Situation of Persons with Situation of Persons with Disabilities in EthiopiaDisabilities in Ethiopia

Tirussew Teferra, Professor Tirussew Teferra, Professor

Addis Ababa University Addis Ababa University

EthiopiaEthiopia

Population 77,000,000

Languages 80 (200 dialects)

Religion Christianity & Islam

Land 1.14 000,000 sq.kms

Climate - Cool temperate highlands > 2500Ms

-Moderate warm lands b/w 1500-2500 ms

- Hot lowlands <1500ms

Facts about Ethiopia Facts about Ethiopia

Disability in EthiopiaDisability in Ethiopia

PrevalencePrevalence

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 TypePrevalence of Disability by Type

MD- 42 %

VI-30 %

HI-15 %

ID-7 %

BP- 2 %

S &M 4 %Tirussew etal. Baseline Survey, 1995Tirussew etal. Baseline Survey, 1995MD MD Motor Disorders Motor Disorders VI VI Visual ImpairmentVisual ImpairmentHI HI Hearing Impairment Hearing Impairment ID ID Intelectual Disablity Intelectual Disablity BP BP Behavioural problemsBehavioural problemsS & M Speech & Multiple DisablititS & M Speech & Multiple Disablitit

Causes of DisabilityCauses of Disability

Pre-, Peri- & Post-natal Disabling factorsPre-, Peri- & Post-natal Disabling factors Health and psychosocial condition of the prospective Health and psychosocial condition of the prospective

mother (health, nutrition and psychological conditions)mother (health, nutrition and psychological conditions) Complications during at the time of delivery Complications during at the time of delivery Childhood infectious diseases Childhood infectious diseases Malnutrition & Under-nutritionMalnutrition & Under-nutrition Harmful traditional practicesHarmful traditional practices Periodic episodes of draught and famine Periodic episodes of draught and famine Lack of personal hygiene & environmental sanitationLack of personal hygiene & environmental sanitation Genetic anomalies Genetic anomalies

Strong Connection b/w Poverty and Strong Connection b/w Poverty and Disability Disability

Conceptualization of Disability Conceptualization of Disability

Traditional Model (Socio-cultural, religious Traditional Model (Socio-cultural, religious & social constructs) & social constructs)

Divine force, possessed by Divine force, possessed by POSSESSED POSSESSED evil evil spirits, wrong deeds, curse punishment etc.spirits, wrong deeds, curse punishment etc.

Dependent, subject of charity,Dependent, subject of charity, Sign of shame and disappointment Sign of shame and disappointment Hidden behind the homeHidden behind the home

Attitudinal BarriersAttitudinal Barriers

Discrimination of service provision (education, Discrimination of service provision (education, health, employment, transportation and other health, employment, transportation and other accessibility issues)accessibility issues)

Unemployment (Dependency Syndrome)Unemployment (Dependency Syndrome) Psychological ramifications (low self-esteem)Psychological ramifications (low self-esteem) Constitute the poorest of the poor in society Constitute the poorest of the poor in society

Education of Children with Disabilities Education of Children with Disabilities

II Special Schools (20)Special Schools (20)

a) Day & Residential Schools for the Deafa) 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 Blindb) 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) & II Special Classes in Regular Public Schools (over 250) &

III Inclusive Schools Emerging [ NGOs & GOs]III Inclusive Schools Emerging [ NGOs & GOs] (Education of the Blind & persons with motor disoredrs)(Education of the Blind & persons with motor disoredrs)

Access to EducationAccess to Education

Number of School age Children in Ethiopia [ 7-16 age: Number of School age Children in Ethiopia [ 7-16 age: 15,203,092 ] 15,203,092 ] (3 % (456092)(3 % (456092)(MOE,2005) (MOE,2005)

1%- 4560 have access to education1%- 4560 have access to education

Children with Disabilities Children with Disabilities Children with sensory impairment Children with sensory impairment Children with intellectual disabilities 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. 3.2.9).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. 2.2.3).

Government PoliciesGovernment Policies

Developmental and Social Welfare Policy Developmental and Social Welfare Policy [FDRE,1997][FDRE,1997]

……affirms that all efforts shall be made to implement all affirms that all efforts shall be made to implement all international and regional conventions and legal instruments international and regional conventions and legal instruments concerning the rights of children which Ethiopia has already concerning the rights of children which Ethiopia has already acceded to (Article 5.1.3).acceded to (Article 5.1.3).

The Constitution [FDRE, 1995]The Constitution [FDRE, 1995]……article 41 sub articles no.5 and no. 50 clearly state about the article 41 sub articles no.5 and no. 50 clearly state about the rights of citizens to equal access to publicly funded services & the rights of citizens to equal access to publicly funded services & the support that shall be given to accommodate the needs of PwDs.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, 2007Dakar World Education Forum, Senegal,2000 African Charter on the Rights & Welfare of the Child,1999Salamanca Frame-work of Action, Spain,1994EFA 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 Encouraging Trends in the Ministry of

EducationEducation

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 (2005-2010)The inclusion of SNE in ESDP III (2005-2010)

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 Expansion of SNE Teacher Education Programs in Higher Education Institutions Education Institutions

School-based In-service Professional Development ProgramsSchool-based In-service Professional Development Programs

Community-based rehabilitation and intervention programs (NGO, Community-based rehabilitation and intervention programs (NGO, National Associations etc.)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 The Way to the Future Inclusive EducationInclusive Education

The Development of SNE Strategy Program, (MOE,1996) The Development of SNE Strategy Program, (MOE,1996)

Inclusive EducationInclusive Education Why the shift to Inclusive Education in EthiopiaWhy the shift to Inclusive Education in Ethiopia : :

Developmental Implications Developmental Implications Educational ImplicationsEducational Implications Economical Implications Economical Implications Ethical and Human Rights Considerations Ethical and Human Rights Considerations

Developmental ImplicationsDevelopmental Implications

Psychological benefits :Psychological benefits :

Proximal Sensory Exposure Proximal Sensory Exposure [[Reciprocal -fear of the unknown ]Reciprocal -fear of the unknown ]

Develop trust on the surrounding and selfDevelop trust on the surrounding and selfLearn to cope with difficulties Learn to cope with difficulties Promotes self–enhancement & development Promotes self–enhancement & development Build-up self-confidence and self-esteemBuild-up self-confidence and self-esteemLearn to develop positive feelings and bridge attitudinal Learn to develop positive feelings and bridge attitudinal

barriers b/n children with disabilities and withoutbarriers b/n children with disabilities and without

Developmental ImplicationsDevelopmental Implications

Social benefits:Social benefits:

Fosters reciprocal & service interactionFosters reciprocal & service interactionEnhances social skills through observational Enhances social skills through observational

learninglearningLearn to live & play together and appreciate Learn to live & play together and appreciate

diversitydiversityLearn to understand differences & cooperate with Learn to understand differences & cooperate with

othersothersDevelop pro-social behaviorDevelop pro-social behavior

Educational ImplicationsEducational Implications

Quality Education Quality Education ““where diversity and flexibility are seen as important where diversity and flexibility are seen as important ingredients for the development and personal growth of all ingredients for the development and personal growth of all learnerslearners ““

All accommodating & flexible type of curriculum & teaching All accommodating & flexible type of curriculum & teaching methodsmethods

Promoting learner centered approach in the learning-teaching Promoting learner centered approach in the learning-teaching processprocess

Working with peers & creating cooperative-learningWorking with peers & creating cooperative-learningProviding additional educational support for children in needProviding additional educational support for children in needSupply of disability-specific instructional materialsSupply of disability-specific instructional materialsUsing disability-specific adaptive technologyUsing disability-specific adaptive technologyWorking with parentsWorking with parentsProvides optimal opportunities for development Provides optimal opportunities for development

Economical ImplicationsEconomical Implications

Children with disabilities go to local schools (costs society Children with disabilities go to local schools (costs society when it does not provide education for its citizens)when it does not provide education for its citizens)

Reduces wastage of repetition and drop out Reduces wastage of repetition and drop out Children with disabilities live with their parents &Children with disabilities live with their parents & Use other community infrastructure such as health and social Use other community infrastructure such as health and social

servicesservices Opens the door for independent living & employment Opens the door for independent living & employment Breaks the vicious circle b/w disability & povertyBreaks the vicious circle b/w disability & poverty

Ethical &Human Rights & Practical Ethical &Human Rights & Practical ConsiderationsConsiderations

UN Convention on the Rights of Persons with Disabilities, UN Convention on the Rights of Persons with Disabilities, 20072007

Salamanca World Conference on SNE, Spain. 1994 Salamanca World Conference on SNE, Spain. 1994 World Education Form, Dakar, Senegal,2000World Education Form, Dakar, Senegal,2000 EFA, Jomtien, Tailand,1990 EFA, Jomtien, Tailand,1990 Conventions on the Rights of the Child,1989Conventions on the Rights of the Child,1989 Universal Declaration of Human Rights,1948Universal Declaration of Human Rights,1948

Challenges of Inclusive Education in Ethiopia

The Educational System The Educational System

Unable to accommodate diversity

Rigid curriculum & methodsNeg. attitude of teachers& school mangers Large class sizeMany Early drop-outs & repeaters

Lack of Instructional materials & equipment

Architectural Barriers [services & facilities]

thank you !!thank you !!