to the process of providing all necessary services according to the needs of diverse
population in the community and bringing support services instead of mobilizing resources in a
separate setting. Inclusion assumes that the best provision for all according to their need and
potential regular schools, in the work place and in the community. Population with a wide range
of diversities such as disabilities, cultural and linguistic minorities and vulnerabilities, academic
abilities and behavioral needs are represented in inclusive environment.
Resources for work/social environment
Human resources
 Special needs educator at every organization to create inclusive environment
 Sign language interpreter
 Sighted guide
Material resources
 Various magnifying lenses  Slate and styles  Signature guide
 Perkins Braille writer
 Hearing aids
 White Cane  Talking calculator
 Sign language books and videos  Closed-circuit television
 Braille atlases  Braille rulers  talking mobile
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 Computer software for various students with special needs; for example Jawse for blind and
sign language software for deaf.
 Orthosis:- a device ( as a brace or splint) for supporting, immobilizing, or treating muscles,
joints, or skeletal parts which are weak, ineffective, deformed or injured.
 Prosthesis: - The corrective device consisting of a replacement for part of the body.
 Environmental accessibilities - Ramps - Elevators - Wheel chairs
Analyzing international practices, sharing experiences from other countries allows choosing
more efficient approaches in the process of working on employment or self-employment of
persons with disabilities (PWDS). Experiences from other countries show that the efficiency of
working on inclusive livelihood of PWDS is facilitated by the following approaches:

Involving PWDS at the particular stages of planning or implementing the program

Cooperation with employment agencies

Organizing job fairs with the participation of PWDS

Introducing the issues of PWDS in the law curriculums at the universities.

Working in cooperation with human resource professionals.

Trainings for business organizations and public sector.

Cooperation with microfinance organizations.

Showing the successful cases through media.

Training the basic skills of PWDS; enhancing specific skills.

Working on the legislative and normative acts with governmental systems; determining
quotas at the legal level.
Use these strategies to help you succeed in your new job

Maintain balance.
Chances you’re happy you’ve found a position and are committed to doing a good job.
Be aware that over-commitment may adversely affect your health and wellness, support
systems and leisure time. Maintaining a lifestyle balance may be a challenge, but it’s vital
to your health and success at work.
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
Access resources.
Starting a new job can be stressful. Take advantage of resources your employer may
offer, such as employee assistance programs and diversity advisors. Community
resources, such as professional associations, unions, service providers and other groups,
can also be sources of support. If your work is stressful or difficult, these resources can
make a real difference.

Orient your co-workers.
Be ready to educate your co-workers about your disability. Accurate facts go a long way
towards eliminating misinformation. Service providers and disability support
organizations provide information about specific disabilities, and some may also offer
training to help you handle inappropriate attitudes and stereotyping. If you’re not
comfortable leading this kind of discussion with your co-workers on your own, ask for
support from your supervisor, human resources or a community organization.

Your co-workers may be uncertain of the appropriate way to manage a situation
related to your disability. They may also be unaware of your preferences. Be open
to discuss.

Find a buddy at work.
Social relationships at work are an important part of job satisfaction and success. Finding
a co-worker who will show you the ropes and provide support is a crucial strategy. Your
buddy becomes your first ally and can help you develop other positive relationships at
work.

Identify what you need to succeed.
Beyond the accommodations you may require, you may want to talk to your co-workers
about things that will help build or improve your ability to work with them. These could
include finding an accessible location for meetings, using email if voicemail doesn’t
work for you or helping to plan social activities that everyone can participate in.

Network.
Networking has probably been an important part of your work search. Maintaining
contact with your network, both online and otherwise, will help you stay connected and
current. The people in your network will also be assets in future work searches.
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5. Collaboration and Cooperation moving us towards inclusion
How collaboration and cooperation move us towards inclusive life?
Research indicates that collaboration and cooperation is the key for making the concept of
inclusion successful. The collaborative team approach has emerged as a model of addressing
the curricular needs of all children, both disabled and non-disabled in the same classroom. Plan
activities that give students the opportunity to work and collaborate together to learn and grow
from each other. Collaborative learning has been shown to not only develop higher-level
thinking skills in students, but boost their confidence and self-esteem as well.
5.1 Collaboration
 In collaborative learning, students make a team together to explore a significant
question or create a meaningful project without any kind of discrimination.
Ways to Foster Collaboration in the Workplace
A. Communicate company expectations. Make it clear that collaboration is the minimum
standard. ...
B. Set team goals. Ensure concise, measurable goals are set on a quarterly basis. ...
C. Foster a creative atmosphere. ...
D. Build cohesion. ...
E. Know one another. ...
F. Leverage team member strengths.
Collaboration enables individuals to work together to achieve a common business purpose.
Steps to create the collaborative workplace
I.
Cultivate openness and transparency. ...
II.
Establish a judgment-free idea-sharing culture. ...
III.
Encourage collaboration across departments. ...
IV.
Lead from the top down. ...
V.
Offer positivity and rewards. ...
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5.2 Cooperation
As an adjective, cooperative describes working together agreeably for a common purpose or
goal as in cooperative play or cooperative employee. As a noun, a cooperative is a jointly
owned business or enterprise where members pool their resources to purchase, do work, and/or
distribute things. Cooperativeness helps individuals to willing learn from each other.
 Interdependence: all group members seek to achieve a group goal and help each other’s
achievement; Individual accountability: each member of the group is held responsible
for his or her own learning, which in turn contributes to the group goal;
 Cooperation: the learners discuss, problem-solve and collaborate with each other; Face
to face interaction and establish consensus; and Evaluation: members of the group
review and evaluate how they worked together and make changes as needed.
In order to create an environment in which cooperative learning takes place, three things are
necessary.
1. Students need to feel safe, but also challenged.
2. Groups need to be small enough that everyone can contribute.
3. The task student’s work together on must be clearly defined.
In cooperative learning, small groups provide a place where: Learners actively participate
 Teachers become learners at times, and learners sometimes teach.
 Respect is given to every member.
 Students learn skills for resolving conflicts when they arise.
 Goals are clearly identified and used as a guide.
 Students are invested in their own learning.
 “Collaboration involves cooperation, effective communication, shared problem
solving, planning, and finding solutions-is the process for ensuring that all
students receive the free, appropriate public education mandated. The
establishment of excellent partnerships among all involved in working with
students with disabilities is essential for constructive collaboration.”
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Collaboration and cooperation will certainly move us towards an inclusive life if both are
supported by and benefit from an effective team and effective communication.
Characteristics of an effective team
 There is a shared goal that is mutually agreed upon.
 All members feel equal and valued.
 The participation and decision making are truly shared.
 All participants share in the responsibility for the team outcome.
 Resources are shared among team members.
 Participation on the team is voluntary.
Characteristics of an effective communication
 Use active listening techniques: - use verbal and non-verbal cues to inform the speaker
that his or her views are important to you and can be helpful in keeping interactions
positive.
 Be sensitive to differences:-respect and value differences of individuals including
colleagues and parents.
 Depersonalize situations: - helps emphasize on positive things to avoid negative
comments about certain situations and circumstances.
Benefits of an effective communication
 Being open and honest while sensitive in conversations with others will increase trust and
respect.
 Using active listening skills and knowing what questions to ask will help you gain
information that can improve your collaboration and cooperation.
 Using more positive and descriptive statements as well as avoiding those that can sound
overly judgmental or advising will improve our communication skills.
 There will be more collaboration and cooperation among parents and teachers.
 There will be reduced stress in the work environment.
 It is an opportunity for teachers to share, vent, and celebrate their success with one
another.
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6. Benefits and Challenges of Collaboration for various Stakeholders
Discuss the benefits and challenges of collaboration for various stakeholders for the success
of inclusive life.
Collaboration in the workplace is a sign of effective team as it harnesses the best out of two or
more individuals together. Efficiency is an essential part of a team and an important aspect of the
workplace. Workplace collaboration will keep everyone safe from extra load of work as the work
gets distributed evenly. The collaborative approach to intervention in inclusive education
empowers team members through participation, as opposed to external experts solving problems
and forcing decisions on others.
 A stakeholder is any person, organization, social group, or society at large that has a
stake in the business. Thus, stakeholders can be internal or external to the business. A
stake is a vital interest in the business or its activities. Be both affected by a business and
affect a business. A business is any organization where people work together. In a
business, people work to make and sell products or services. A business can earn a profit
for the products and services it offers.
6.1 Benefits of Collaboration for stakeholders
 Provide all stakeholders with full opportunities to share their views, needs and
knowledge on flood management.
 Build consensus through bringing together a diverse range of stakeholders to share
needs, information, ideas and knowledge and harmonize the objectives of individual
groups to reach common societal goals.
 Collaboration emphasizes the value of parents or caregivers as important members of
intervention teams, and empowers them as decision makers.
 Collaboration
encourages
parents or caregivers to express their needs,
concerns, and priorities, and allows intervention teams to develop a support plan
based on the learners’ and parents; or caregivers’ needs, priorities, concerns, and
resources.
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 Collaboration
information
promotes
of
learners,
a
holistic
allowing
view
and
intervention
provides
teams
to
cultural
develop
specific
culturally
appropriate services.
 Collaboration results in creative problem solving as team members share
information, knowledge, and skills which transcend disciplinary borders.
 Collaboration
reduces
and
even
eliminates
the
fragmentation
of
intervention services as intervention goals are integrated, and learners are less often
pulled out of classrooms for therapy.
 Collaboration
has
the
potential
to
deliver
high
quality
outcomes
as
collaborative curriculum analyses by team members may identify ELoLT skills
critical for academic success, and these skills may be facilitated in learners
outside therapeutic situations and generalized to classroom and home contexts.
 Collaboration
challenges
all professional team members to reflect on their
own professional practice, and to grow and improve in knowledge and practice
within their disciplinary boundaries as they contribute to the knowledge of all team
members.
 Collaboration
expands
the knowledge of speech-language therapists and
preschool teachers regarding the relationship between language and curriculum
outcomes.
 Collaboration leads speech-language therapists to acquire knowledge on the nature
of the classroom curriculum and its associated language demands.
 Collaboration empowers speech-language therapists to improve their knowledge and
abilities to work in classrooms such as, among others, discipline skills and group
handling techniques, as they move from the traditional medical model to adopt an
educational model of intervention.
 Collaboration empowers preschool teachers with knowledge regarding the nature of
language and how to facilitate language acquisition in the classroom context, adding
clinical knowledge to their repertoire of professional skills.
 Collaboration creates a positive school climate where teamwork is fostered as team
members share knowledge and communicates on a regular basis, while affiliations and
alliances develop among group members.
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6.2 Challenges of Collaboration for Stakeholders

Lack of transparency. ...

No team governance. ...

Competition. ...

Poor engagement. ...

Leverage team member strengths. ...

Foster a culture of innovation. ...

Collaboration starts with communication.

Individuals Shirking Their Duties. ...

Skewed Influence over Decisions. ...

Lack of Trust. ...

Conflicts Hamper Progress. ...

Lack of Team and/or Task Skills. ...

Stuck in Formation. ...

Too Many Members/Groupthink.
Common solutions and ideas to overcome team challenges
 Taking the pain out of meetings. ...
 Delegating an authority effectively. ...
 Handling personality clashes. ...
 Dealing with poor performance. ...
 Developing strong collaboration. ...
 Building trust and unity.
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