Chapter Two

Concept of Inclusion
• process of education that is aimed at meeting
students‘ diverse needs in regular classrooms
• focuses not only students with special
educational needs but also students without
special needs.
• is based on the concept of respecting diversity
and the different needs and abilities,
• eliminating all forms of discrimination in
educational, social, economic and other
aspects of life. 1
 concept of inclusion …
Originated from three major ideas:
• inclusive education is a basic human right;
• quality education results from inclusion of students with
diverse needs and ability differences, and
• there is no clear demarcation between the characteristics
of students with and without disabilities and vulnerabilities.
• Its philosophy centers on enabling communities, systems
and structures in all cultures and contexts to fight
discrimination, celebrate diversity, promote participation
and overcome barriers to learning and participation for all
people (persons with and without special educational
needs).
2
 concept of inclusion …
• It is part of a wider strategy promoting inclusive
development, with the goal of creating a world
where there is peace, tolerance, and sustainable
use of resources, social justice, and where the
basic needs and rights of all persons are met.
• evolved from special and integrated education
based on the notion that both special needs and
integrated/mainstreaming education do not
address unique needs, characteristics of
students with in regular schools classrooms.
3
 The concept of inclusion is all about:
• Learners: (right; learning begin/end, experience
difficulty, need support)
• Education system and schools : (flexible,
welcoming, effective, invites collaborative)
• Diversity and discrimination: (combat exclusion,
embracing diversity as a resource not as a
problem,
• Processes to promote inclusion: (identifying and
overcoming barriers, increases collaboration
• Resources :(use local resource, cost-effective)
4
 Concepts about learners

 Education is a fundamental human right for all people

 Learning begins at birth and continues throughout life
 All children have a right to education within their
own community
 Everyone can learn, and any child can experience
difficulties in learning
 All learners need their learning supported child-
focused teaching benefits all children.

5
Concepts about the education system and
schools
 It is broader than formal schooling
 it is flexible, responsive educational systems

 It creates enabling and welcoming educational

environments
 It promotes school improvement – makes effective
schools

 It involves whole school approach and collaboration

between partners.
6
 Concepts about diversity and discrimination

 It promotes combating discrimination and

exclusionary pressures at any social sectors

 It enables responding to/embracing diversity as a

resource not as a problem

 It prepares learners for an inclusive society that

respects and values difference.

7
 Concepts about processes to promote
inclusion
o It helps to identifying and overcoming barriers to
participation and exclusionary pressures

o It increases real participation of all collaboration,

partnership between all stakeholders

o It promotes participatory methodology, action

research, collaborative enquiry and other related
activities

8
 Concepts about resources

 Promotes unlocking and fully using local resources

redistributing existing resources

 It helps to perceive people (children, parents, teachers,

members of marginalized groups, etc) as key resources

 It helps to use appropriate resources and support within

schools and at local levels for the needs of different
children, e.g. mother tongue tuition, Braille, assistive
devices.
 It is cost-effective in resource usage
9
 Rationale of inclusion
Educational foundation
• Children do better academically, psychologically and socially in
inclusive settings.
• A more efficient use of education resources.
• Decreases dropouts and repetitions
• Teachers competency ( knowledge, skills, collaboration,
satisfaction.
Social Foundation
• Segregation teaches individuals to be fearful, ignorant and breeds
prejudice.
• All individuals need an education that will help them develop
relationships and prepare them for life in the wider community.
• Only inclusion has the potential to reduce fear and to build
friendship, respect and understanding 10
 Rationale of inclusion…
Legal Foundations
• All individuals have the right to learn and live together.
• Human being shouldn‘t be devalued or discriminated
against by being excluded or sent away because of their
disability.
• There are no legitimate reasons to separate children for
their education
Economic Foundation
• has economic benefit, both for individual and for society
• is more cost-effective than the creation of special schools
across the country.
11
 Rationale of inclusion…
• Children with disabilities go to local schools
• Reduce wastage of repetition and dropout
• Children with disabilities live with their family use
community infrastructure
• Better employment and job creation opportunities for
people with disabilities
Foundations for Building Inclusive Society
• Formation of mutual understanding and appreciation of
diversity
• Building up empathy/compassion, tolerance and
cooperation
• Promotion of sustainable development 12
 Benefits of inclusion
• it has benefits to students with and without special
educational needs, parents, teachers and society at large.
• Benefits for Students with Special Needs Education
• Appropriate models of behavior. They can observe and
imitate socially acceptable behaviors of the students without
special needs
• Improved friendships with the social environment
• Gain peer role models for academic, social and behavior skills
• Increased achievement of individualized educational program
(IEP) goals
• Greater access to general curriculum
• Enhanced skill acquisition and generalization in their learning
13
 Benefits of inclusion….
Benefits for persons without Special Needs Education
• Have a variety of opportunities for interacting with their age
peers who experience SEN in inclusive school settings.
• serve as peer tutors during instructional activities
• Gain knowledge of a good deal about tolerance, individual
difference, and human exceptionality.
• Learn that students with SEN have many positive
characteristics and abilities
• Get greater opportunities to master activities by practicing
and teaching others
• learn about many of the human service profession such as
special education, speech therapy, physical therapy,..
14
 Benefits of inclusion for society….
• break down barriers and prejudice that prevail in
the society towards persons with disability.
• Communities become more accepting of difference,
and everyone benefits from a friendlier, open
environment that values and appreciates
differences in human beings.
• Meaningful participation in the economic, social,
political and cultural life of communities own cost
effective non-segregated schooling system that
services both students with and without special
needs education.
15
 Benefits of IE…
Benefits for Teachers Benefits for Parents
• opportunities to learn new ways to • Learn more about how their
teach different kinds of students children are being educated in
• gain new knowledge, such as the schools with their peers in an
different ways children learn and inclusive environment
can be taught.
• Become personally involved and
• develop more positive attitudes
feel a greater sense of
and approaches towards different
accomplishment in helping their
people with diverse needs.
children to learn
• can experience greater job
satisfaction • Feel valued and consider
• opportunities to explore new ideas themselves as equal partners in
providing quality learning
opportunities for children
16
 Barriers of inclusion
• Though many countries seem committed to inclusion
their rhetoric (décor language), and even in their
legislation and policies, practices often fall short. Reasons
for the policy-practice gap in inclusion are diverse.
• Problems related with societal values and beliefs
• Economic factors- this is mainly related with poverty of
family, community and society at large
• Lack of taking measures to ensure conformity of
implementation of inclusion practice with policies
• Lack of stakeholders taking responsibility in their
cooperation as well as collaboration for inclusion
17
 Barriers of inclusion..
• Conservative traditions among the community
members about inclusion
• Lack of knowledge and skills among teachers
regarding inclusive education
• Rigid curricula, teaching method and examination
systems that do not consider students with divers
needs and ability differences.
• Fragile democratic institutions that could not
promote inclusion
• Inadequate resources and inaccessibility of social
and physical environments 18
 Barriers of inclusion..
• Large class sizes that make teachers and
stakeholders meet students‘ diverse needs
• Globalization and free market policy that make
students engage in fierce/brutal completion,
individualism and individuals‘ excellence rather
than teaching through cooperation,
collaboration and group excellence.
• Using inclusive models that may be imported
from other countries.
19
Opportunities of Inclusive Education

 Legislations and policy frameworks

 Associations and civic societies
 School-based awareness and in-services
training program

20
 International Legal and Policy Issues
Universal Declaration Of Human Rights (UDHR)
Convention On The Rights Of The Child
The UN Convention on the rights of persons
with disabilities
Convention Against Discrimination In Education
World Declaration On Education For All (EFA)
United Nations Standard Rules Of Equalization
Of Opportunities For Persons With Disabilities
 Salamanca Framework For Action

21
 Universal Declaration Of Human Rights
(UDHR)
This declaration ensures three important
rights;
• Right to education (fundamental human
rights; rights that are universal, indivisible,
interconnected and interdependent)
• Right to equalization of opportunities
• Right to participate in society

22
Convention On The Rights Of The Child
• States the rights of all children to basic quality
primary education
• Make primary education compulsory and
available free to all (UPE).
• It assures the rights of the child to education
based on his or her needs, abilities and pace
of effective learning

23
 Convention Against Discrimination In
Education
 To combat discriminatory treatment in education

 promote the opportunity of addressing their

learning needs,

 children in disadvantaged situations or who

experience conditions of risk, and disability have
the right to education of the same quality and
standard
24
 World Declaration On Education For All
(EFA)
• This declaration confirms that every human
being including children, youth, adults,
females, street children, immigrants, children
with disability,… have right to quality and
equity in education.

25
 U N Standard Rules Of Equalization Of
Opportunities For Persons With Disabilities
Every individual has equal opportunity for participation
• Accessibility
• Education
• Employment
• Income maintenance and social security
• Family life and personal integrity (marriage,
parenthood, sexual relationship)
• Culture
• Recreation and sports
• Religion 26
Salamanca Frame Work For Action
 It was declared in an international conference on
special needs education held in Salamanca, Spain in
1994.
 The conference emphasized the following principles:
 The right of children including those with temporary and
permanent special education needs to attend school.
 The right of all children to attend school in their home
community
 The right of children to participate in a child-centered
education meeting individual needs
 The right of all children to participate in quality education
that is meaningful for each child. 27
 National Documents
The Ethiopian Constitution
The Education and Training Policy
Higher Education Proclamation
The Special Needs Education strategy Program (2006)
ESDP IV-2010-2015

•Growth & Transformation Plan

• Building code (Article) 624/2009:

•Proclamation on the Rights of Disabled Persons to

28
 Characteristics of Inclusive Classrooms (ICR)

• Classroom Rules
• Instruction that Fits the Student
• Supports in the Mainstream
• Natural Support Networking Encouraged
• Classroom Accommodation
• Empowerment
• Promote Understanding of Individual
Differences
• Flexibility
29
 Characteristics of Inclusive Classrooms (ICR)

• ICR start with a philosophy that all children

belong and can learn in the mainstream of
school and community life.
Specific characteristics
1. Classroom Rules:
• Within the rules of an ICR the rights of each
member are typically communicated.

• CR rules should reflect the philosophy of fair

and equal treatment and mutual respect
30
 Cont’d…

2. Instruction that Fits the Student:

• Students are not expected to achieve a
predefined, standard classroom curriculum
• Their needs should be considered
• adjustment and/or expansion is needed when
necessary, to meet their needs.
3. Supports in the Mainstream:
• Services and supports are provided in the regular
classroom
• Services should be brought to the student
31
 Cont’d…
3. Natural Support Networking Encouraged
• Student support each other through peer tutoring,
cooperative learning

• Teachers and other school personnel working

together and supporting each other

• Cooperation and collaboration are encouraged than

competitive or independent activities

32
 Cont’d…..
4. Classroom Accommodation
• supports should be arranged in the way that
all students can be benefited
5. Empowerment
• Teachers should not take all classroom
responsibilities
• Students should be empowered so that they can
support each other
• Students should take responsibility for their own
learning
33
 Cont’d….
5. Promote Understanding of Individual Differences
• Guide students to understand and utilize their
inherent individual differences.
5. Flexibility
• There are no simple or universal answers that
address concerns in all settings at all times.
• a key element in classroom operation is flexibility.
• Flexibility does not imply a lack of structure or
direction, but an acceptance and adaptation to
change when deemed necessary.

34
 Chapter 3: Identification and
Differentiated services
• The onset of disability is accompanied by a complex
series of shocks to the individual and to everyone around
him.
• The impact of disability and vulnerability take many form.
The immediate effects are often physical pain, limitation
of mobility, disorientation, confusion, uncertainty and a
disruption of roles and patterns of social interaction.
• Peoples with disabilities and vulnerabilities have survival
(physiological), safety, social, esteem, and self
actualization (fulfillment) needs like persons without
disabilities.
35
 Impact of Disability and Vulnerability on
daily life
Factors related to the person
• People respond to disabilities in different ways. Some react
negatively and thus their quality of life is negatively affected.
• Others choose to focus on their abilities as opposed to their
disabilities and continue to live a productive life.
Economic Factors and Disability
• There is clear evidence that people with few economic
assets are more likely to acquire pathologies that may be
disabling
• Lack of resources can adversely affect the ability of an
individual to function with a disabling condition
36
 Impact of Disability and Vulnerability on
daily life…
Political Factors and Disability
• The political system, through its role in designing
public policy, can and does have a profound impact
on the extent to which impairments and other
potentially disabling conditions will result in disability.
• If the political system is well enforced it will
profoundly improve the prospects/future of people
with disabling conditions for achieving a much fuller
participation in society, in effect reducing the font of
disability in work and every other domain of human
activity. 37
 Needs of Persons with Disabilities and
Vulnerabilities
• Analyzing the human beings, Maslow has identified five categories
of needs, with different priority levels, in the following order:
survival (physiological), safety, social needs, esteem (respect &
admiration), and self-actualization (fulfillment).
• Maslow‘s model is also valid for persons with disabilities and
vulnerabilities, whose needs are similar to those of ordinary
persons.
• Nevertheless, many of these needs are not fulfilled, so disabilities
and vulnerabilities seek to fulfill these needs and reach a state of
wellbeing.
• Persons with disabilities and vulnerabilities have socio-emotional,
psychological, physical and social environmental and economic
needs in general.
38
Needs of Persons with Disabilities and
Vulnerabilities…

39
Abraham‘s Maslow Hierarchy
 PWDS need…
• Full access to the Environment (towns, countryside & buildings)
• An accessible Transport system
• Technical aids and equipment
• Accessible/adapted housing
• Personal Assistance and support
• Inclusive Education and Training
• An adequate Income
• Equal opportunities for Employment
• Appropriate and accessible Information
• Advocacy (towards self-advocacy)
• Counseling
• Appropriate and Accessible Health Care
40
 chapter Four: Promoting Inclusive Culture

Definition of Inclusive Culture

Inclusion is a sense of belonging, connection and community at
work. And inclusive organizations help people feel welcomed,
known, valued and encouraged to bring their whole, unique selves
to work.
Culture is the ideas, customs, and social behavior of a particular
people or society.
An organization‘s culture is the culmination/peak of the priorities,
values and behaviors, which support their employees in how they
work singularly, in teams and with clients.
An inclusive culture involves the full and successful integration of
diverse people into a workplace or industry.
• Has core values such as representation, respect, & fairness)
41
 Dimensions of Inclusive culture

There are three dimensions/ elements of an

inclusive culture:
1. Universal Design
2. Recruitment, Training and Advancement
Opportunities
3. Workplace Accommodations and
Accessibility: Policy & Practice

42
 Dimensions of Inclusive culture….

Universal Design
• The construction of structures, spaces, services, communications
and resources that are organically accessible to a range of people
with and without disabilities, without further need for
modification or accommodation
Recruitment:
• Effective recruitment of people with disabilities involves two
components:
1. Accessible outreach and hiring practices (avoiding any barriers
to participation)
2. Targeted recruitment of workers with disabilities (enables
employers to reach and interview qualified people with
disabilities). 43
 Dimensions of Inclusive culture….

• Training ( for both pwds & their managers)

• Advancement: (access to mentoring, CDP,…)
Workplace Accommodations and Accessibility: Policy & Practice
• Policy plays a critical role in generating meaningful inclusion of
people with disabilities.
• When assessing the effectiveness of existing accommodations
policies, employee experiences can be described based on two
measures of equity.
1. procedural justice‖, meaning that employees with disabilities perceive
the accommodations policy as fair, accessible and functional.
2. Interactional justice refers to the experience of feeling that the
managers or colleagues with whom one is interacting are behaving
fairly, reasonably and respectfully.
44
 Building inclusive community

 Does everything that it can be respect all its citizens,

gives them full access to resources, and promotes
equal treatment and opportunity?
 Works to eliminate all forms of discrimination.
 Engages all its citizens in decision-making processes
that affect their lives.
 Values diversity and
 Responds quickly to racist and other discriminating
incidents.

45
Characteristics of an Inclusive Community

• Integrative and cooperative: inclusive communities bring

people together and have places where people and
organizations work together.
• Interactive: inclusive communities have accessible
community spaces and open public places as well as groups
and organizations that support social interaction and
community activity, including celebrating community life.
Invested: inclusive communities are places where both the
public and private sectors commit resources for the social and
economic health and well-being of the whole community.

46
 Cont..
• Diverse: inclusive communities welcome and incorporate
diverse people and cultures into the structures, processes and
functions of daily community life.
• Equitable: inclusive communities make sure that everyone has
the means to live in decent/civilized conditions (i.e. income
supports, employment, good housing) and the opportunity to
develop one‘s capacities and to participate actively in community
life.

• Accessible and Sensitive: inclusive communities have an

array/range of readily available and accessible supports and
services for the social, health, and developmental needs of their
populations and provide such supports 47
 Cont..
Participatory: inclusive communities encourage
and support the involvement of all their members in
the planning and decision-making that affects
community conditions and development, including
having an effective voice with senior levels of
government and
Safe: inclusive communities ensure both individual
and broad community safety and security so that no
one feels at risk in their homes or moving around the
neighborhood and city.
48
 Characteristics of an Inclusive Organization

 It accepts diversity and inclusion as a way of life

 It evaluates individual and group performance on the basis of
observable and measurable behaviors and competencies
 It operates under transparent policies and procedures.
 It is consistent in its interactions with everyone
 It creates and maintains a learning culture
 It has a comprehensive and easily accessible system of conflict
resolution at all levels.
 It recognizes that it is part of the community that it serves.

49
 Chapter Five
Inclusion for Peace, Democracy and
Development
Inclusive education
 is at the heart of any strategy for peace-building, democracy
and development.
 It is through inclusive educational that values, skills and
knowledge which form the basis of respect for human rights
and democratic principles can be developed.

 It is through Inclusive education that the rejection of violence,

and a spirit of tolerance, understanding and mutual
appreciation among individuals, groups and nations can be
enhanced.

50
 Inclusion for Peace

• is defined as creating mutual understanding, positive

relationship between individuals and groups.
•These groups may include culturally, linguistically,
economically and biologically heterogeneous groups.
•Peace make the mind quiet and calm prevents
anxieties, worries, stress and fears, and awakens inner
strength and confidence, develop freedom, happiness,
love, joy, justice and gratitude.
•Peace can be achieved through formal and informal
inclusive education.
51
 Sources of Conflict
 Spiritual sources of conflict
 Result of original ancestor‘s separation from God and negative
influence from evil spiritual forces
 Individual sources of conflict
 Disunity within the individual and confusion of values
 Family sources of conflict
 Family dysfunctions affect succeeding generations.
 National/international sources of conflict
 National policies affect future generations and can lead to
conflict within or between nations

52
 Historical Sources of Conflict

• National crimes burden future generations

• Ethnic/religious resentments accumulate

•Individual Choice: To resolve or repeat past conflicts-

rethinking the past and the future

53
 Sustaining Peace
•It is important to expand formal and informal inclusive
education with the aim of creating inclusive society with the
following competencies in young and adult populations:
•Skills of shifting the truth from propaganda or bias that
surrounds them in every culture
•Respect for the wise use of resources and appreciation for more
than just the materialistic aspects of quality of life
•Respect for different points of view and the ability to see the
world through the eyes of others
•Skills to resolve conflict in non-violent ways
•The desire and ability to participate in shaping society, in their
own community, their nation and the world.

54
 Inclusion for Democracy

•Democracy is a great philosophy of inclusion that born and

grown in inclusive schools.

•It means the rule of the people, by the people, for the people;
and where people is to mean all human being, regardless of the
diversities.

•Brings democratic values to education and can include self-

determination within a community of equals, as well as such
values as justice, respect and trust of diversities

55
 Inclusion Education for Democracy

•The most important function of democratic education is to

make the democracy natural attitude and way of thinking of man
by developing the thought of democracy in human mind.
•In democratic classroom teachers treat all students equally,
provide them support according to the needs and potentials,
share power with students and supporting them in managing
their own behaviors.
•Teachers should promote engagement in a democracy, by
teaching students how democracy works and how important
their role is in it.
•Students who have no understanding of how the democracy
functions are unlikely to become engaged citizens who vote.
56
 Democratic principles for inclusive practices

 Diversity enriches and strengthens all communities.

 All persons with disabilities different in their needs, potentials,
learning and working styles;
 Their achievements according to their potentials are equally
valued, respected and celebrated by society
 All learners are enabled to fulfill their potential by taking into
account individual requirements and needs.

57
 Inclusion for Development

•Development is a positive growth or change in

economical, social and political aspects of a country.

•Any kind of development should be inclusive.

•Some scholars define inclusive development as a
process that occurs when social and material benefits
are equitably distributed across divides in society.

58
 Inclusive education for Development
•The most important function of democratic education is to make
the democracy natural attitude and way of thinking of man by
developing the thought of democracy in human mind.
•In democratic classroom teachers treat all students equally,
provide them support according to the needs and potentials, share
power with students and supporting them in managing their own
behaviors.
•Teachers provide us with as much knowledge as possible.
Teachers should promote engagement in a democracy, by teaching
students how democracy works and how important their role is in
it.
•Students who have no understanding of how the democracy
functions are unlikely to become engaged citizens who vote.
59
 Importance of Inclusion

 It is important to support people learn, productive, successful

and live independently, be successful without helping them
too much.
 Inclusiveness when practiced well is very important because:
 All people are able to be part of their community and develop
a sense of belonging and become better prepared for life in the
community as children and adults.
 It provides better opportunities for learning.

60
 Cont...
• Inclusion values diversity and the unique
contributions, where everybody brings to the milieu.

• In a truly inclusive setting, every individual feels safe

and has a sense of belonging.

• A person who participates in setting life goals and

take part in decisions that affects them.

61
 Cont..
• The opportunity to participate in the typical
experiences in life; to be with other people and form
friendships and develop other social skills; for natural
lifelong learning in real situations and access to
inclusion models
• The inclusion model is also beneficial because it
prepares individuals today and in the future

62
 Chapter six: Legal frame work
• Legal frameworks are one of the drivers for the rights of
persons with disabilities and vulnerabilities
• They have influence on especially educational rights of
these people with their peers.
• Legal frameworks are supposed to serve people with
disabilities needs by keeping equal rights and creating
equal opportunity of learning for all such as children and
youth in the mainstreamed classrooms.
• Moreover, it is believed to create academic and social
inclusion, and maintain friendship among persons with
and without disabilities and vulnerabilities.
63
 Legal frame work …
• Besides, legal frameworks are thought to help the
persons with disabilities and vulnerabilities to
exploit their potential to the optimum possible
level.
• International national legal frameworks are written
in the form of public laws and acts, declarations,
conventions and frameworks.
• These legal frameworks focus on various issues
(social, educational, occupational, vocational etc)
of children, youth and adults with disabilities.
64
 Legal frame work …
• The Ethiopian government has endorsed almost all of
the conventions and declarations.
• But studies showed that various challenges are facing
their implementations.
• As a result, there is mismatch between practice and
these frameworks implementation.
• There also national legal frameworks mainly in the
form of laws and policies that promote persons with
disabilities and vulnerabilities equal participation in
education, social welfare, economy and other areas of
life.
65
 Legal frame work …
• Although Ethiopia has lots of laws, polices and
others international legal frameworks ratified
by the country, there is gap in implementation
and practices that promote equality of people
with disabilities and vulnerabilities equal
participation in social, educational,
occupational, vocational and other aspects of
life.

66
 Chapter Seven:
Resources Management for Inclusion
• Resources are very important to create
inclusiveness. Resources are for all human
being; though the attention is much given for
persons with disabilities
• All individuals can grow and develop if they
are accessed and provided. Primarily
understanding the diverse needs of all people
is very important to plan for the resources.

67
 Kinds of
Resource
Human resources in schools
• Sign language interpreter
• Braille specialist
• Mobility and orientation expert
• Special needs educators
• Speech and language therapist
• Physiotherapist
• Behavioral therapists…etc
68
 Kinds of Resource …
School based material resources
• LCD and/or Smart Board
• E - Chart
• Various magnifying lenses
• Slate and styles
• Perkins Braille writer
• White Cane
• Blind folder
• Tuning fork
• Audiometer
• Hearing aids (various type)
69
 Material Resource …
• Sign language books and videos
• Various instructional videos related this unit
• Braille atlases
• Molded plastic, dissected and un-dissected relief maps
• Relief globs
• Land form model
• Abacus
• Raised clock faces
• Geometric area and volume aids
• Write forms for matched planes and volumes
70
 Material Resource …
• 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
71
 Material Resource …
Environmental accessibilities
• Ramps
• Elevators
• Wheel chairs

72
Chapter Eight: Collaborative(Cooperative)Partnerships
with stakeholders
• An individual or an institute cannot do everything
they want for the success of inclusiveness.
• They require collaboration and partnership.
• Collaborative is becoming an effective team player
for the intended success.
• Collaboration referred to as collaborative
consultation, cooperative planning, implementation,
assessment, co-teaching and any kind of team-based
services or community of practice.
• It has potential to create synergy – where the whole
is greater than the sum of the parts.
73
 Collaborative(Cooperative) Partnerships with
stakeholders…
• Collaboration is defined as ―the act of working
together to produce or create something
according to the capacities and abilities of
individuals.
• Each individual‘s collaboration is based on his
knowledge and skills.
• Collaboration in the workplace is when two or
more people (often groups) work together through
idea sharing and thinking to accomplish a common
goal.
• It is simply teamwork taken to a higher level.
74
 Key elements of successful collaboration

The relationship includes a commitment to:

• mutual relationships and goals;
• a jointly developed structure and shared
responsibility;
• mutual authority and accountability for
success; and
• sharing of resources and rewards.

75
 Key elements of successful collaboration

What factors are helping or hindering your

collaboration efforts?
• There are four most important elements of
teamwork to help you build a team that will
lead your company to success.
• Respect.
• Communication.
• Delegation.
• Support.
76
 General principles of collaboration
• Establish clear common goals for the collaboration.
• Define your respective roles and who is accountable for what, but accept
joint responsibility for the decisions and their outcomes
• Take a problem-solving approach – with a sense that all those in the
collaborative arrangement share ownership of the problem and its solution.
• Establish an atmosphere of trust and mutual respect for each others‘
expertise.
• Aim for consensus decision-making.
• Ask for and give immediate and objective feedback to others in a
nonthreatening and non-judgmental manner.
• Give credit to others for their ideas and accomplishments
• Develop procedures for resolving conflicts and manage these processes
skillfully.
• Better still, anticipate possible conflicts and take steps to avoid them as far
as possible.
• Arrange periodic meetings to review progress in the collaborative
arrangements 77
 What are the advantages of collaboration?
• Higher employee productivity
• can be seen in terms of individual output.
• encourages team members to work for the
collective rather than just themselves
• Greater efficiency and less duplicated effort.
• Access to additional resources or lower costs
through sharing resources such as office space,
administration or other aspects of an
organization‘s operation.
• Improved service coordination across agencies,
with better pathways or referral systems for
service users. 78
 Challenges to Team Collaboration
• Indecisive decision-makers. Ironic, isn't it? ...
• "E-fail" This is a little term used for when email
straight up fails. ...
• Mis (sing) communication. When
collaborating, there is always room for
misinterpretation and miscommunication.
• Process sinking vs. process syncing.
• Too many cooks.
• Negative Nancy

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 Stakeholder
• 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
• 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. 80
 Stakeholder …
• The word business comes from the word busy,
and means doing things. It works on regular
basis.
• All human being can participate in any kind of
business equally without discrimination based
on their disability, culture, language, religion,
gender, rural, urban and the like.

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