Addis Ababa Science and Technology University
College of Natural and Social Science
Department of Psychology
Section 19
Course title Inclusiveness (Incl 1010)
GROUP 1
NAME
ID
1. AMANUEL WUBISHET
ETS0133/15
2. AMANUEL YOSEF
ETS0139/15
3. BEREKET SHIGUTE
ETS0243/15
4. BIRUK HABTEYOHANNE
ETS0309/15
5. CHERINET THOMAS
ETS0338/15
6. DANIEL BASAZIN
ETS0368/15
7. DARIK ASCHALEW
ETS0371/15
8. DEJEN DEMISSI
ETS0387/15
9. HANNA AMANUEL
ETS0635/15
10. YORDANOS TAMENE
ETS1480/15
Submitted to: Instructor
Date of Submission: Agu/2023G.C
INTRODUCTION
In this assignment we explore the critical topic of promoting an inclusive culture. An
inclusive culture is vital for creating environments where diversity is valued, and all
individuals have a sense of belonging and equal opportunities to thrive. This chapter
delves into the various dimensions and strategies involved in fostering inclusivity within
organizations and communities. By understanding the principles and practices of
inclusive culture, we can work towards creating a more equitable and supportive society.
Furthermore, we delve into the powerful connection between inclusivity and peace,
democracy, and development. Inclusive practices and policies are essential for
maintaining peace, upholding democratic values, and fostering sustainable development.
This chapter examines the ways in which inclusivity contributes to conflict resolution,
promotes equal participation in decision-making processes, and drives economic and
social progress. By actively striving for inclusivity, we can create a more harmonious
world where all individuals have a voice and can contribute to positive change.
Moreover we will focus on the crucial role of a legal framework in promoting inclusivity.
Laws and regulations play a significant role in ensuring equal rights and opportunities for
all individuals, irrespective of their background or characteristics. This chapter explores
the legal principles and mechanisms that safeguard against discrimination, promote
diversity, and protect the rights of marginalized groups. By understanding and advocating
for an inclusive legal framework, we can pave the way for a more just and equitable
society.
Additionally we delve into the important topic of resource management for inclusion.
Effective resource management is vital for creating and sustaining inclusive
environments. This chapter explores strategies for allocating resources in a fair and
equitable manner, ensuring that vulnerable and marginalized groups have access to
necessary support and opportunities. It also highlights the significance of resource
mobilization and collaboration to maximize the impact of limited resources. By adopting
inclusive resource management practices, we can promote equal opportunities and
empower individuals to reach their full potential.
Chapter 4: Promoting Inclusive Culture
4.1. Definition and Dimensions of Inclusive Culture
Inclusive culture is often described as an environment or atmosphere that values and respects the
diversity of individuals and ensures that everyone feels a sense of belonging and inclusion. It
goes beyond mere tolerance and aims to embrace and celebrate differences in backgrounds,
perspectives, experiences, and identities. An inclusive culture is characterized by equal
opportunities, fair treatment, and the creation of a space where everyone feels valued, heard, and
empowered to contribute their unique perspectives and talents. Inclusive cultures are not solely
focused on workers with disabilities; they involve a comprehensive approach that encompasses
both formal and informal policies and practices.
Dimensions or elements that contribute to creating an inclusive culture:
1. Universal Design: This dimension focuses on designing structures, spaces, services,
communications, and resources in a way that is naturally accessible to a wide range of
individuals, both with and without disabilities. It involves creating an environment that
does not require further modifications or accommodations to be fully inclusive. Examples
of universal design practices include providing digital materials in various accessible
formats, building physically accessible workspaces, and offering flexible scheduling and
work options for all employees.
2. Recruitment, Training, & Advancement Opportunities: This dimension involves creating
inclusive practices throughout the employee lifecycle.
A. Recruitment: It includes ensuring that outreach materials, networking, and application
processes are accessible, eliminating barriers that may hinder the participation of
individuals with disabilities. It also involves targeted recruitment efforts to specifically
reach and interview qualified candidates with disabilities.
B. Training: This dimension addresses equitable access to training sites, events, and
materials for individuals with disabilities. It also focuses on training managers, middle
management, and human resources staff to effectively work with people with disabilities,
promoting understanding, inclusion, and effective support within the workplace. The
consequences of inadequate training can have significant impacts on job satisfaction,
leading to negative effects on productivity and employee retention. To counter these
challenges, companies that prioritize the inclusion of employees with disabilities make
deliberate efforts to create equitable and accessible training resources.
C. Advancement opportunities: are also crucial for employees with disabilities, and
research highlights the importance of access to mentoring programs. In order to ensure
equitable promotion and professional development for workers with disabilities, targeted
mentoring and coaching programs can be established. This may involve advertising and
maintaining existing mentoring programs with a focus on including employees with
disabilities, as well as creating explicit policies and support networks to integrate
individuals with disabilities into the workplace culture.
3. Workplace Accommodations and Accessibility: Policy & Practice: This dimension
centers on establishing policies and practices that support workplace accommodations
and accessibility for individuals with disabilities. It involves creating formal policies that
ensure equal access to resources, opportunities, and decision-making processes for all
employees. It also includes providing reasonable accommodations to enable individuals
with disabilities to perform their job duties effectively and without barriers.
4.3 Building inclusive community
An inclusive community is a social environment, organization, or group that embraces and
respects diversity in all its forms and ensures that all individuals, regardless of their background,
identity, or abilities, feel valued, respected, and welcomed. Inclusive communities go beyond
mere tolerance of differences; they actively work to create an environment where everyone can
fully participate, contribute, and thrive.
An inclusive society is one that recognizes and values the diversity of its members, and provides
opportunities for everyone to participate and thrive. An inclusive society is one that:
 Recognizes and values diversity. This includes differences in race, ethnicity, gender,
sexual orientation, disability, religion, age, and socioeconomic status.
 Provides opportunities for everyone. This means that everyone has the chance to
participate in society, regardless of their background or circumstances.
 Promotes equity. This means that everyone has a fair chance to succeed, regardless of
their background.
 Is built on respect. This means that everyone is treated with dignity and respect,
regardless of their differences.
The Relationship and the difference between Inclusive Society and Inclusive Community
The relationship between an inclusive society and an inclusive community is that they are both
built on the same principles of equality, respect, and dignity for all. However, an inclusive
society is a broader concept, while an inclusive community is a more specific one. An inclusive
society is made up of many different communities, and each community can contribute to the
overall goal of creating an inclusive society.
Here are some of the key differences between an inclusive society and an inclusive community:
Scale: An inclusive society is a larger unit of society, while an inclusive community is a smaller
unit of society.
Focus: An inclusive society focuses on the overall goal of creating a society where everyone is
able to participate and thrive. An inclusive community focuses on the specific needs of the
community and how to create a more inclusive environment for its members.
Challenges: The challenges of creating an inclusive society are different from the challenges of
creating an inclusive community. For example, an inclusive society may need to address issues
of discrimination and inequality at a national level, while an inclusive community may need to
address issues of discrimination and inequality at a local level. Despite their differences, an
inclusive society and an inclusive community are both essential for creating a more just and
equitable world. By working together, we can create societies and communities where everyone
feels welcome and valued, regardless of their background or circumstances.
Here are some examples of how an inclusive society and an inclusive community can work
together:
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An inclusive society can provide funding and support to help inclusive communities develop and
grow.
An inclusive community can share its experiences and best practices with other communities,
helping to spread the message of inclusion.
An inclusive society and an inclusive community can work together to advocate for policies and
practices that promote inclusion.
Importance of building inclusive community
Increased sense of belonging: When people feel like they belong, they are more likely to be
engaged and participate in their community.
Reduced stress and anxiety: Feeling excluded or marginalized can lead to stress and anxiety.
An inclusive community can help to reduce these feelings and promote mental health and wellbeing.
Enhanced creativity and innovation: When people from different backgrounds come together,
they can share their ideas and perspectives. This can lead to new and innovative solutions to
problems.
Greater economic prosperity: A diverse and inclusive community is more likely to be
economically successful. This is because businesses are more likely to thrive in places where
there is a diverse pool of talent and ideas.
 Characteristics of an Inclusive Community
1. Integrative and cooperative
2. Interactive
3. Invested
4. Diverse
5. Equitable
6. Accessible and Sensitive
7. Participatory
8. Safe
Means of establishing inclusive culture
Inclusive organization
Many books and research articles portray a largely progressive image of the inclusive
organization, defined as a place where people of all social identities feel valued, belonging,
unique and entitled to participate in organizational decision-making (Ferdman and Deane, 2014).
An inclusive organization is an entity, such as a company, non-profit, or government agency, that
intentionally cultivates and fosters an inclusive culture within its workforce and operations.
Five stages in which inclusive culture established
1. Consider what you want to achieve and what the benefits will be.
In the beginning, we need to look at our organization and think about a few things. We need
to know how big it is, what kind of work it does, where it is, who works there, who uses its
services, and what it wants to achieve. After that, we think about how we can make it more
inclusive.
2. Undertake an inclusion review of your workplace
When reviewing inclusion and equality in your organization, you should consider the
following areas:
 The demographics of your organization and customer base.
 Your formal policies and procedures.
3. Decide where work is needed and create an action plan.
After reviewing your workplace for equality and inclusion, the next stage is to decide what
action you will take. Outline the major changes you would like to make as a result of your
review. Prioritize these changes to help you decide where to start. Some of the actions you
may want to consider as part of your action plan are:
 Actively involve all employees
 Build a culture of inclusion and respect
 Take an inclusive approach to recruitment, promotion and development
 Encourage engagement with the local community
4. Communicate the plan with staff and put the plan into action.
a. Actively involve all groups of employees:
To make sure everyone feels included and treated well at work, it's important for
everyone in the organization, no matter their job, to be part of creating a culture that is
fair and gives everyone opportunities. This means that everyone's ideas and experiences
should be listened to and considered. We should think of ways to make work inclusive in
a positive way, not as something that is forced upon us.
b. Participation and consultation:
Before making a plan, it's really important to talk to the people who work for you. You
should ask them about their experiences and what problems they have at work. You
should also ask them what they think should be done to fix these problems. It's also a
good idea to keep talking to them as the plan is being carried out, so they can give you
feedback on how things are going. The action plan should be a living document, capable
of being adapted and developed over time.
There are many different ways that you can consult and involve employees and their
representatives. Some examples are:
 Staff surveys
 Focus groups
 Engagement with employee networks and forums
5. Review, monitor and evaluate the plan’s impact and use what you find to plan future
action
Ten Characteristics of an Inclusive Organization
1. It accepts diversity and inclusion as a way of life.
2. It evaluates individual and group performance on the basis of observable and measurable
behaviors and competencies.
3. It operates under transparent policies and procedures.
4. It is consistent in its interactions with everyone.
5. It creates and maintains a learning culture.
6. It has a comprehensive and easily accessible system of conflict resolution at all levels.
7. It recognizes that it is part of the community that it serves.
8. It lives its mission and core values.
9. It values earned privilege over unearned privilege.
10. It accepts and embraces change
Inclusive values
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Inclusion is most importantly seen as putting inclusive values into action.
It is a commitment to particular values which accounts for a wish to overcome exclusion and
promote participation.
The seven Pillars of Inclusion
1. Access: explores the importance of a welcoming environment and the habits that create it.
2. Attitude: looks at how willing people are to embrace inclusion and diversity and to take
meaningful action.
3. Choice: it is provides range of options.
4. Partnership: for inclusion to work we need to have effective, mutually –beneficial
partnerships.
5. Communication: changing our habits and adapting our methods on how we speak and listen
to existing new members.
6. Policy: gives a firm commitment and responsibility to protection and complaints resolution.
7. Opportunities: gives environment that all people can get a fair go.
Values: are fundamental guides and prompts to action. They spur us forward, give us a sense
of direction and define a destination. We know that we are doing, or have done, the right
thing through understanding the relationship between our actions and our values. It is a way
of saying this is the right thing to do.
Hence, inclusive values are appreciating diversity, equality and equity, cooperativeness,
participation, community, and sustainability are examples of inclusive values that are
fundamental for successful inclusive education.
A careful piecing together of a framework of values has resulted in a list of headings
concerned with equality, rights, participation, community, respect for diversity, sustainability,
non-violence, trust, compassion, honesty, courage, joy, love, hope/optimism, and beauty.
Indigenous inclusive values and practices
 The term “Indigenous” refers to a better understanding of and respect for, indigenous
cultures develops an enriched appreciation of the existing cultural heritage.
 Indigenous ways of knowing were often discounted and discredited as non-scientific because
they were rooted in the story of the people, their language, culture, art, mythology and
spirituality. It was important to recognize the right of indigenous peoples to land, resources
and sacred sites.
 Incorporating Indigenous ways of learning into educational practices has potential to benefit
both Indigenous and non-Indigenous learners.

Indigenous inclusion
Defined as an organizational state that is embraced as a cultural norm, with enterprise-wide
workplace strategies as well as a culture which invites the full participation of indigenous
people into all aspects of business operations.
Features of an indigenous inclusion:
1. Inclusion has been embraced as a core competency and embedded into the organizational
culture;
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2. Companies share their organization‘s experience and achievements with inclusion and
explain how it has helped their performance;
3. Human rights and responsibilities are promoted and respected. Employees are free of
concerns related to basic equity issues;
4. Comprehensive Indigenous procurement, recruitment and corporate social responsibility
strategies have been developed as part of an enterprise-wide coordinated approach;
5. Indigenous people are employed and retained in all areas of the organization including the
senior leadership and executive positions;
6. There are significant revenues and jobs gained by Indigenous people and businesses
through the organization‘s supply chain;
7. Indigenes community sustainable gains have been realized as a result of the relationships
built between the company and the community;
8. High levels of Indigenous employee engagement are seen and experienced in the
organization;
9. Leadership has put into place the resources needed to sustain its Indigenous inclusion
strategy and it may have introduced an inclusion policy framework or statement;
10. Indigenous inclusion is integral to the mission and vision of the organization.
A seven stage model to indigenous inclusion
Indigenous Works has developed a 7-stage workplace model of Indigenous inclusion which
is called the Inclusion Continuum. The model depicts the roadmap that organizations follow
to become more inclusive, gradually enabling more effective workplace and employment
strategies to be developed. Companies ‘position on the Inclusion Continuum can be
measured from year to year to track and assess progress.
Types of indigenous inclusion policies
There are quite a range of Indigenous inclusion policies in use by companies and
organizations throughout Ontario and Canada.
Inclusive practice
 Is about the attitudes, approaches strategies talent to ensure that people are not
excluded or isolated. It means supporting diversity by accepting welcoming people‘s
differences, promoting equality by equal opportunities for all. In addition inclusive
practice involves having an understanding of the impact that discrimination,
inequality, social exclusion can have on an individual.
 This enables the individual to develop self-respect, self-worth, also to maintain a
valued role in society, the environment surrounding them.
Inclusive practices in education are based on seven principles:  Diversity enriches and strengthens all communities.
 All learners ‘different learning styles and achievements are equally valued, respected
and celebrated by society.
 All learners are enabled to fulfill their potential by taking into account individual
requirements and needs.
 Support is guaranteed and fully resourced across the whole learning experience.
 All learners need friendship and support from people of their own age.

All children and young people are educated together as equals in their local
communities.
Inclusive teaching strategies
 Refer to any number of teaching approaches that address the needs of students with a
variety of backgrounds, learning modalities, and abilities. These strategies contribute
to an overall inclusive learning environment in which students feel equally valued.
Benefits of Inclusive practices
 The benefits of inclusive practices are numerous for both students with and without
disabilities.
Benefits of Inclusion for Students with Disabilities
 Friendships
 Peer role models for academic, social and behavior skills
 Increased achievement of Individual Educational Plan goals
 Increased inclusion in future environments
 Families are more integrated into community
 Greater access to general curriculum and ETC….
Chapter 5
Inclusion for Peace, Democracy and Development
Inclusion for Peace
The concept of peace is multifaceted, encompassing mutual understanding, positive
relationships, and societal harmony among culturally, linguistically, economically, and
biologically diverse groups. This module focuses on the role of inclusive education in fostering
peace by promoting equality, justice, tolerance, and cooperation. This summary explores the
definition of peace, the significance of inclusive education, the consequences of exclusion, and
strategies for sustaining peace.
Peace, in the context of this module, is defined as the creation of mutual understanding and
positive relationships among individuals and groups. It involves fostering harmony, respect, and
societal friendship without conflict. Peace encompasses deep respect for others, justice,
tolerance, and cooperation, leading to a sense of completeness, fulfillment, wholeness, security,
and well-being at the individual, community, and societal levels.
Importance of Inclusive Education
Inclusive education serves as a foundation for inclusiveness in all aspects of life. It aims to create
equality and equity among diverse populations, considering factors such as language, religion,
socioeconomic status, culture, and psychology. Inclusive education emphasizes the equal and
equitable distribution of resources within the education system, including finances, qualified
professionals, learning materials, school infrastructure, and furniture. By promoting inclusive
education, societies can become peaceful, democratic, and developed.
Inclusive education plays a crucial role in fostering peace by promoting values, attitudes, and
behaviors inherent in a culture of peace. It encourages conflict prevention and resolution,
dialogue, consensus-building, and active non-violence. Inclusive education also contributes to
sustainable economic and social development by addressing poverty and social inequalities. It
promotes respect for human rights, gender equality, democratic participation, and cultural
diversity. Additionally, inclusive education supports participatory communication, the free flow
of information and knowledge, and the advancement of international peace and security through
disarmament.
Consequences of Exclusion in Education:
In contrast to the importance of inclusive education, exclusion in education leads to undesirable
outcomes for a nation. Educational exclusion hinders individuals' full involvement in the
economic and social life of their countries. It can result in horizontal inequalities, grievances, and
conflicts, undermining social cohesion. Exclusion perpetuates disparities in wealth, income, and
opportunities, preventing a sense of shared challenges and community engagement.
Discrimination based on gender, age, class, religion, disability, poverty, and geographical
location can increase the risk of conflict and hinder societal participation.
Sources of Conflict:
The sources of conflict are diverse, including spiritual, individual, family, and
national/international factors. Spiritual conflicts arise from the separation of individuals from
God and negative influences from evil spiritual forces. Individual conflicts stem from disunity,
confusion of values, and internal struggles. Dysfunctional families contribute to conflicts passed
down through generations. National and international conflicts result from policies that affect
future generations and can lead to tensions within or between nations. Historical factors, such as
national crimes and accumulated ethnic or religious resentments, can also contribute to conflicts.
Creating a Peaceful Society through Inclusive Education:
To overcome the basis of conflicts rooted in selfishness, lust, exploitation, prejudice, greed,
vengeance, and arrogance, inclusive education becomes essential. By providing access to quality
education and shaping social skills, behavior, attitudes, beliefs, values, and positive human
relations, inclusive education can build sustainable peace. It equips individuals with the ability to
discern truth, appreciate non-material aspects of quality of life, respect diverse perspectives, and
resolve conflicts non-violently, and actively participate in shaping society.
Sustaining Peace
To sustain peace, it is crucial to expand formal and informal inclusive education, cultivating
specific competencies in both young and adult populations. These competencies include critical
thinking skills to discern truth from propaganda, respect for resource stewardship beyond
materialism, empathy for different perspectives, conflict resolution abilities, and a desire to
actively participate in community, national, and global affairs. Fostering inclusion, ensuring
access to justice, strengthening the social fabric, and delivering good governance are essential
components of sustaining peace. Protecting and supporting civil society in fostering sustainable
peace is also vital, as local actors, including youth and women, play a crucial role in driving
positive social, political, and economic changes.
Inclusion for democracy
In Ethiopia, the establishment of inclusive education for democracy is not currently a central
focus of schooling. However, schools have the potential to be ideal environments for promoting
democratic values. In fact, one of the most important roles of schools should be to help students
understand and embrace the values of democracy.
Democratic values encompass a range of principles such as the protection of rights, the pursuit of
a quality life for all individuals, freedom, justice, the common good, truth, respect, tolerance for
diversity, and bipartisan cooperation. It is crucial for schools to nurture these values in students
by fostering democratic attitudes and ways of thinking.
In a democratic classroom, teachers treat all students equally and provide support based on
individual needs and potentials. They share power with students and assist them in managing
their own behavior. Furthermore, teachers strive to impart knowledge to students, thereby
contributing to their educational growth.
In order to promote engagement in democracy, teachers should educate students on how
democracy functions and emphasize the importance of their role as active citizens within it.
Without a solid understanding of how democracy operates, students are less likely to become
engaged citizens who exercise their right to vote and contribute to society.
On the other hand, inclusive education views young people as active participants in their own
learning process and as co-creators of knowledge. It believes in the development of genuine
democracy through the active participation of all diverse learners in classrooms and educational
institutions. The aim is for every individual to receive the support they need to develop and
become valued members of society. By fostering cooperation, fairness, and justice, inclusive
education instills these values in the hearts of our students.
In a democratic education system, students have the power to make decisions about their own
learning, as power is shared rather than monopolized by a select group of individuals. When
inclusive education is implemented effectively, it offers numerous benefits. It allows all children
to be part of their community, fostering a sense of belonging and preparing them for life as active
members of society both during childhood and in adulthood. It also provides better opportunities
for learning, ensuring that no one is left behind. In the absence of democratic principles,
exclusion tends to prevail, not only within schools but also within society as a whole. Therefore,
democracy serves as a foundational principle of inclusivity, a process that begins in schools but
extends to the larger society.
To summarize, inclusive education for democracy in Ethiopia is not yet a central focus in
schools. Nonetheless, schools have the potential to serve as ideal platforms for nurturing
democratic values in students. By establishing democratic classrooms, promoting engagement in
democracy, and implementing inclusive education practices, we can foster active citizenship,
instill democratic values, and prepare students for meaningful participation in society.
The democratic principle for inclusive practice
The government of Ethiopia has adopted and implemented a number of laws, policies, and
standards pertaining to people with disabilities including their right to productive and decent
work.
1. Constitution of federal democratic republic of Ethiopia adopted in1995. Article 41(5) of
the constitution sets out the state’s responsibility for the provision of necessary
rehabilitation and support service for people with disabilities.
2. Proclamation concerning the right to employment for persons with disabilities, NO
568/2008, makes null and void any law, practice, custom, attitude and other
discriminatory situations that limit equal opportunities for a person with disabilities. It
also require employers to provide appropriate working and training condition; take all
reasonable accommodation measures and affirm active action, particularly when
employing women with disabilities; and assign an assistant to enable a person with
disability to perform their work or follow training.
3. The federal civil servant proclamation NO 512/2007 provides for special preference in
the recruitment, promotion and deployment among other of qualified candidates with
disabilities. This provision is applicable to government offices only.
4. Labour proclamation NO 377/2003, amended by labour proclamation O494/2006 makes
it unlawful for an employer to discriminate against workers on the basis of nationality,
sex, religion, political outlook or on any other conditions.
5. Proclamation on definition of power of duties of the executive organ of the federal
democratic republic of Ethiopia. NO 691/2010 provides for conditions of equal
opportunities and full participation of persons with disabilities and those living with
HIV/ADIS.
6. Building proclamation. NO 624/2009 provides for accessibility in the design and
construction of any building to ensure suitability for physically impaired person.
7. Growth and transformation plan (GTP) 2010-2015, establishes disability as a cross
cutting sector of development where focus is given to preventing disability and to
providing education and training, rehabilitation and equal access and opportunities to
persons with disabilities.
8. National plan of action of person with disability (2012-2021) aims at making Ethiopia an
inclusive society. It addresses the need of people with disability in Ethiopia for
comprehensive rehabilitation service, equal opportunity for education, skill training and
work, as well as full participation in the life of their families, communities and the nation.
Inclusiveness for developments
The meaning of development for an individual is that which tends towards a person realizing
his or her full potential as a human being through inclusive education and then inclusive
society; to expand the range of choices for every human being without discrimination.
Inclusive development consists of ensuring that all marginalized and excluded groups are
stakeholders in development processes.
Ultimately, inclusive development focuses on the distribution of social and material benefits
across social groups and categories but also the structural factors that cause and sustain
exclusion and marginalization of vulnerable groups in society.
Social inclusion is an integral part of inclusive development. Social inclusion enhances
capabilities, broadens social ties of respect and recognition
Components of inclusive development
These broad and interdependent components include poverty reduction, employment
generation, and access to critical services, opportunity equality, skill development, good
governance, and women's empowerment.
Importance of inclusiveness for developments.
Inclusive development is an equitable development approach built on the understanding that
every individual and community, of all diverse identities and experiences, is instrumental in
the transformation of their own societies. Development processes that are inclusive yield
better outcomes for the communities that embark upon them.
Cultural diversity
Cultural diversity refers to the diverse cultures, traditions, beliefs, and customs within a
society or geographical region. It encompasses differences in language, religion, ethnicity,
values, and social norms among individuals and communities. Cultural diversity is a
fundamental aspect of human society, shaping identities, perspectives, and interactions. It
adds richness and vibrancy to societies through various forms such as languages, art, music,
cuisine, festivals, and traditional practices. It also promotes mutual learning and
understanding, social cohesion and inclusion, economic and intellectual growth, and
challenges like cultural misunderstandings and stereotypes. By embracing cultural diversity,
we can build more inclusive, tolerant, and harmonious societies that value the contributions
and experiences of all individuals and communities.
Ethnic diversity
Ethnic diversity refers to the presence of multiple ethnic groups within a region, society, or
organization, reflecting the richness and complexity of human societies. It offers
opportunities for cultural exchange, cultural heritage preservation, social cohesion and
integration, linguistic and cultural diversity, socioeconomic benefits, and challenging
stereotypes and prejudices. Cultural exchange fosters understanding, appreciation, and
respect for diverse cultural expressions. Ethnic diversity helps preserve and showcase the
rich cultural heritage of each ethnic group, ensuring its preservation and celebration. Social
cohesion and integration promote equality, inclusivity, and social justice among diverse
populations. Linguistic diversity, often including distinct languages or dialects, contributes to
the cultural fabric of a society and cognitive development. Ethnic diversity also challenges
stereotypes and prejudices, fostering greater social cohesion and a more inclusive society.
Benefits of Cultural Diversity
Cultural diversity brings a wide range of benefits to individuals, communities, and societies
as a whole.
Here are some key benefits of cultural diversity:
1. Enriched Perspectives and Creativity: Cultural diversity exposes individuals to different
perspectives, beliefs, and experiences. By engaging with diverse cultures, people can develop
a broader and more inclusive worldview. This exposure fosters creativity, as individuals draw
inspiration from different cultural expressions, leading to innovation and the development of
new ideas.
2. Enhanced Learning and Education: Cultural diversity enhances learning experiences by
providing opportunities for cross-cultural learning and understanding. It encourages the
exchange of ideas, knowledge, and practices among individuals from different cultural
backgrounds. Schools and educational institutions that embrace cultural diversity create
inclusive environments where students develop respect, empathy, and appreciation for
various cultures.
3. Expanded Social and Professional Networks: Cultural diversity allows for the formation of
broader social and professional networks. Individuals have the chance to connect with people
from different backgrounds, fostering relationships based on mutual respect and shared
experiences. These diverse networks offer opportunities for collaboration, cross-cultural
understanding, and the exchange of information and resources.
4. Economic Growth and Innovation: Cultural diversity can drive economic growth and
innovation. Diverse teams and workplaces benefit from a wider range of skills, experiences,
and perspectives. The integration of diverse perspectives and approaches to problem-solving
leads to creative solutions and a broader customer base. Additionally, cultural tourism driven
by cultural diversity can stimulate local economies and create employment opportunities.
5. Social Cohesion and Harmony: Cultural diversity promotes social cohesion and harmony
by fostering understanding, respect, and appreciation for different cultures. It helps to break
down stereotypes, prejudices, and discrimination by promoting positive interactions and
shared experiences among individuals from diverse backgrounds. Embracing cultural
diversity enhances social integration and creates a sense of belonging for all members of a
society.
Religious diversity
Religious diversity refers to the coexistence of different religious beliefs, practices, and
traditions within a society or community. It promotes freedom of belief, expression, and
worship, allowing individuals to practice their religion freely without fear of discrimination.
It encourages mutual respect and understanding among individuals from different religious
backgrounds, fostering empathy, tolerance, and peaceful coexistence. Religious diversity also
allows for cultural exchange and appreciation, enhancing societal cohesion by highlighting
shared values and humanity. It contributes to moral and ethical development, intellectual and
spiritual growth, social cohesion and conflict resolution, and human rights and social justice.
By fostering dialogue, promoting education, and creating peaceful resolution forums,
religious diversity helps reduce the potential for religious-based tensions and conflicts.
Overall, religious diversity is essential for building equitable and inclusive societies.
Gender differences
Gender differences refer to the differences in behaviors, attitudes, roles, and expectations
between males and females. These differences are influenced by biological, social,
psychological, and cultural factors. Biological differences are primarily related to
reproductive systems and hormones, which can impact physical characteristics, brain
structure, and abilities. Socialization and cultural influences shape gender roles and
expectations from a young age, affecting career choices, parenting responsibilities, and
emotional expression. Cognitive and psychological differences can exist, but these vary
across individuals. Communication styles and emotional expression patterns also vary, with
females emphasizing rapport-oriented communication and males focusing on problemsolving and assertiveness.
Stereotypes thinking against women
1. Limiting Gender Roles: Stereotypes often place women in restrictive roles, reinforcing
traditional
gender norms and expectations. Common stereotypes portray women as solely responsible
for domestic tasks, caregiving, or being overly emotional or dependent. These stereotypes
fail to acknowledge the full range of talents, aspirations, and capabilities that women possess,
limiting opportunities for personal and professional growth.
2. Professional and Leadership Biases: Stereotype thinking can impede women's progress in
professional and leadership positions. Women may face biased assumptions that they are less
competent, ambitious, or suitable for certain roles. These stereotypes contribute to gender
gaps in fields such as science, technology, engineering, mathematics (STEM), and leadership
positions, perpetuating inequalities in representation and opportunities.
3. Beauty and Body Image: Stereotypes often focus on female appearance, emphasizing
narrow
standards of beauty and perpetuating pressures related to body image. These stereotypes can
have
detrimental effects on women's self-esteem, body satisfaction, and overall well-being. Such
biases
reinforce the idea that a woman's value is tied primarily to her physical appearance rather
than her skills, intelligence, or accomplishments.
4. Emotional Expression and Leadership Styles: Stereotypes may stereotype women as
overly emotional, irrational, or lacking leadership qualities. These biases can undermine
women's contributions and ideas, discounting their ability to make sound decisions or lead
effectively. It is important to challenge these stereotypes and recognize the diversity of
leadership styles and emotional expression irrespective of gender.
Overcoming stereotype thinking against women requires conscious efforts from individuals,
communities, and institutions. Here are some strategies to challenge and combat stereotypes:
1. Education and Awareness: Promoting education and awareness about the harmful effects
of
stereotypes is fundamental. Encouraging critical thinking and media literacy skills can help
individuals recognize and question gender stereotypes encountered in media, advertisement,
and everyday conversations.
2. Promoting Positive Role Models: Highlighting positive female role models across various
fields can
provide inspiration and challenge stereotypes. Celebrating the achievements and
contributions of
women helps break down barriers and fosters a more diverse and inclusive society.
Marginalized group of people
Marginalization is a process involving social, gender, cultural, ethnic, economic, and social
factors that lead to systematic disadvantages, barriers, and exclusion within a society.
Commonly marginalized groups include racial and ethnic minorities, women, and children.
Minority groups often face discrimination and prejudice, while women face gender-based
discrimination and limited access to resources. The most vulnerable are women, children, and
those with mental illness, disability, or language and cultural diversity.
Full participation of marginalized group
Some of the marginalize group of people participate in the production of cultural cloths
which is highly demanded by thousands and millions of people. Many people use cultural
cloths during annual celebration, religious holiday, wedding, and cultural days. Some of them
make and repair iron articles without using machines. They produce farming tools such as
plough, shares, sickle, and hoes. Some of them make leather products and the others make
pottery article essential for food processing and serving fetching water.
In conclusion
marginalized group of people participate in every part of community such as in politics,
education, economic growth, and social life.
Chapter 6
Legal frame work
Throughout history individuals with disabilities have faced discrimination and have been
systematically excluded from participating in society, resulting in the denial of their fundamental
human rights. Discrimination can manifest in various forms, from limited educational
opportunities to physical and social barriers that lead to segregation and isolation. The impact of
discrimination is most evident in the areas of economic, social, and cultural rights, such as
housing, employment, transportation, cultural activities, and access to public services. The
challenges that individuals with disability encounter in enjoying their human rights are often due
to exclusion, limitations, or preferences, such as the absence of reasonable accommodations.
Component of legal frame work
Legal frame work regarding to inclusion
Legal frameworks exist to insure that individuals with disability have the same right as those
without disabilities. These rights include the ability to access public services, join associations
and organizations, and participate in various activities such as voting. Children and youth with
disabilities have multiple right, including the right to learn alongside non-disabled peers and be
involved in decision- making processes.
Inclusive education is crucial in combating discriminatory attitudes and creating an inclusive
society. The right to an inclusive education is fundamental human right and is guaranteed by
international law. States have specific obligations to respect, protect, and fulfill this right for
individuals with disabilities. This includes refraining from denying or limiting access to inclusive
education and guaranteeing this right through legal means.
International and national frameworks
International framework
These frameworks include conventions, resolutions, declaration and recommendations, with
conventions having a binding legal effect. International frameworks have been established to
ensure that individuals with disabilities are granted the same right as those without disabilities.
While soft laws may not have a binding effect, they can still play a role in increasing awareness
and influencing policy initiatives. The principle of equality and non-discrimination are central to
these frameworks, which aim to protect the rights of individuals with disabilities. Various type of
international legal frameworks have been established to achieve this goal.
The following are some of the major international legal frameworks that support inclusion of
people with disabilities and vulnerabilities.
A. 1948 universal declaration of human rights-article 26
B. The un convention on the rights of child, 1989 extracts from articles,2,23,28 and 29
C. World conference on education for all, jomtien, and 1990 world declaration on education
for all: meeting basic learning needs
D. The world programmed of action, 1982 and the standard rules, 1993 the world
programmed of action concerning persons with disability
E. The standard rules on the equalization of opportunities for persons with disabilities-rule
6
F. The Salamanca Statement and Framework for Action on Special Needs Education, 1994
G. Convention on the Rights of Persons with Disabilities, 2006 Article 24 – Education
H. World Education Forum, Dakar, 2000
I. 1960 UNESCO convention against discrimination in education – articles 1,3 and 4
National laws and policies frameworks
Before 1991, there were no legal or policy documents related to disabilities in Ethiopia.
However, after the introduction of a new constitutional order, the country began to take the right
of persons with disabilities seriously. Ethiopia has since signed many international agreements
and has developed national policies to protect the rights of persons with disabilities. These
policies are outlined in various international and local policy documents, including the ones
listed below.
National Laws and Policy Frameworks Related With Rights of People with Disabilities Equal
Participation in Education, Social, Economic, Apolitical and Other Aspect of Life
1. Constitution of the Federal Democratic Republic of Ethiopia-1995: Article 41(5) of the
Constitution sets out the State‘s responsibility for the provision of necessary rehabilitation and
support services for people with disabilities.
2. Labor Proclamation, No. 377/2003, amended by Labor Proclamation No. 494/2006: It states
that it is unlawful for an employer to discriminate against workers on the basis of nationality,
sex, religion, political outlook or on any other conditions.
3. The Federal Civil Servant Proclamation- No. 515/2007: It offers for special preference in the
recruitment, promotion, and deployment, among others, of qualified candidates with disabilities.
This provision is applicable to government offices only.
4. Proclamation concerning the Rights to Employment for Persons with Disabilities- No.
568/2008: The proclamation makes null and void any law, practice, custom, attitude and other
discriminatory situations that limit equal opportunities for persons with disabilities. It also
requires employers to provide appropriate working and training conditions; take all reasonable
accommodation measures and affirm active actions, particularly when employing women with
disabilities; and assign an assistant to enable a person with disability to perform their work or
follow training.
5. Framework Document- 2009: provides for Special Needs Education (SNE) in Technical and
Vocational Education and Training (TVET).
6. Building Proclamation- No. 624/2009: provides for accessibility in the design and construction
of any building to ensure suitability for physically impaired persons.
7. Proclamation on Definition of Powers of Duties of the Executive Organs of the Federal
Democratic Republic of Ethiopia, No. 691/2010: This provides for conditions of equal
opportunities and full participation of persons with disabilities and those living with HIV/AIDS.
8. Growth and Transformation Plan (GTP) 2010-2015: It focuses on establishing disability as a
cross cutting sector of development where focus is given to preventing disability and to
providing education and training, rehabilitation and equal access and opportunities to persons
with disabilities.
9. National Plan of Action of Persons with Disabilities -(2012-2021): The documents aim at
making Ethiopia an inclusive society. It addresses the needs of persons with disabilities in
Ethiopia for comprehensive Rehabilitation services, equal opportunities for education, skills
training and work, as well as full participation in the life of their families, communities and the
nation.
10. Proclamation concerning the Rights of Disabled Persons to Employment-No.101/1994: This
document was the only legislation in Ethiopia which specifically provides for the employment of
disabled persons. The Proclamation aims to protect and promote the rights of disabled persons to
appropriate training, employment opportunities and salary, and to prevent any workplace
discrimination.
11. The Federal Civil Servant Proclamation (Proclamation -No 1064/2017: Article 13/2 of
proclamation no 1064/2017 recognizes that:‘ There shall be no discrimination among job seekers
or civil servants in filling vacancies because of their ethnic origin, sex, religion, political outlook,
disability, HIV/AIDS or any other ground.
12. Labor Proclamation-1156/2019: This proclamation controls the private sector employment
relationship. Article 15 of the proclamation outlaws discrimination on the basis of disablement.
13. Organization of Civil Society Proclamation -No. 1113/2019: This proclamation is a newly
enacted legislation replacing its predecessor proclamation 621/2009. It regulates issues
concerning formation, registration, activities and dissolution of civil society organization.
14. The Revised higher institutions proclamation- No. 1152/2019: This proclamation has been
enacted in replacement of its predecessor proclamation 650/2009. This proclamation has
incorporated some rights entitling students with disabilities.
15. Advertisement Proclamation -No. 759/2012: It focuses on regulating commercial
advertisement are made. According to article 7/4 of this proclamation, advertisement which
undermines the dignity and emotional feeling of a physically disabled person is immoral.
16. The Ethiopian Building proclamation -No 624/2009: Its focuses on buildings and
construction- it says that all public building to have a means to access by physical disabled
persons. Moreover, it dictates that toilet on such buildings must be accessible. Article 36 states
that any public building shall have a means of access suitable for use by physically impaired
persons, including those who are obliged to use wheelchairs and those who are able to walk but
unable to negotiate steps.
17. Definition of Powers and Duties of the Executive Organs of the Federal Democratic Republic
of Ethiopia Proclamation -No. 1097/2018: It mainly focuses on addressing common
responsibility of ministries in general and the specific duty for ministry of labor and social affair
in Creating conditions whereby persons with disabilities, the elderly, and segments of society
vulnerable to social and economic problems benefit from equal opportunities and full
participation (article10/4). Moreover, it obliges the mistress work in cooperation with concerned
bodies (Article 29/11 A).
18. Developmental Social Welfare Policy 1997: It specifically targets people with disabilities
and sets out to safeguard their rights and to promote opportunities for vocational rehabilitation.
Full participation in education, health, political, economic and social activities and other
activities
19. The FDRE Education and Training Policy of 1994: This document recognizes that special
attention must be provided for those with special needs.
20. The FDRE special needs/inclusive education strategy 2012: This document focuses on
inclusive education policy, strategies and responsibilities of stakeholders.
Chapter 7
Resources management for inclusion
Resources for inclusion
Provisions of Resources
The resource should be taken into consideration for individuals with disabilities in settings such
as workplaces, social gatherings, recreational activities, and educational institutions so they can
feel at ease, secure, and capable of working on their own and in teams. People with disabilities
can progress toward success by using the resources that are available and match their needs.
Resources for kids in schools when making plans, allocating funds, and taking action to support
the education of people with disabilities, all relevant bodies should be inclusive. Resource rooms
are crucial in educational environments.
School based resource room
The resource room is a classroom where a student with a disability and learning problem can
receive a special education program. It is intended for students who are enrolled in a regular
class but who require some specialized training in a one-on-one or small-group environment for
portions of the day. Usually, it's a sizable area with lots of amenities for kids with special needs
in the main school building. Instruction for the program's remedial, compensatory, and
developmental components is given in small groups over the course of typically three to five
hours.
Per week. Students may be provided direct services in the classroom. Indirect services can also
be provided to the student through consultation with the general education teachers to support in
adjusting the learning environment or modify the instructional methods. When additional support
is appropriate to meet the student‘s needs, the student can receive the pull- out program. This
form of a ―pull out‖ system, where a child attends a session in the resource room during a light
period of the day such as singing or physical training, receives individual help in a weak area of
learning such as reading or writing. Methods and materials are adapted to students' learning
styles and characteristics using multisensory and other specialized approaches.
Human resources in schools
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Sign language interpreter
Braille specialist
Mobility and orientation expert
Special needs educators
Speech and language therapist
Physiotherapist
 Behavioral therapists…etc.
School based material resources
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LCD and/or Smart Board
E - Chart
Various magnifying lenses
Slate and styles
Perkins Braille writer
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White Cane
Blind folder
Tuning fork
Audiometer
Hearing aids (various type)
Sign language books and videos
Various instructional videos related
this unit
 Braille atlases
 Molded plastic, dissected and undissected relief maps
 Relief globs
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Land form model
Abacus
Raised clock faces
Geometric area and volume aids
Write forms for matched planes and
volumes
Braille rulers
Raised-line check books
Signature guide
Longhand-writing kit
Script letter – sheets and boards
Talking calculator
Closed-circuit television
 Computer software for various
students with special needs; for
example Jawse
 for blind and sign language software
for deaf
 Orthosis
 Prosthosis
 Environmental accessibilities
o Ramps
o Elevators
o Wheel chairs
 And others additional resources
Accommodations
Accommodations are adjustments that teachers and school personnel make to maximize learning
and social well-being for individual students. Instructional accommodation checklist
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Use a multisensory approach.
Use a highly structured format for presentations.
Use graphic organizers.
Present material in small, sequential steps.
Teach specific strategies (e.g. taking notes, reading comprehension).
Review key points frequently.
Assign a buddy reader or note taker.
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Provide students with outline of notes.
Use color coding to match materials and concepts.
Reduce visual distractions.
Seat student close to board, teacher, or student helper: away from door or window.
Provide a quiet work area.
Allow students to move if needed. Use visual reminders as memory aids. Use teacherinitiated signals for redirecting attention.
 Highlight sections of text.
 Provide tape recording of lecture or required texts.
 Give oral and written directions.
 Speak slowly and clearly.
 Allow for longer response time.
 Organization and Task Completion
 Keep work area clear.
 Post assignments and work completed in a consistent spot.
 Assist student with notebook organization.
 Use assignment notebook.
 Extend time to complete assignments.
 Shorten or chunk assignments.
 Give timeline for longer projects.
 Give specific feedback.
 Provide peer tutoring.
 Use cooperative learning groups. Provide structured daily activities.
 Explain changes in routine.
Evaluation
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Explain grading and give rubric.
Give specific feedback.
Preview before test; give frequent quizzes; give sample questions.
Orient student to test format.
Use a clear, uncluttered copy; enlarge print.
Make test directions simple and clear.
Provide ample space for answers on test.
Allow alternate test response (oral, computer).
Read test aloud to student. Give open-note or take-home tests.
Use alternate forms of evaluation (oral report, group projects, and debate).
Reduce required assignments.
Provide proofreading checklist.
Accept print or cursive writing Resources for work/social environment
Human resources
 Special needs educator at every organization to create inclusive environment
 Sign language interpreter
 Sighted guide
Material resources
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Various magnifying lenses
Slate and styles
Perkins Braille writer
White Cane
Hearing aids
Sign language books and videos
Braille atlases
Braille rulers
Signature guide
Talking calculator
Talking mobile
Closed-circuit television
Computer software for various students with special needs; for example Jawse
for blind and sign language software for deaf
Orthosis
Prosthosis
Environmental accessibilities
- Ramps
- Elevators
- Wheel chairs
 And others additional resources