Inclusion (value and practice)

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::This article for the general inclusion concepts in organizational environments. For the use of the term in the sphere of disabilities see Inclusion (disability rights).

Inclusion is an organizational practice and goal stemming from the sociological notion of inclusiveness which is the political action and personal effort but at the same time the presence of inclusion practices in which different groups or individuals having different backgrounds like origin, age, race and ethnicity, religion, gender, sexual orientation and identity and other are culturally and socially accepted and welcomed, equally treated, etc.

Miller and Katz (2002) presents a common definition of an inclusive value system where they say, “Inclusion is a sense of belonging: feeling respected, valued for who you are; feeling a level of supportive energy and commitment from others so than you can do your best work.”[1] Inclusion is a shift in organization culture. The process of inclusion engages each individual and makes people feeling valued essential to the success of the organization. Individuals function at full capacity, feel more valued, and included in the organization’s mission. This culture shift creates higher performing organizations where motivation and morale soar.

Gasorek (1998) notes her success of instituting diversity and inclusion initiatives at Dun & Bradstreet, a credit-reporting firm.[2] Hyter and Turnock (2006) offer several case studies of engaging inclusion with corporate organizations such as BellSouth, Frito-Lay, Home Depot, and Procter & Gamble.[3]

Roberson (2006) notes that the term inclusion is often coupled with the term diversity and these terms are often used interchangeably, however they are distinctly different.[4] The Institute for Inclusion, a nonprofit organization, has collectively attempted to define inclusion apart from diversity. It has developed a set of core values and general principles and conceives of inclusion as requiring a paradigm shift in human consciousness, awareness, and interaction.[citation needed]

Interactional participation skills are not currently standardized in formal evaluations of communicative competence, and there will probably be much controversy surrounding any proposals to standardize the testing of interactional competence. Nonetheless, we need some set of inclusion guidelines to decide what skills to look for and how to document them. (page 116, Sawzin, 1984)

This study focused on the aspects of Jennie that can be appreciated. "Positive analysis" is a strategy which has much utility in many contexts, but is very much needed in the lives of children and adults with developmental difficulties. There are many opportunities for parents, professionals and neighbors to minimize their fears, and to move from expectations of deviance to acceptances of difference. (page 122, Sawzin, 1984)

Also see for paradigms out of phase, Martin Sawzin, 1981, Paradigmatic Aphasia and An Antidote: Developmentalism

See also[edit]

References[edit]

  1. ^ Miller, Frederick A. and Katz, Judith H. 2002. The Inclusion Breakthrough: Unleashing the Real Power of Diversity. San Francisco: Berrett-Koehler Publishers
  2. ^ Gasorek, Dory. 1998. “Inclusion at Dun & Bradstreet: Building a High-Performing Company.” The Diversity Factor 8/4 (Summer) 2529
  3. ^ Hyter, Michael C. and Turnock, Judith L. 2006. The Power of Inclusion: Unlock the Potential And Productivity of Your Workforce. John Wiley & Sons
  4. ^ Roberson, Quinetta M. 2006. “Disentangling the Meanings of Diversity and Inclusion in Organizations.” Group & Organization Management 31/2:212-236
  • Sawzin, Martin M (1984), Deviance To Difference: Documenting Skills Of A Child With Down's Syndrome, Boston University Doctorate Dissertation
  • Sawzin, Martin (1981), Paradigmatic Aphasia and An Antidote: Developmentalism, The Society for The Study of Social Problems, August 23, Toronto

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