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 and quotes for the above "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) [5]
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) (5)
Also see for paradigms out of phase, Martin Sawzin, 1981, Paradigmatic Aphasia and An Antidote: Developmentalism [6]
5. Sawzin, Martin M, Deviance To Difference: Documenting Skills Of A Child With Down's Syndrome, 1984, Boston University Doctorate Dissertation
6. Sawzin,Martin, 1981, Paradigmatic Aphasia and An Antidote: Developmentalism, The Society for The Study of Social Problems, August 23, Toronto