Inclusiveness: A Course for Higher Education Students of all Disciplines

Developed By:

1. Dr. Alemayehu Teklemariam (Asso. Professor) Addis Ababa University:

Chapter Five and Seven

2. Dr. Bitew Atnaf Bahirdar (Asst. Professor) University : Chapter Two and Five

3. Jafar Lola (Asst. Professor) Jimma University: Chapter One

4. Dr. Mesfin Dejene (Asst. Professor) Kotebe Metropolitan University : Chapter

Four

5. Teketel Agafari (Asst. Professor) Haromaya University : Chapter Three

6. Yitayal Alemu (Asst. Professor) University : Chapter Six

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I. Course information
1.1. Course Title: Inclusiveness
1.2. Credit hours: 2 (4 ECTS)
1.3. Target group: Compulsory for all undergraduate students
1.4. Course code: SNIE 1012
1.5. Contact hours: 48 Hours
1.6. Course offering: A course should be offered only by certified Special
Needs/Inclusive Education Professionals
1.7. Mode of delivery: Semester based/Parallel
Students Lectures Tutorial Library Assignment Home Total work
work and report study Load
Load Group
works
48hrs - 20hrs 17hrs 50hrs 135hrs

II. Course Description

Development efforts of any organization need to include and benefit people with various
types of disabilities, people at risks of exclusion/discrimination and marginalization, through
providing quality education and training, creating equity, accessibility, employability,
promoting prosperity, reducing poverty and enhancing peace, stability and creating inclusive
society. Unfortunately, this has not been the practice for the majority of people with
disabilities and vulnerable groups, due to unfavorable attitude, negligence, inaccessibility and
exclusion from all development endeavors. It is obvious that people with disabilities are the
large stand most disadvantaged minority in the world. They are about 15 percent of the
global population (about one billion people), and 17.6 million in Ethiopia, with most
extended families including someone with a disability (World Health Organization and
World Bank and 2011). An exclusion practice of this large number of persons with
disabilities in Ethiopia is an indicator of violating fundamental human rights that undermines
their potential/ability to contribute to poverty reduction and economic growth within their

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household, their community and the country. It is clear that it is not impairment, but, the
exclusion practices that has contributed for insecurity (conflict), poverty aggravation for
persons with disabilities and vulnerabilities, that has highly demanding inclusive practices.
Exclusion practices of persons with disabilities have a long history, affecting the life of
people with disabilities and the society at large. In the past and even today people have been
discriminated due to their disabilities.

Inclusiveness promotes effective developments through full participation of all members of a

population, people with disabilities and vulnerabilities, where all are equal contributors of
development and equitable beneficiaries. Through inclusive practices, it is possible to
identify and remove social and physical barriers so that people with disabilities and
vulnerabilities can participate and benefit from all developments. Genuine inclusion of
people with disabilities and vulnerabilities allow of them to actively participate in
development processes and eliminate dependence syndrome, leads to broader benefits for
families and communities, reduces the impacts of poverty, and positively contributes to a
country’s economic growth, development and ultimately create inclusive society. All stages
of development processes of any organization should be inclusive through creating equal
access to education, health care services, work and employment, social protection and all
development center of human being.

Hence, in this course, the higher education students will learn how to assess, understand and
address the needs of persons with disabilities and vulnerabilities; and provide relevant
support or seek extra support from experts. He/she also learns how to adapt and
implementing services for an inclusive environment that aimed to develop holistic
development such as affective, cognitive and psychosocial skills of the population with
disabilities and vulnerabilities. Identification and removal/management of environmental
barriers would find a crucial place in the course. The students learn how to give more
attention and support for persons with; hearing impairments, visual impairment, deaf-Blind,
autism, physical and health impairments, intellectually challenged, emotional and behavior
disorders, learning difficulty, communication disorders, vulnerable persons including gifted
and talented, and those at risk due to different reason (persons who are environmentally and
culturally deprived, abused, torched, abandoned, and orphaned..etc.). All University students
should be given the chance to study the specific developmental characteristics of each group

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of persons with disabilities and vulnerabilities. Furth more, they also indentify the major
environmental and social barriers that hinder the development of individuals; and come up
with appropriate intervention strategies in inclusive settings of their respective professional
environment and any development settings where all citizens are equally benefited.

III. Course objective and Expected Learning outcomes

The objective of this course is to develop knowledge, skill and attitude of the learners so that
they can provide appropriate services, the tools and strategies that help to create a convenient
inclusive environment. This course encourages learners exploring the benefits of
collaborating with colleagues to design and implement inclusion an all sphere of life. It also
guides the discovery of ways to modify environment as well as services and practices to meet
the needs of all persons with disabilities and vulnerabilities in inclusive environment.

As a result of reviewing various reading materials, completing the assignments, engaging in

related discussions, and strongly workings on activities, towards the completion of the
course, the students will be able to:

 Identify the needs and potentials of persons with disabilities and vulnerabilities.
 Identify environmental and social barriers that hinder the needs, potentials and full
participations, in all aspects of life of persons disabilities and vulnerabilities

 Demonstrate desirable inclusive attitude towards all persons with disabilities and
vulnerabilities in full participations

 Apply various assessment strategies for service provisions for evidence-based planning
and implementation to meet the needs of persons with disabilities and vulnerabilities

 Adapt environments and services according to the need and potential of the persons with
disabilities and vulnerabilities

 Utilize appropriate assistive technology and other support mechanisms that address the
needs of persons with disabilities and vulnerabilities

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 Respect and advocate for the right of persons with disabilities and vulnerabilities

 Collaboratively work with special needs experts and significant others for the life success
of all persons with disabilities and vulnerabilities in every endeavors and in all
environments.

 Create and maintain successful inclusive environment for persons with disabilities and
vulnerabilities

 Promote the process of building inclusive society

Course Contents

Chapter 1: Understanding Disabilities and Vulnerabilities

Time allotted: 10 contact hours
Chapter objectives
At the end of completing this chapter, the students will be able to:
 Define disability and vulnerability
 List different types of disabilities and vulnerabilities
 Explain brief causes of disability and vulnerability
 Describe the brief historical movements from segregation to inclusion
 Describe the effect of attitude on the move towards inclusion
 Discuss models of disability
Chapter Contents
1.1 Definitions of disability and vulnerability
1.2 Types of disabilities and vulnerabilities
1.3 Causes of disability and vulnerability
1.4 Historical movements from segregation to inclusion
1.5 The effects of attitude on the move towards inclusion
1.6 Models of disability

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Chapter 2: Concept of Inclusion
Time allotted: 8 hours
Chapter Objectives
Upon accomplishing this unit, students will be able to perform the following activities.

 Define inclusion
 Discuss the principles of inclusion

 Discuss the rationale for inclusion

 Describe inclusive environment

Chapter contents

2.1 Definition inclusion

2.2 Principles of inclusion

2.3 Rationale for inclusion

2.4 Features inclusive environment

Chapter 3: Identification, Assessment and Differentiated

services
Time allotted: 15 hours
Chapter objectives
Upon completing this unit, the students will be able to:
 Refer to identify the level of disability to the right professionals for
appropriate support
 Identify the needs and potential of persons with disabilities for support
 Identify the needs of persons with vulnerabilities for support
 Assess and evaluate the availability of legal frameworks in line with inclusion

 Assess and evaluate the inclusiveness of the sector plans

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  Assess and evaluate the favorability of attitude

 Assess and evaluate the accessibilities of social and physical environments

 Design strategies and plans that remove social and physical barriers to
facilitate inclusiveness

 Describe the components and purpose of differentiated services plans

 Use applicable assistive technologies and software to enhance inclusion

Chapter Contents
3.1 Level of disabilities for support
3.2 Needs and potentials of persons with disabilities
3.3 Needs and potentials of persons with vulnerabilities
3.4 Assessment and evaluation Availability of legal frameworks in line with
inclusion
3.5 Assessment and evaluation inclusiveness of the sector plans

3.6 Assessment and evaluation attitude towards inclusion

3.7 Assessment and evaluation of accessibilities of social and physical

environments

3.8 Assessment and evaluation of strategies and plans that remove social and
physical barriers to facilitate inclusiveness

3.9 The components and purpose of differentiated service plans

3.10 Assistive technologies and software to enhance inclusion

Chapter 4: Promoting Inclusive Culture

Time allotted: 5 hours
Chapter objectives

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Upon the accomplishing this chapter, the Higher education students will be able to perform
the following activities.

 Define Inclusive Culture

 Discus the dimensions of Inclusive culture

 Evaluate policy related to Inclusive Culture

 Explain the process of building community for inclusive culture

 Discus approaches of establishing inclusive culture

 Discuss inclusive values

 Explore and discuss indigenous inclusive values

 Evaluate existing inclusive practices

Chapter Contents

4.1 Definition of Inclusive Culture

4.2 Dimensions of Inclusive culture

4.3 Policy related to Inclusive Culture

4.4 Building inclusive community

4.5 Means of establish inclusive culture

4.6 Inclusive values

4.7 Indigenous inclusive values and practices

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Chapter 5: Inclusion for Peace, Democracy and Development
Chapter Objectives
5.1. Define Peace, Democracy and development from the perspective of Inclusiveness
5.2. Identify sources of exclusionary practices
5.3. Discuss exclusionary practices in the community
5.4. Discuss respecting divers needs, culture, values, demands and ideas
5.5. Discus conflict emanated from exclusion
5.6. Explain means and benefits of participation of the marginalized group of people
5.7. Discuss the democratic principles for inclusive practices
5.8. Explain the importance of inclusion for psychosocial development
5.9. Elaborate the importance of inclusion for economic development
5.10. Discus the importance of inclusion for peace

Chapter Contents
Definition of Peace, Democracy and development from the perspective of Inclusiveness
Sources of exclusionary practices
Exclusionary practices in the community
Respecting divers needs, culture, values, demands and ideas
Conflict emanated from exclusion
The full participation of the marginalized group of people
The democratic principles for inclusive practices
The importance of inclusion for psychosocial development
The importance of inclusion for economic development
The importance of inclusion for peace

Chapter 6: Legal frame work

Chapter objectives
 Define the components of legal framework
 Identify all international and national legal frame works in relation to
inclusiveness
 Discus the legal frameworks and their implementations
 Exploring the gaps of the legal framework specific to the sector
 Assess and evaluate persons with disabilities are equally and equitably treated

 Assess and evaluate the legal frameworks and plans are implemented

Chapter Contents
5.1 Components of legal framework

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 5.2 International legal frame works in relation to inclusiveness
5.3 National legal frame works in relation to inclusiveness

Chapter 7 Resources Management for Inclusion

Time allotted: 5 hours
Chapter objectives
At the end of this unit, the students will be able to accomplish the following tasks:
 Define inclusive resources
 Explain the need of planning for inclusion services
 Identify appropriate resources for inclusive development
 Discus how to develop budget for inclusive services
Chapter Contents
6.1 Resources for inclusion
6.2 Planning for inclusion services

Chapter 8: Collaborative Partnerships with stakeholders

Time allotted: 5 hours
Chapter objectives
At the end of this unit the students will be able to:
 Define collaboration, partnership and stakeholder
 Identify key elements of successful collaboration

 Describe the benefits and challenges of collaboration for various stakeholders

for the success of inclusion

 Discus the strategies for effective co-planning and team working

 Identify characteristics of successful partnerships

 Design strategies for community involvement

Chapter Contents

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 7.1 Definition of collaboration, partnership and stack holder
7.2 Key elements of successful collaboration

7.3 The benefits and challenges of collaboration for various stakeholders for the
success of inclusion

7.4 The strategies for effective co-planning and team working

7.5 Characteristics of successful stockholders partnerships

7.6 Strategies for community involvement

Approach/Methods/Strategies

This section is flexible to involve the instructor’s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.

 Interactive lectures
 Cooperative learning
 Brainstorming
 Discussion
 Role play
 Independent/self learning
 Field visits
 Individual and group assignments and presentation
 Seminars
 Individual and group presentations
 Special needs/inclusive education expert consultancy

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Assessment and Evaluation Methods
Dear students, for each contents you will complete getting started activities, read selected
materials complete course works and group assignments. Assessment of the students would
be a continuous process. The following schemes of evaluation would be used:
 Tests 10%
 Assignment/group/assignment 10%
 Mid exam 30%
 Final exam 50%

Course Policy

Responsibilities of Instructors
Profile of instructors in this course must be the right professional in Special
needs/inclusive education. In order to produce quality teachers, this course should be
offered only instructor, MEd/MA or PhD in special needs/inclusive education. To meet
the learning outcome aforementioned and enhance teachers’ quality, the special
needs/inclusive education instructors will have the following major responsibilities.
 Advise students on all the aspects of the course
 Provide the students with the syllabus and other materials well ahead
of the delivery of it
 Conduct the interactive lectures as per the plan
 Facilitate students’ individual assignments, group assignments, field
works, practicum, seminars, presentations, and collaborative learning
 Periodically assess the students’ work
 Provide the students with timely feedbacks on their graded and
ungraded academic works
 Follow on students’ progress and communicate to the students
 Keep student records on the whole work of the students
 Design and execute students’ consultation program
Responsibilities of Students

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This course is designed for would teachers after completion of Bachelor degree in various
fields. For successful completion of this course the teacher candidates would have the
following responsibilities
 Students are expected to actively and fully attend as per the university
legislation and participate all the in class and outclass learning
activities. Missing a single class will cost students 2 points.
 Carry out individual assignments, group assignments, field works,
practicum as per the details and deadlines
 Students are expected to read given materials before class
 Students are expected to read selected books and ten articles
 Actively participate in the planning, organizing and conducting of all
the seminars and presentations
 Reflect on feedbacks and initiate actions on them
 Passing the exams successfully

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References
1. Alemayehu Teklemariam and Temsegen Fereja (2011). Special Need Education in
Ethiopia: Practice of Special Needs Education around the World. Washington:
Gallaudet University Press.
2. Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and
Blackwell: Singapore
3. A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in
Secondary Education (2004).
4. Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs
Education as a University Discipline: An Important step on the way to Education for
All. In When All Means All. Hakapaino Oy: Helsinki
5. Tirussew Teferra and Alemayehu Teklemariam (2007). Including the Excluded:

Integrating disability into EFA Fast Track Initiative Process and National

Education Plans in Ethiopia. World Vision

6. MOE (2007). School Improvement Program
7. MOE (2010). Special Needs Program strategies implementation guide.
8. MOE (Ministry of Education). (2006). Special Needs Education Program Strategy.
Addis Ababa
9. Understanding and responding to children’s need in inclusive classroom (2010).
www.european-agency.org
10. ዓለማየሁ ትክለማርያም (2009). በመተባበር መማር፡- አንድ ለሁሉም፣ ሁሉም ለአንድ፣ አዲስ

አበባ፡- ፋርኢስት አታሚ

11. ዓለማየሁ ትክለማርያም (2011). አካቶ ትምህርት ለምን፣ምን፣ለነማን እንዴት፤ አዲስ አበባ፡-

ፋርኢስት አታሚ

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Annexes
Instructional Materials and Equipments for Demonstration in the learning and
teaching process

 LCD and/or Smart Board

 E - Chart

 Various magnifying lenses

 Slate and styles

 Perkins Braille writer

 White Cane

 Blind folder

 Tuning fork

 Audiometer

 Hearing aids (various type)

 Sign language books and videos

 Various instructional videos related this unit

 Braille atlases

 Molded plastic, dissected and undissected relief maps

 Relief globs

 Land form model

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 Abacus

 Raised clock faces

 Geometric area and volume aids

 Write forms for matched planes and volumes

 Braille rulers

 Raised-line check books

 Signature guide

 Longhand-writing kit

 Script letter – sheets and boards

 Talking calculator

 Closed-circuit television

 Computer software for various students with special needs; for example Jawse
for blind and sign language software for deaf

 And others additional

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