Inclusiveness Individual
Inclusiveness Individual
Inclusiveness Individual
The complete and effective integration of diverse individuals into a workplace or industry
constitutes an inclusive culture. Furthermore, inclusive cultures go beyond the simple or nominal
presence of workers with impairments. They encompass both formal and informal
employee roles
• Receptivity: the ability to adapt jobs to the skills and competencies of individuals, respect
an equal basis.
1. Universal Design
The term "universal design" describes the creation of buildings, areas, communications,
services, and other resources that are naturally accessible to a variety of persons with and without
and hiring practices and targeted recruitment of workers with disabilities. Making sure that outreach
materials, networking and recruitment sites, communications, and application processes all offer a
variety of accessible options or are free of obstacles that might prevent people with disabilities from
participating is essentially what accessible outreach and hiring practices entail. Resources for
employment and outreach should generally be equally accessible to those with disabilities and those
without them. Reaching out specifically to people with impairments is part of targeted recruitment.
An inclusive hiring structure can be created by making general recruitment methods more
accessible, but specific companies may find it difficult to do so, for example when using
inaccessible job fairs that are sponsored by third parties. Employers can therefore find and interview
first factor is how equally accessible training facilities, events, and resources are to individuals with
impairments. The second issue is how managers, especially middle management, and human
resources personnel are trained to collaborate effectively with all people, including those who have
disabilities.
Advancement Opportunities: Research shows that, like ordinary employees, workers with
disabilities often need access to mentoring in order to have equitable possibilities for promotion and
professional growth.
The creation of genuine inclusion for people with impairments depends heavily on policy.
The provision of reasonable accommodations must be properly planned for in workplace policy, in
addition to recruitment, training, and progression. Two indicators of equality can be used to reflect
employee experiences while evaluating the efficacy of current accommodations rules. The first sign
of an inclusive workplace culture is the view of "procedural justice," or how fair, accessible, and
practical the accommodations policy is seen to be by employees with disabilities. The other one is
interactional justice which refers to the experience of feeling that the managers or colleagues with
An inclusive society aspires to promote and empower everyone's social, economic, and
political inclusion, regardless of their age, gender, handicap, race, ethnicity, origin, religion,
economic status, or other characteristics. An organization can do the following things to create a
Interactive: Communities that are inclusive include open, accessible public spaces, as well as
groups and organizations that encourage social engagement and neighborhood activity, such as
Diverse: diverse individuals and cultures are welcomed and incorporated into the structures,
Equitable: inclusive communities ensure that everyone has the resources to live in a decent
environment (such as income support, employment, and suitable housing), as well as the chance to
Participatory: involvement of all members in planning and decision-making that affects community
Safe: everyone feels safe and secure in their homes, when navigating the neighborhood and city,
thanks to inclusive communities that uphold both individual and general community safety and
security.
An organization is inclusive when everyone feels like they belong, are respected, valued,
and accepted for who they are as individuals, and when leaders, colleagues, and other people show
their support and commitment so that everyone can perform at their highest level both individually
and as a group. To create an inclusive culture in which everyone feels they belong and is
comfortable expressing their uniqueness there are four key inclusive leadership behaviors:
Empowerment: enable team members to solve problems, come up with fresh ideas, and learn new
Accountability: hold team members accountable for performance-related factors that are within
Courage: stand up for what you believe is right, even when it means taking a risk.
Humility: admit mistakes, learn from criticism and different points of view, and overcome
1. Consider what you want to achieve and what the benefits will be
4. Communicate the plan with staff and put the plan into action and
5. Review, monitor and evaluate the plan’s impact and use what you find to plan future action
Inclusive values
Most crucially, inclusion is understood as putting inclusive beliefs into practice. In order to
combat exclusion and encourage participation, one must be committed to certain principles. There
• Access explores the importance of a welcoming environment and the habits that create it.
• Attitude looks at how willing people are embrace inclusion and diversity and to take
meaningful action.
• Choice is all about finding out what options people want and how they want to get involved.
• Partnerships look at how individuals and organizational relationships are formed and how
• Communication examines the way we let people know about the options to get involved and
• Policy considers how an organization commits to and takes responsibility for inclusion.
• Opportunity explores what options are available for people from disadvantaged
backgrounds.
welcomed and encouraged to participate in all facets of organizational life. It also includes
enterprise-wide workplace policies and it is a place where management and staff cherish diversity,
the spirit of reconciliation has been embraced, and calls to action have been meaningfully
responded to. It is also a place where leadership and staff are receptive to indigenous people, their
• Companies discuss the successes and experiences of their organization with inclusion and
• Promoted and upheld are human rights and obligations. Employees are free from worries
• Indigenous people are hired and kept on board in every department of the company,
• Through the organization's supply chain, Indigenous people and companies have benefited
• High levels of employee involvement among Indigenous people are evident and felt across
the organization;
• Leadership may have adopted an inclusion policy framework or statement and has put in
• The organization's mission and vision are inextricably linked to indigenous inclusion.
Chapter 6: Legal frame work
Disability discrimination has a long history, and people with impairments frequently aren't
allowed to participate in society or get their human rights. Discrimination can take many different
forms, from limiting educational possibilities to subtler manifestations like segregation and isolation
due to physical and social constraints. The repercussions of discrimination are especially noticeable
where economic, social, and cultural rights are concerned, such as in the areas of housing, work,
transportation, cultural activities, and access to public services. The limitations placed on the
disabled's ability to exercise their human rights are frequently the result of exclusion, restriction, or
preference. For example, when the disabled are denied access to reasonable accommodations
because of their limitations, their ability to do so may be severely constrained. Numerous cultural
and societal obstacles must be removed in order for people with disabilities to freely exercise their
fundamental human rights. Additionally, society as a whole must be encouraged to adjust its
attitudes and foster greater understanding of disability. "All human beings are born free and equal in
dignity and rights," states the Universal Declaration of Human Rights. For people with disabilities
all around the world, though, this is far from the truth. This is due to the fact that the living
situations of people with disabilities are always worse than those of other residents. They are
frequently excluded from and stigmatized in a variety of spheres of life, including political,
International organizations, like the UN General Assembly and the ILO, a specialized
agency of the UN, have worked to address the issue of PWDs having equal access to employment.
The majority of the initiatives led to the approval of resolutions, proposals, and conventions with
various legal implications. Conventions provide a binding legal impact, whereas so-called "soft
raise awareness, shape future development, and support national policy goals. The principles of
equality and non-discrimination are incorporated into international human rights instruments to
defend the rights of people with disabilities. The rights of people with disabilities are protected by a
number of international legal frameworks pertaining to them that are based on the ideas of equality
and non-discrimination. The following are some of the major international legal frameworks that
• Everyone has the right to education. Education shall be free, at least in the elementary
professional education shall be made generally available and higher education shall be
• Education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or religious groups, and
shall further the activities of the United Nations for the maintenance of peace.
• Parents have a prior right to choose the kind of education that shall be given to their
children.
B) The UN Convention on Rights of the Child, 1989 Extracts from Articles, 2, 28 and 29
• Article 2: Without discrimination of any kind, States Parties shall uphold the rights
outlined in the current Convention for every child under their jurisdiction, regardless of
the child's or his or her parent's or legal guardian's race, color, sex, language, religion,
political opinion, national, ethnic, or social origin, property, disability, birth, or other
status.
• Article 28: States Parties recognize the right of the child to education and with a view to
achieving this right progressively and on the basis of equal opportunity, they shall, in
particular: (a) Make primary education compulsory and available free to all; (b)
and vocational education, make them available and accessible to every child;(c) Make
higher education accessible to all;(d) Make educational and vocational information and
guidance available and accessible to all children; (e) Take measures to encourage regular
• Article 29: States Parties agree that the education of the child shall be directed to: (a)
The development of the child‘s personality, talents and mental and physical abilities to
their fullest potential; (b) The development of respect for human rights and fundamental
freedoms; (c) The development of respect for the child‘s parents, his or her own cultural
identity, 151 language and values, for the national values of the country in which the
child is living, the country from which he or she may originate, and for civilizations
different from his or her own; 120 (d) the preparation of the child for responsible life in
a free society; (e) The development of respect for the natural environment.‖ Article 23
focuses specifically on children with disabilities and positively affirms their right to a
―full and decent life‖. However, it has weaknesses because it makes the rights of
needs‖ without defining this. This article needs to be considered in the context of the
underpinning principles of the UNCRC, plus Articles 28 and 29 on education that apply
to all children.
C) The World Programmed of Action, 1982 and the Standard Rules, 1993 the World
This was born out of the 1981 International Year of Disabled Persons, a pivotal year for
disability rights. The following was stated in the World Program of Action, which laid
school system.
2. Responsibility for their education should be placed upon the educational authorities
(Note, in many countries the education of disabled children was under the authority
3. Laws regarding compulsory education should include children with all ranges of
For the World Education Forum in April 2000, more than 1,100 participants from 164
nations gathered in Dakar, Senegal. They adopted the 2,000-word Dakar Framework for
Action - Education for All: Meeting Our Collective Commitments, which was endorsed by
groups to the leaders of significant international organizations. Education For All: Meeting
Our Collective Commitments-this was the text adopted by the World Education Forum
Dakar, Senegal, 26-28 April 2000 7. ―We hereby collectively commit ourselves to the
circumstances and those belonging to ethnic minorities, have access to and complete
3. ensuring that the learning needs of all young people and adults are met through
4. improving all aspects of the quality of education and ensuring excellence of all so
that recognized and measurable learning outcomes are achieved by all, especially in
In terms of Ethiopia's legal and policy papers, there aren't any that specifically address
disabilities until the imperial edict that established the rehabilitation agency in 1971. Therefore, it is
safe to say that "disability was not a subject of law or policy before 1991." This is due to the fact
that Ethiopia's policy and legal consideration of PWDS rights became more serious following the
adoption of a new constitutional order in the nation. The majority of international agreements and
declarations defending the rights of people with disabilities have been ratified by Ethiopia. National
laws regarding the rights of people with impairments also exist. Varied international and local
policy texts present these various national and international policies, conventions, and declarations.
The key national legal frameworks linked to defending people with disabilities' rights in engaging
in various aspects of life are included in the table below. The following are some of the major
national legal frameworks that support inclusion of people with disabilities and vulnerabilities.
Constitution
B) Proclamation concerning the Rights to Employment for Persons with Disabilities- No.
568/2008
C) Framework Document- 2009: provides for Special Needs Education (SNE) in Technical and
F) Building Proclamation- No. 624/2009: provides for accessibility in the design and
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.
H) Growth and Transformation Plan (GTP) 2010-2015
J) The Federal Civil Servant Proclamation (Proclamation -No 1064/2017: Article 13/2 of
proclamation no 1064/2017
K) Labor Proclamation-1156/2019:
P) The FDRE Education and Training Policy of 1994: This document recognizes that special
attention must be provided for those with special needs. However, it does not have any clear
Q) The FDRE Education and Training Policy of 1994: This document recognizes that special
attention must be provided for those with special needs. However, it does not have any clear