Situation of Persons with Disabilities in Ethiopia Tirussew Teferra, Professor Addis Ababa University Ethiopia

Population 77,000,000 Languages 80 (200 dialects) Religion Christianity & Islam Land ,000 sq.kms Climate - Cool temperate highlands > 2500Ms -Moderate warm lands b/w ms - Hot lowlands <1500ms Facts about Ethiopia

Disability in Ethiopia Disability in Ethiopia  Prevalence WHO Estimation [10% -Over 7,000,000 ] WHO Estimation [10% -Over 7,000,000 ] 1995 Baseline Survey [2.95%-Over 2,500,000] 1995 Baseline Survey [2.95%-Over 2,500,000]

Prevalence of Disability by Type MD- 42 % VI-30 % HI-15 % ID-7 % BP- 2 % S &M 4 % Tirussew etal. Baseline Survey, 1995 MD Motor Disorders VI Visual Impairment HI Hearing Impairment ID Intelectual Disablity BP Behavioural problems S & M Speech & Multiple Disablitit

Causes of Disability Pre-, Peri- & Post-natal Disabling factors  Health and psychosocial condition of the prospective mother (health, nutrition and psychological conditions)  Complications during at the time of delivery  Childhood infectious diseases  Malnutrition & Under-nutrition  Harmful traditional practices  Periodic episodes of draught and famine  Lack of personal hygiene & environmental sanitation  Genetic anomalies

Strong Connection b/w Poverty and Disability

Conceptualization of Disability  Traditional Model (Socio-cultural, religious & social constructs)  Divine force, possessed by POSSESSED evil spirits, wrong deeds, curse punishment etc.  Dependent, subject of charity,  Sign of shame and disappointment  Hidden behind the home

Attitudinal Barriers  Discrimination of service provision (education, health, employment, transportation and other accessibility issues)  Unemployment (Dependency Syndrome)  Psychological ramifications (low self-esteem)  Constitute the poorest of the poor in society

Education of Children with Disabilities I Special Schools (20) a) Day & Residential Schools for the Deaf [ GOs, NGOs, National Associations of PwDs & [ GOs, NGOs, National Associations of PwDs & Faith-Based Organization ] Faith-Based Organization ] b) Residential Schools of the Blind [ GOs, NGOs, National Associations of PwDs & [ GOs, NGOs, National Associations of PwDs & Faith-Based Organization ] Faith-Based Organization ] II Special Classes in Regular Public Schools (over 250) & III Inclusive Schools Emerging [ NGOs & GOs]  (Education of the Blind & persons with motor disoredrs)

Access to Education  Number of School age Children in Ethiopia [ 7-16 age: 15,203,092 ] (3 % (456092) (MOE,2005)  1% have access to education  Children with Disabilities  Children with sensory impairment  Children with intellectual disabilities 

Opportunities/Government Policies   Education & Training Policy [TGE, 1994] … While this provision is meant to address the needs of all children, the Policy, with an appreciation of the needs of students with disabilities has indicated that "Special educational and training will be provided for people with special needs" (No ).It has further confirmed that efforts will be made “to enable both the handicapped and the gifted learn in accordance with their potential and need (No ).

Government Policies  Developmental and Social Welfare Policy [FDRE,1997] [FDRE,1997] …affirms that all efforts shall be made to implement all international and regional conventions and legal instruments concerning the rights of children which Ethiopia has already acceded to (Article 5.1.3).  The Constitution [FDRE, 1995] …article 41 sub articles no.5 and no. 50 clearly state about the rights of citizens to equal access to publicly funded services & the support that shall be given to accommodate the needs of PwDs.

Opportunities Conventions the Rights & Education of CwDs, Associations of PwDs NGOs& civil societies …   International and Regional Conventions on the rights of persons with disabilities     UN Disability Convention, 2007   Dakar World Education Forum, Senegal,2000   African Charter on the Rights & Welfare of the Child,1999   Salamanca Frame-work of Action, Spain,1994   EFA Jomtien, Thailand, 1990,   Conventions on the Rights of the Child,1989   UNESCO Flagship on the Right to Education for PwDs :Towards Education   Education Sector Partners’ Financial Assistance etc.

Encouraging Trends in the Ministry of Education The expansion of special classes aim at creating inclusive schools The expansion of special classes aim at creating inclusive schools The inclusion of SNE in ESDP III ( ) The inclusion of SNE in ESDP III ( ) Emergence of Cluster Resource Centers (school in the catchments ) Emergence of Cluster Resource Centers (school in the catchments ) Expansion of SNE Teacher Education Programs in Higher Education Institutions Expansion of SNE Teacher Education Programs in Higher Education Institutions School-based In-service Professional Development Programs School-based In-service Professional Development Programs Community-based rehabilitation and intervention programs (NGO, National Associations etc.) Community-based rehabilitation and intervention programs (NGO, National Associations etc.) ECCE Policy Frame-work (inter-sectorial cooperation) ECCE Policy Frame-work (inter-sectorial cooperation)

Encouraging Developments at Addis Ababa University   Center for Disabled and Career Development   Counseling service under the Dean of Students   Braille Collection & Reading Section at Kennedy library   Financial support (monthly pocket money, for writing senior essays, thesis and for exam readers)   Accommodation and dining during summer vacation   Associations of SwDs [VISA,PISA & HISA)

The Way to the Future Inclusive Education The Way to the Future Inclusive Education  The Development of SNE Strategy Program, (MOE,1996) Inclusive Education  Why the shift to Inclusive Education in Ethiopia : Developmental Implications Developmental Implications Educational Implications Educational Implications Economical Implications Economical Implications Ethical and Human Rights Considerations Ethical and Human Rights Considerations

Developmental Implications  Psychological benefits :  Proximal Sensory Exposure [ Reciprocal -fear of the unknown ]  Develop trust on the surrounding and self  Learn to cope with difficulties  Promotes self–enhancement & development  Build-up self-confidence and self-esteem  Learn to develop positive feelings and bridge attitudinal barriers b/n children with disabilities and without

Developmental Implications  Social benefits:  Fosters reciprocal & service interaction  Enhances social skills through observational learning  Learn to live & play together and appreciate diversity  Learn to understand differences & cooperate with others  Develop pro-social behavior

Educational Implications  Quality Education “where diversity and flexibility are seen as important ingredients for the development and personal growth of all learners “  All accommodating & flexible type of curriculum & teaching methods  Promoting learner centered approach in the learning- teaching process  Working with peers & creating cooperative-learning  Providing additional educational support for children in need  Supply of disability-specific instructional materials  Using disability-specific adaptive technology  Working with parents  Provides optimal opportunities for development

Economical Implications  Children with disabilities go to local schools (costs society when it does not provide education for its citizens)  Reduces wastage of repetition and drop out  Children with disabilities live with their parents &  Use other community infrastructure such as health and social services  Opens the door for independent living & employment  Breaks the vicious circle b/w disability & poverty

Ethical &Human Rights & Practical Considerations  UN Convention on the Rights of Persons with Disabilities, 2007  Salamanca World Conference on SNE, Spain  World Education Form, Dakar, Senegal,2000  EFA, Jomtien, Tailand,1990  Conventions on the Rights of the Child,1989  Universal Declaration of Human Rights,1948

Challenges of Inclusive Education in Ethiopia The Educational System Unable to accommodate diversity Rigid curriculum & methods Neg. attitude of teachers& school mangers Large class size Many Early drop-outs & repeaters Lack of Instructional materials & equipment Architectural Barriers [services & facilities]

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