1. Inclusive Education Trend of Development & Conceptualization
Professor Tirussew Teferra,
Department of Special Needs Education
Addis Ababa University

2. Layout of the Presentation
Understanding Inclusive Education
1.1 Shortcomings of Special Education
1.2 Implications of Inclusive Education
1.3. Defining and Planning Incluisve education

3. 1. Inclusive Education Grounds for the Shift to Inclusive Education :
Shortcomings of Segregated Education
Practical considerations
Implications on development & learning
Economical benefits
Ethical & human rights issue …
Foundation for building inclusive society

4. Shortcomings of Segregated Education
→ Deficit oriented [does not address environmental factors] → Limits the participation rate or coverage → Develops psychosocial problems → Breeds discrimination & negative attitudes & →Costs a lot & violates human right

5. Inclusive Education Implications
Development & Learning
Psychological Implications
Social Implications
Learning/ Educational Implications

6. IE-Psychological Implications
Proximal Sensory Exposure
[Reciprocal -fear of the unknown ]
→Develop trust on the surrounding &self
→Learn to cope with difficulties
→Build-up self-esteem & confidence
→Learn to develop positive feeling & bridge attitudinal barriers.

7. IE-Social Benefits →Fosters reciprocal & service interaction
→Enhances social skills through
observational learning
→Learn to live & play together &
appreciate diversity
→Learn to understand differences &
cooperate with others
→Develop pro-social behavior

8. IE-Educational Implications
Quality Education
“ Where diversity and flexibility are seen as important ingredients for the development & personal growth of all learners”

9. IE-Educational Implications cont..
→ Accommodating the needs of all
children
→ Promoting group work & cooperative
learning
→ Providing additional educational
support for children in need
→ Using disability-specific instructional
materials &adaptive technology
→Working with parents etc.

10. IE-Educational Implications cont…
Flexible system, change the system to the child
Difference valued: age, disability, gender,
ethnicity, religion, health status etc (Stubbs,2008)

11. IE-economic Benefits
→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.

12. IE-ethical & human rights
UN Convention on the Rights of Persons with Disabilities, 2007
Conventions on the Rights of the Child,1989
Universal Declaration of Human Rights,1948

13. IE-Foundation for building inclusive society
→ Formation of mutual understanding
& appreciation of diversity
→ Building up empathy, tolerance &
cooperation
→ Promotion of sustainable peace and
stability

14. IE-Practical considerations
→ Enables all children to have access to
educational services without any form of
discrimination
→ Promotes self-enhancement & growth
→ Opens the door for employment &
independent living
→ Breaks the vicious circle b/w disability & poverty

15. The road to Inclusion /UNESCO, 2008/
→ The process of increasing the participation of students in curricula, cultures and communities of local schools
→ Reorient the cultures, policies and practices in schools,
→ Presence, participation and achievement of all students
→ Inclusion is combating exclusion and seen as an on-going and never-ending process

16. Inclusive Education Defined
Inclusive education is defined as a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and of reducing exclusion within and from education (Conceptual Paper, UNESCO,2003)

17. Key Elements in Conceptualization of Inclusion
Is a process
Is concerned with the identification & removal of barriers (policy & practice)
Is about the presence, participation and achievement of all learners
Gives a particular emphasis on those groups of learners who may be at risk of marginalization & exclusion

18. “SMART” Planning for Inclusion Suzane M
“SMART” Planning for Inclusion Suzane M. Winter, University of Texas (Childhood Education,1997,Vol73,No.4)
Select Curriculum/ appropriateness (success & integration)
Match Instruction to the Child (learning styles)
Adapt When Necessary (assistive technology)
Relevant Skills Targeted (skills in real life)
Test to Inform Instruction (progress, effectiveness & outcomes)

19. Discussion Points Group-Work
Identify inclusive practices in the Ethiopian school system.
Identify exclusive practices in the Ethiopian school system.
Discuss the consequences of exclusion.
Discuss the consequences of inclusion.
What should be done to address learning barriers in schools.