Scribd Logo
Upload

Welcome to Scribd!

  • 3 views

    inclisive ch7

    Uploaded by

    seidjemal94

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd

    inclisive ch7

    Uploaded by

    seidjemal94
    3 views11 pages

    Copyright

    © © All Rights Reserved

    Available Formats

    PPT, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    3 views11 pages

    inclisive ch7

    Uploaded by

    seidjemal94

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    You are on page 1of 11

    Dire Dawa University

    College of Social Science & Humanities


    Department of Psychology

    Inclusiveness
    Dire Dawa University
    Chapter 7
    Resources
    Management for
    Inclusion
    7.1. Resources for inclusion
    • The resource should be considered for people with
    disabilities in workplaces, social gatherings, recreational
    and in schools that help them to feel comfortable, secure
    and work at their independent and team activities.
    • This is needed due to the reason that the occurrence of
    impairment requires opportunistic cost in order to enable
    PWDs use their potential and capacity by mitigating the
    impact of activity limitation they may face caused by their
    impairment.
    • All concerned bodies should be inclusive in their planning,
    budgeting and taking action for the education and other
    services needed for persons with disabilities.
    • For instance, in the school settings resource rooms
    are very important.
    • The resource room is a classroom where a special
    education program can be delivered to a student
    with a disability and learning difficulty.
    • It is for those students who belong to a regular class
    but need some special instructions in an
    individualized or small group setting for a portion of
    the day.
    • This program includes remedial, compensatory and
    developmental instruction, which is provided in
    small groups for usually for certain hours per week.
    • When additional support is appropriate to meet the
    student’s needs, the student can receive the pull-
    out program.
    • Methods and materials are adapted to students'
    learning styles and characteristics using
    multisensory and other specialized approaches.
    • The specialized series needed for students with
    disabilities in the school requires both material and
    human resources.
    • Human resource includes:
     Sign language interpreter;
     Braille specialist;
     Mobility and orientation expert;
     Special needs educators;
     Speech and language therapist;
     Physiotherapist;
     Behavioral therapist etc.
    • Likewise, the availability of the following material
    resources is highly important for school-based
    services.
    1.Adaptive educational materials and devices
    such as slate and stylus, brail paper, type
    writer, screen reader software, and adaptive
    accessories of computers, large print materials,
    embossers, hard copy readers, digital recorders,
    Talking Books, materials prepared in visual and
    tactile formats including braille text books and
    learning aids prepared in tactile format etc.
    2. Assistive appliances such as wheelchair, crutch and
    other prosthetic and orthopedic devices, hearing aid,
    white cane, magnifiers including CCTV etc.

    7.2. Planning for inclusive services


    •All stakeholders are required to mainstream the issue
    of disability in their service delivery.
    •As a result, the issue of disability should be
    considered at planning, implementation and
    monitoring and evaluation steps of programs crafted
    by implementing institutions.
    • Planning includes the allocation of ear marked budget,
    materials and skilled human power to facilitate the
    implementation of disability-mainstreamed programs and
    services.
    • It is obvious, that assessment of the prevalence of PWDs
    and their special needs is the prerequisite for planning.
    • For this purpose, all service providing institutions are
    required to assign professional coordinator.
    • Planning in reference to disability needs two
    facets:
     Mainstreaming the issue of disability in
    the general annual action plan of the
    institution; and
     Developing disability-specific action plan
    to meet the special needs of the targeted
    persons with disabilities.
    Activities

    1. Why public service providing sectors are required to have


    ear-marked budget and or resource for the issues related to
    disability?
    2. What kind of resource is needed for PWDs?
    3. At what stage of project and program life span that the
    issue of disability should be taken into account?

    You might also like