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?
