Understanding Drivers for Inclusion of People with Disabilities

 Limited/no psychological
drivers for including people with
disabilities
People discriminate against people with disabilities
No inclusive environment for
including people with
disabilities
 Limited/no sociological
drivers for including people
with disabilities
Psychology
Sociology
Environment
N
a
t
i
o
n
a
l
 
p
o
l
i
c
i
e
s
a
n
d
 
p
r
o
c
e
d
u
r
e
s
F
u
n
d
i
n
g
The physical structure is
accessible for all people
The staff have the
capabilities to effect
change, and believe
that they have these
capabilities
The number of staff needed
to provide a high-quality
disability service
A
c
c
e
s
s
i
b
i
l
i
t
y
S
e
l
f
-
e
f
f
i
c
a
c
y
H
u
m
a
n
r
e
s
o
u
r
c
e
s
The existence of quality
disability-inclusive policies
and procedures
I
n
s
t
i
t
u
t
i
o
n
a
l
p
o
l
i
c
i
e
s
 
a
n
d
p
r
o
c
e
d
u
r
e
s
Number
 
and
 
quality
of
 
institutions
 or
opportunities
 
for
inclusion
S
t
r
u
c
t
u
r
a
l
e
n
v
i
r
o
n
m
e
n
t
What
 
a
 
person
 
is
exposed
 
to
 
through
media
C
o
m
m
u
n
i
c
a
t
i
o
n
e
n
v
i
r
o
n
m
e
n
t
The production of
disability-inclusive
communication
materials
P
r
o
g
r
a
m
m
i
n
g
The teacher’s objective capability
to perform a change and their
belief about their ability
S
e
l
f
-
e
f
f
i
c
a
c
y
Values that the
education system
teaches
M
o
r
a
l
 
d
e
v
e
l
o
p
m
e
n
t
i
n
 
s
c
h
o
o
l
s
S
hared expectations or
standards of behavior within a
specific social group or society
S
o
c
i
a
l
 
n
o
r
m
s
An individual's
anticipation of the
consequences or
outcomes that will result
from conforming to or
deviating from social
norms
O
u
t
c
o
m
e
e
x
p
e
c
t
a
n
c
y
Individuals practising
behaviours that deviate
from prevailing norms
P
o
s
i
t
i
v
e
 
d
e
v
i
a
n
c
e
Process through which
individuals acquire new
behaviours, knowledge and
attitudes by observing and
imitating others in their social
environment
S
o
c
i
a
l
 
l
e
a
r
n
i
n
g
Th
e sense of belonging and
solidarity that individuals
experience when they join a
movement
P
erception that the
movement’s cause is
morally just and deserves
support
W
o
r
t
h
i
n
e
s
s
Actions of a group to seek,
support and/ r advocate for
things to be done in a certain
way
D
e
m
a
n
d
 
t
h
r
o
u
g
h
s
o
c
i
a
l
 
m
o
v
e
m
e
n
t
s
E
N
V
I
R
O
N
M
E
N
T
A
L
 
D
R
I
V
E
R
S
S
O
C
I
O
L
O
G
I
C
A
L
D
R
I
V
E
R
S
Experience of pleasure,
satisfaction, or positive affect
during engagement with an activity
or experience
E
n
j
o
y
m
e
n
t
Perception of potential negative
consequences or uncertainties
associated with a particular action,
decision or situation
P
e
r
c
e
i
v
e
d
 
r
i
s
k
Process of providing a
consequence, such as a reward or
punishment, following a behaviour,
with the aim of increasing the
likelihood of that behaviour
occurring again in the future
R
e
i
n
f
o
r
c
e
m
e
n
t
Facts
 
and
 
information
acquired
K
n
o
w
l
e
d
g
e
Particular 
contact
between
 
groups
C
o
n
t
a
c
t
P
e
r
c
e
i
v
e
d
 
g
a
i
n
s
 
a
n
d
a
v
o
i
d
e
d
 
l
o
s
s
e
s
Perceived cognitive and
physical exertion needed
to perform a task
E
f
f
o
r
t
 
n
e
e
d
e
d
A
 
person
 
believes
 
the
 
issue
 
at
stake
 
is 
something
 
that
 
will
affect
 
them
 
personally
I
n
t
e
r
e
s
t
Feelings, 
opinions 
and
 
beliefs
about 
people,
 
objects 
and
ideas
A
t
t
i
t
u
d
e
s
P
S
Y
C
H
O
L
O
G
I
C
A
L
D
R
I
V
E
R
S
A
 
person’s
 
objective
 
capability
to
 
effect
 
a 
change,
 
and
 
their
belief
 
about
 
their
 
ability
S
e
l
f
-
e
f
f
i
c
a
c
y
Mental 
processes
including s
tereotypes
(
cognitive 
knowledge
structures 
that 
generalize
a
 
group’s characteristics)
B
e
l
i
e
f
s
Feelings
E
m
o
t
i
o
n
s
Enduring beliefs about
what is desirable, important
and morally right
V
a
l
u
e
s
Acquired
 ability to do
something well
S
k
i
l
l
s
Articulating, publicly defining
and practicing a behaviour
R
e
h
e
a
r
s
a
l
 
a
n
d
 
p
r
a
c
t
i
c
e
Perceived benefits of
doing a certain behaviour
Presence of national
policies and
procedures on
disability inclusion
Presence of funding
U
n
i
t
y
C
o
m
m
i
t
m
e
n
t
Level of dedication and
engagement individuals
have toward the movement's
goals
 A critical mass of participants
N
u
m
b
e
r
s
C
u
r
r
i
c
u
l
u
m
Extent to which
disability-inclusive
values are
systematically taught
N
a
t
i
o
n
a
l
 
p
o
l
i
c
i
e
s
a
n
d
 
p
r
o
c
e
d
u
r
e
s
F
u
n
d
i
n
g
The physical structure is
not accessible
Staff do not have the
self-efficacy to be
inclusive of people
with disabilities
There are not enough staff
to provide a disability-
inclusive service
A
c
c
e
s
s
i
b
i
l
i
t
y
S
e
l
f
-
e
f
f
i
c
a
c
y
H
u
m
a
n
r
e
s
o
u
r
c
e
s
The institution does not
have quality disability-
inclusive policies and
procedures
I
n
s
t
i
t
u
t
i
o
n
a
l
p
o
l
i
c
i
e
s
 
a
n
d
p
r
o
c
e
d
u
r
e
s
There are no or
limited inclusive
spaces for people
with disabilities
S
t
r
u
c
t
u
r
a
l
e
n
v
i
r
o
n
m
e
n
t
People are exposed
to negative or no
images of peole
with disabilities in
media
C
o
m
m
u
n
i
c
a
t
i
o
n
e
n
v
i
r
o
n
m
e
n
t
Disability-inclusive
communication
materials are not
produced
P
r
o
g
r
a
m
m
i
n
g
Students do not learn to
value the inclusion of
people with disabilities
through their education
M
o
r
a
l
 
d
e
v
e
l
o
p
m
e
n
t
i
n
 
s
c
h
o
o
l
s
People do not learn inclusive
behaviors by observing
others
S
o
c
i
a
l
E
N
V
I
R
O
N
M
E
N
T
A
L
 
D
R
I
V
E
R
S
S
O
C
I
O
L
O
G
I
C
A
L
D
R
I
V
E
R
S
People do not perceive engaging
with people with disabilities as
enjoyable
E
n
j
o
y
m
e
n
t
People perceive engaging with
people with disabilities as being
high-risk
P
e
r
c
e
i
v
e
d
 
r
i
s
k
Inclusive behaviours are not
reinforced
R
e
i
n
f
o
r
c
e
m
e
n
t
People have limited or
false information on
disability
K
n
o
w
l
e
d
g
e
People have no or
negative contact with
people with disabilities
C
o
n
t
a
c
t
P
e
r
c
e
i
v
e
d
 
g
a
i
n
s
 
a
n
d
a
v
o
i
d
e
d
 
l
o
s
s
e
s
People perceive that
being inclusive requires
too much effort
E
f
f
o
r
t
 
n
e
e
d
e
d
People are not interested in
disability inclusion
I
n
t
e
r
e
s
t
People believe that people
with disabilities shouldn’t and
can’t be included in society
A
t
t
i
t
u
d
e
P
S
Y
C
H
O
L
O
G
I
C
A
L
D
R
I
V
E
R
S
People do not have the self-
efficacy to practise inclusive
behaviors
S
e
l
f
-
e
f
f
i
c
a
c
y
People
 
adhere
 
to s
tereotypes
that deem people with
disabilities to be d
angerous,
unpredictable,
 d
ifficult,
shameful, blamable, curable
B
e
l
i
e
f
s
People feel fear, pity and/or
anger
E
m
o
t
i
o
n
s
People do not hold values that
support disability inclusion
V
a
l
u
e
s
People have not
acquired the
 ability to be
inclusive of people with
disabilities
S
k
i
l
l
s
People have not practised
skills needed for disability
inclusion
R
e
h
e
a
r
s
a
l
 
a
n
d
 
p
r
a
c
t
i
c
e
P
e
o
p
l
e
 
d
i
s
c
r
i
m
i
n
a
t
e
 
a
g
a
i
n
s
t
 
p
e
o
p
l
e
 
w
i
t
h
 
d
i
s
a
b
i
l
i
t
i
e
s
People do not believe that
being inclusive of people with
disabilities benefits them
There is a lack of
national policies and
procedures supporting
disability inclusion
There is a lack in
funding for inclusive
spaces
People expect to be
sanctioned when they
practise disability-
inclusive behaviours
O
u
t
c
o
m
e
e
x
p
e
c
t
a
n
c
y
There are not enough
visible positive deviants
P
o
s
i
t
i
v
e
 
d
e
v
i
a
n
c
e
There is a prevailing
negative social norm that
prevents disability inclusion
S
o
c
i
a
l
 
n
o
r
m
s
S
o
c
i
a
l
 
l
e
a
r
n
i
n
g
Ther
e is a lack of successful
social movements for
disability inclusion
D
e
m
a
n
d
 
t
h
r
o
u
g
h
s
o
c
i
a
l
 
m
o
v
e
m
e
n
t
s
People within the movement do not
have a sense of belonging and
solidarity
People do not perceive 
the
cause  of disability
inclusion as being morally
just or deserving of support
W
o
r
t
h
i
n
e
s
s
U
n
i
t
y
C
o
m
m
i
t
m
e
n
t
People are not dedicated or
engaged for disability inclusion
There are not enough people
participating in the movement
N
u
m
b
e
r
s
Teachers do not have the self-
efficacy to teach and practise
inclusive behaviours and values
S
e
l
f
-
e
f
f
i
c
a
c
y
C
u
r
r
i
c
u
l
u
m
The curriculum does
not impart values that
support inclusion
N
a
t
i
o
n
a
l
 
p
o
l
i
c
i
e
s
a
n
d
 
p
r
o
c
e
d
u
r
e
s
F
u
n
d
i
n
g
The physical structure is
accessible
Staff have the self-
efficacy to practise
inclusive
behaviours
There are enough staff to
provide a disability- inclusive
service
A
c
c
e
s
s
i
b
i
l
i
t
y
S
e
l
f
-
e
f
f
i
c
a
c
y
H
u
m
a
n
r
e
s
o
u
r
c
e
s
The institution has quality
disability-inclusive policies
and procedures
I
n
s
t
i
t
u
t
i
o
n
a
l
p
o
l
i
c
i
e
s
 
a
n
d
p
r
o
c
e
d
u
r
e
s
There are inclusive
spaces for people
with disabilities
S
t
r
u
c
t
u
r
a
l
e
n
v
i
r
o
n
m
e
n
t
People are exposed
to positive images
of people with
disabilities in media
C
o
m
m
u
n
i
c
a
t
i
o
n
e
n
v
i
r
o
n
m
e
n
t
Media institutions and
personnel produce
disability-inclusive
communication materials
P
r
o
g
r
a
m
m
i
n
g
Students learn to value
the inclusion of people
with disabilities through
their education
M
o
r
a
l
 
d
e
v
e
l
o
p
m
e
n
t
i
n
 
s
c
h
o
o
l
s
People learn inclusive
behaviors by observing
others
S
o
c
i
a
l
 
l
e
a
r
n
i
n
g
E
N
V
I
R
O
N
M
E
N
T
A
L
 
D
R
I
V
E
R
S
S
O
C
I
O
L
O
G
I
C
A
L
D
R
I
V
E
R
S
People perceive engaging with
people with disabilities as
enjoyable
E
n
j
o
y
m
e
n
t
People perceive engaging with
people with disabilities as being
low-risk
P
e
r
c
e
i
v
e
d
 
r
i
s
k
Inclusive behaviours are reinforced
R
e
i
n
f
o
r
c
e
m
e
n
t
People have sufficient
and accurate
information about
people with disabilities
K
n
o
w
l
e
d
g
e
People have positive
contact with people
with disabilities
C
o
n
t
a
c
t
P
e
r
c
e
i
v
e
d
 
G
a
i
n
s
 
a
n
d
A
v
o
i
d
e
d
 
L
o
s
s
e
s
People perceive that
being inclusive requires
reasonable amount of
effort
E
f
f
o
r
t
 
N
e
e
d
e
d
People are interested in
disability inclusion
I
n
t
e
r
e
s
t
People believe that people
with disabilities should and can
be included in society
A
t
t
i
t
u
d
e
s
P
S
Y
C
H
O
L
O
G
I
C
A
L
D
R
I
V
E
R
S
People have the self-efficacy to
practise inclusive behaviours
S
e
l
f
-
e
f
f
i
c
a
c
y
People think 
that people
with disabilities
 
are
 
people
 
beyond
 
their
 disability
and
 are 
part
 
of 
human
diversity
B
e
l
i
e
f
s
People feel empathy 
towards
people with disabilities
E
m
o
t
i
o
n
s
People have positive values
that support disability inclusion
V
a
l
u
e
s
People have acquired
the
 skills to be inclusive
of people with disabilities
S
k
i
l
l
s
People have practised
disability-inclusive skills
R
e
h
e
a
r
s
a
l
 
a
n
d
 
p
r
a
c
t
i
c
e
P
e
o
p
l
e
 
p
r
a
c
t
i
s
e
 
d
i
s
a
b
i
l
i
t
y
-
i
n
c
l
u
s
i
v
e
 
b
e
h
a
v
i
o
u
r
s
People believe that being
inclusive of people with
disabilities benefits them
National policies and
procedures on disability
inclusion are in place
Funding for disability-
inclusive spaces is
available
People expect to be
socially rewarded when
they practise disability-
inclusive behaviours
O
u
t
c
o
m
e
e
x
p
e
c
t
a
n
c
y
There 
are
 enough visible
positive deviants
P
o
s
i
t
i
v
e
 
d
e
v
i
a
n
c
e
Teachers have the self-
efficacy to teach and practise
inclusive behaviours and
values
S
e
l
f
-
e
f
f
i
c
a
c
y
C
u
r
r
i
c
u
l
u
m
The teaching of
disability-inclusive values
is embedded in the
curriculum
There is a prevailing
positive social norm that
supports disability inclusion
S
o
c
i
a
l
 
N
o
r
m
Ther
e is a successful social
movement for disability
inclusion
D
e
m
a
n
d
 
t
h
r
o
u
g
h
s
o
c
i
a
l
 
m
o
v
e
m
e
n
t
s
People within the movement have a
sense of belonging and solidarity
People perceive 
the cause
of disability inclusion as
morally just and deserving
of support
W
o
r
t
h
i
n
e
s
s
U
n
i
t
y
C
o
m
m
i
t
m
e
n
t
People are dedicated and
engaged for disability inclusion
There are enough people
participating in the movement
N
u
m
b
e
r
s
C
o
m
m
i
t
m
e
n
t
N
a
t
i
o
n
a
l
 
p
o
l
i
c
i
e
s
a
n
d
 
p
r
o
c
e
d
u
r
e
s
F
u
n
d
i
n
g
The physical structure is
accessible
Staff have the self-
efficacy to practise
inclusive
behaviours
There are enough staff to
provide a disability- inclusive
service
A
c
c
e
s
s
i
b
i
l
i
t
y
S
e
l
f
-
e
f
f
i
c
a
c
y
H
u
m
a
n
r
e
s
o
u
r
c
e
s
The institution has quality
disability-inclusive policies
and procedures
I
n
s
t
i
t
u
t
i
o
n
a
l
 
p
o
l
i
c
i
e
s
 
a
n
d
p
r
o
c
e
d
u
r
e
s
There are inclusive
spaces for people
with disabilities
S
t
r
u
c
t
u
r
a
l
e
n
v
i
r
o
n
m
e
n
t
People are exposed
to positive images
of people with
disabilities in media
C
o
m
m
u
n
i
c
a
t
i
o
n
e
n
v
i
r
o
n
m
e
n
t
Media institutions and
personnel produce
disability-inclusive
communication materials
P
r
o
g
r
a
m
m
i
n
g
Students learn to value
the inclusion of people
with disabilities through
their education
M
o
r
a
l
 
d
e
v
e
l
o
p
m
e
n
t
i
n
 
s
c
h
o
o
l
s
People learn inclusive
behaviours by observing
others
S
o
c
i
a
l
 
l
e
a
r
n
i
n
g
E
N
V
I
R
O
N
M
E
N
T
A
L
 
D
R
I
V
E
R
S
S
O
C
I
O
L
O
G
I
C
A
L
D
R
I
V
E
R
S
People perceive engaging with
people with disabilities as
enjoyable
E
n
j
o
y
m
e
n
t
People perceive engaging with
people with disabilities as being
low-risk
P
e
r
c
e
i
v
e
d
 
r
i
s
k
Inclusive behaviours are reinforced
R
e
i
n
f
o
r
c
e
m
e
n
t
People have sufficient
and accurate
information about
people with disabilities
K
n
o
w
l
e
d
g
e
People have positive
contact with people
with disabilities
C
o
n
t
a
c
t
P
e
r
c
e
i
v
e
d
 
g
a
i
n
s
 
a
n
d
a
v
o
i
d
e
d
 
l
o
s
s
e
s
People perceive that
being inclusive requires a
reasonable amount of
effort
E
f
f
o
r
t
 
n
e
e
d
e
d
People are interested in
disability inclusion
I
n
t
e
r
e
s
t
People believe that people
with disabilities should and can
be included in society
A
t
t
i
t
u
d
e
s
P
S
Y
C
H
O
L
O
G
I
C
A
L
D
R
I
V
E
R
S
People have the self-efficacy to
practise inclusive behaviours
S
e
l
f
-
e
f
f
i
c
a
c
y
People think 
that people
with disabilities
 
are
 
people
 
beyond
 
their
 disability
and
 are 
part
 
of 
human
diversity
B
e
l
i
e
f
s
People feel empathy 
towards
people with disabilities
E
m
o
t
i
o
n
s
People have positive values
that support disability inclusion
V
a
l
u
e
s
People have acquired
the
 skills to be inclusive
of people with disabilities
S
k
i
l
l
s
People have practised
disability-inclusive skills
R
e
h
e
a
r
s
a
l
 
a
n
d
 
p
r
a
c
t
i
c
e
P
e
o
p
l
e
 
p
r
a
c
t
i
s
e
 
d
i
s
a
b
i
l
i
t
y
-
i
n
c
l
u
s
i
v
e
 
b
e
h
a
v
i
o
u
r
s
People believe that being
inclusive of people with
disabilities benefits them
National policies and
procedures on disability
inclusion are in place
Funding for disability-
inclusive spaces is
available
People expect to be
socially rewarded when
they practise disability-
inclusive behaviours
O
u
t
c
o
m
e
e
x
p
e
c
t
a
n
c
y
There 
are
 enough visible
positive deviants
P
o
s
i
t
i
v
e
 
d
e
v
i
a
n
c
e
Teachers have the self-
efficacy to teach and practise
inclusive behaviours and
values
S
e
l
f
-
e
f
f
i
c
a
c
y
C
u
r
r
i
c
u
l
u
m
The teaching of
disability-inclusive values
is embedded in the
curriculum
There is a prevailing
positive social norm that
supports disability inclusion
S
o
c
i
a
l
 
n
o
r
m
s
Ther
e is a successful social
movement for disability
inclusion
D
e
m
a
n
d
 
t
h
r
o
u
g
h
s
o
c
i
a
l
 
m
o
v
e
m
e
n
t
s
People within the movement have a
sense of belonging and solidarity
People perceive 
the cause
of disability inclusion as
morally just and deserving
of support
W
o
r
t
h
i
n
e
s
s
U
n
i
t
y
People are dedicated and
engaged for disability inclusion
There are enough people
participating in the movement
N
u
m
b
e
r
s
Intermediate outcome 1
Output 1.1
Intermediate outcome 2
Intermediate outcome 4
Intermediate outcome 5
Intermediate outcome 6
Intermediate
outcome 7
Intermediate
outcome 8
Intermediate
outcome 9
Intermediate outcome 3
Output 1.2
Output 1.3
Output 2.1
Output 2.2
Output 3.1
Output 3.2
Output 3
Output 9
Output 6.1
Output 6.2
Output 6.3
Output 6.4
Output 7.1
Output 7.2
Output 8.1
Output 8.2
Output 8.3
Output 8.4
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The content explores various drivers influencing the inclusion of individuals with disabilities, spanning across sociology, psychology, and environmental factors. It delves into the significance of national policies, funding, institutional procedures, self-efficacy, accessibility, and more in fostering an inclusive environment. The drivers emphasized include self-efficacy, curriculum values, social norms, emotional aspects, and the importance of societal engagement.


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  1. People discriminate against people with disabilities Sociology Environment Psychology Limited/no psychological drivers for including people with disabilities No inclusive environment for including people with disabilities Limited/no sociological drivers for including people with disabilities

  2. National policies and procedures Presence of national policies and procedures on disability inclusion Funding Presence of funding Enjoyment Experience of pleasure, satisfaction, or positive affect during engagement with an activity or experience Institutional policies and procedures Self-efficacy Accessibility Human resources The staff have the capabilities to effect change, and believe that they have these capabilities The physical structure is accessible for all people The number of staff needed to provide a high-quality disability service The existence of quality disability-inclusive policies and procedures Perceived risk Perception of potential negative consequences or uncertainties associated with a particular action, decision or situation Self-efficacy Curriculum Extent to which disability-inclusive values are systematically taught Outcome expectancy Programming The teacher s objective capability to perform a change and their belief about their ability The production of disability-inclusive communication materials An individual's anticipation of the consequences or outcomes that will result from conforming to or deviating from social norms Reinforcement Moral development in schools Structural environment Communication environment Process of providing a consequence, such as a reward or punishment, following a behaviour, with the aim of increasing the likelihood of that behaviour occurring again in the future Perceived gains and avoided losses Perceived benefits of doing a certain behaviour Values that the education system teaches Number and quality of institutions or opportunities for inclusion What a person is exposed to through media Effort needed Positive deviance ENVIRONMENTAL DRIVERS Perceived cognitive and physical exertion needed to perform a task Individuals practising behaviours that deviate from prevailing norms Social learning Interest Process through which individuals acquire new behaviours, knowledge and attitudes by observing and imitating others in their social environment Aperson believes the issue at stake is something that will affect them personally Knowledge Beliefs Worthiness Perception that the movement s cause is morally just and deserves support Facts and information acquired Mental processes including stereotypes (cognitive knowledge structures that generalize a group s characteristics) Attitudes Social norms Feelings, opinions and beliefs about people, objects and ideas Self-efficacy Shared expectations or standards of behavior within a specific social group or society Demand through social movements Contact Particular contact between groups Unity Aperson s objective capability to effect a change, and their belief about their ability The sense of belonging and solidarity that individuals experience when they join a movement Emotions Actions of a group to seek, support and/ r advocate for things to be done in a certain way SOCIOLOGICAL DRIVERS Feelings Numbers PSYCHOLOGICAL DRIVERS A critical mass of participants Values Enduring beliefs about what is desirable, important and morally right Commitment Level of dedication and engagement individuals have toward the movement's goals Skills Rehearsal and practice Acquired ability to do something well Articulating, publicly defining and practicing a behaviour

  3. People discriminate against people with disabilities Funding There is a lack in funding for inclusive spaces National policies and procedures There is a lack of national policies and procedures supporting disability inclusion Enjoyment People do not perceive engaging with people with disabilities as enjoyable Institutional policies and procedures Accessibility Self-efficacy Human resources Staff do not have the self-efficacy to be inclusive of people with disabilities The physical structure is not accessible There are not enough staff to provide a disability- inclusive service The institution does not have quality disability- inclusive policies and procedures Perceived risk People perceive engaging with people with disabilities as being high-risk Self-efficacy Curriculum The curriculum does not impart values that support inclusion Programming Teachers do not have the self- efficacy to teach and practise inclusive behaviours and values Outcome expectancy Disability-inclusive communication materials are not produced People expect to be sanctioned when they practise disability- inclusive behaviours Reinforcement Moral development in schools Structural environment Communication environment Inclusive behaviours are not reinforced Perceived gains and avoided losses People do not believe that being inclusive of people with disabilities benefits them Students do not learn to value the inclusion of people with disabilities through their education There are no or limited inclusive spaces for people with disabilities People are exposed to negative or no images of peole with disabilities in Positive deviance media Effort needed ENVIRONMENTAL DRIVERS There are not enough visible positive deviants People perceive that being inclusive requires too much effort Social Social learning Interest People do not learn inclusive behaviors by observing others Social norms People are not interested in disability inclusion Knowledge Beliefs Worthiness People have limited or false information on disability Contact People adhere to stereotypes that deem people with disabilities to be dangerous, unpredictable, difficult, shameful, blamable, curable People do not perceive the cause of disability inclusion as being morally just or deserving of support Attitude There is a prevailing negative social norm that prevents disability inclusion People believe that people with disabilities shouldn t and can t be included in society Self-efficacy People have no or negative contact with people with disabilities Demand through social movements Unity People do not have the self- efficacy to practise inclusive behaviors People within the movement do not have a sense of belonging and solidarity There is a lack of successful social movements for disability inclusion Emotions People feel fear, pity and/or anger PSYCHOLOGICAL DRIVERS SOCIOLOGICAL DRIVERS Numbers There are not enough people participating in the movement Values People do not hold values that support disability inclusion Commitment People are not dedicated or engaged for disability inclusion Skills Rehearsal and practice People have not acquired the ability to be inclusive of people with disabilities People have not practised skills needed for disability inclusion

  4. People practise disability-inclusive behaviours National policies and procedures National policies and procedures on disability inclusion are in place Funding Funding for disability- inclusive spaces is available Enjoyment People perceive engaging with people with disabilities as enjoyable Institutional policies and procedures Accessibility Self-efficacy Human resources Staff have the self- efficacy to practise inclusive behaviours The physical structure is accessible There are enough staff to provide a disability- inclusive service The institution has quality disability-inclusive policies and procedures Perceived risk People perceive engaging with people with disabilities as being low-risk Self-efficacy Curriculum The teaching of disability-inclusive values is embedded in the curriculum Programming Outcome expectancy Teachers have the self- efficacy to teach and practise inclusive behaviours and values Media institutions and personnel produce disability-inclusive communication materials People expect to be socially rewarded when they practise disability- inclusive behaviours Reinforcement Moral development in schools Structural environment Communication environment Inclusive behaviours are reinforced Perceived Gains and Avoided Losses People believe that being inclusive of people with disabilities benefits them Students learn to value the inclusion of people with disabilities through their education There are inclusive spaces for people with disabilities People are exposed to positive images of people with disabilities in media Positive deviance There are enough visible positive deviants Effort Needed ENVIRONMENTAL DRIVERS People perceive that being inclusive requires reasonable amount of effort Social learning Interest People learn inclusive behaviors by observing others Social Norm People are interested in disability inclusion Knowledge Beliefs Worthiness People perceive the cause of disability inclusion as morally just and deserving of support There is a prevailing positive social norm that supports disability inclusion People have sufficient and accurate information about people with disabilities People think that people with disabilities are people beyond their disability and are part of human diversity Attitudes People believe that people with disabilities should and can be included in society Self-efficacy Demand through social movements Contact Unity People have positive contact with people with disabilities There is a successful social movement for disability inclusion People within the movement have a sense of belonging and solidarity People have the self-efficacy to practise inclusive behaviours Emotions People feel empathy towards people with disabilities PSYCHOLOGICAL DRIVERS SOCIOLOGICAL DRIVERS Numbers There are enough people participating in the movement Values People have positive values that support disability inclusion Commitment People are dedicated and engaged for disability inclusion Skills Rehearsal and practice People have acquired the skills to be inclusive of people with disabilities People have practised disability-inclusive skills

  5. People practise disability-inclusive behaviours National policies and procedures National policies and procedures on disability inclusion are in place Funding Funding for disability- inclusive spaces is available Enjoyment Output 8.3 Output 8.4 Output 8.2 Output 8.1 People perceive engaging with people with disabilities as enjoyable Accessibility Self-efficacy Human resources Institutional policies and procedures Staff have the self- efficacy to practise inclusive behaviours The physical structure is accessible There are enough staff to provide a disability- inclusive service The institution has quality disability-inclusive policies and procedures Perceived risk Output 7.2 Output 7.1 People perceive engaging with people with disabilities as being low-risk Output 9 Self-efficacy Curriculum The teaching of disability-inclusive values is embedded in the curriculum Output 3.1 Programming Outcome expectancy Teachers have the self- efficacy to teach and practise inclusive behaviours and values Media institutions and personnel produce disability-inclusive communication materials Intermediate outcome 8 Intermediate outcome 7 Intermediate outcome 9 People expect to be socially rewarded when they practise disability- inclusive behaviours Reinforcement Moral development in schools Structural environment Communication environment Inclusive behaviours are reinforced Perceived gains and avoided losses People believe that being inclusive of people with disabilities benefits them Output 3.2 Students learn to value the inclusion of people with disabilities through their education There are inclusive spaces for people with disabilities People are exposed to positive images of people with disabilities in media Output 3 Positive deviance There are enough visible positive deviants Effort needed ENVIRONMENTAL DRIVERS Intermediate outcome 3 People perceive that being inclusive requires a reasonable amount of effort Intermediate outcome 4 Social learning Interest People learn inclusive behaviours by observing others Social norms People are interested in disability inclusion Intermediate outcome 1 Output 1.1 Output 6.1 Intermediate outcome 5 Knowledge Beliefs Worthiness People perceive the cause of disability inclusion as morally just and deserving of support Output 6.2 There is a prevailing positive social norm that supports disability inclusion Intermediate outcome 6 People have sufficient and accurate information about people with disabilities People think that people with disabilities are people beyond their disability and are part of human diversity Attitudes People believe that people with disabilities should and can be included in society Self-efficacy Demand through social movements Intermediate outcome 2 Contact Unity People have positive contact with people with disabilities There is a successful social movement for disability inclusion People within the movement have a sense of belonging and solidarity People have the self-efficacy to practise inclusive behaviours Output 1.2 Emotions People feel empathy towards people with disabilities Output 6.3 PSYCHOLOGICAL DRIVERS SOCIOLOGICAL DRIVERS Numbers Output 1.3 There are enough people participating in the movement Output 6.4 Values People have positive values that support disability inclusion Commitment People are dedicated and engaged for disability inclusion Output 2.2 Output 2.1 Skills Rehearsal and practice People have acquired the skills to be inclusive of people with disabilities People have practised disability-inclusive skills

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