Situation of Persons with Disabilities in Ethiopia

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Situation of Persons with Disabilities in Ethiopia

• Tirussew Teferra, Professor
• Addis Ababa University
• Ethiopia

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Facts about Ethiopia
Population 77,000,000 Languages 80 (200
dialects) Religion Christianity
Islam Land 1.14 000,000
sq.kms Climate - Cool temperate
highlands gt 2500Ms
-Moderate warm
lands b/w
1500-2500 ms
- Hot lowlands
lt1500ms
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Disability in Ethiopia

• Prevalence
• WHO Estimation 10 -Over 7,000,000
• 1995 Baseline Survey 2.95-Over 2,500,000

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Prevalence of Disability by Type

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
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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

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Strong Connection b/w Poverty and Disability
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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

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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

9
Education of Children with Disabilities

• I Special Schools (20)
• a) Day Residential Schools for the Deaf
• GOs, NGOs, National Associations of PwDs
• Faith-Based Organization
• b) Residential Schools of the Blind
• GOs, NGOs, National
  Associations of PwDs
• 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)

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Access to Education

• Number of School age Children in Ethiopia 7-16
  age 15,203,092 (3 (456092)(MOE,2005)
• 1- 4560 have access to education
• Children with Disabilities
• Children with sensory impairment
• Children with intellectual disabilities

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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).

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Government Policies

• Developmental and Social Welfare Policy
• 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.

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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.

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Encouraging Trends in the Ministry of Education

• The expansion of special classes aim at creating
  inclusive schools
• The inclusion of SNE in ESDP III (2005-2010)
• Emergence of Cluster Resource Centers (school in
  the catchments )
• Expansion of SNE Teacher Education Programs in
  Higher Education Institutions
• School-based In-service Professional Development
  Programs
• Community-based rehabilitation and intervention
  programs (NGO, National Associations etc.)
• ECCE Policy Frame-work (inter-sectorial
  cooperation)

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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)

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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
• Educational Implications
• Economical Implications
• Ethical and Human Rights Considerations

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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 selfenhancement development
• Build-up self-confidence and self-esteem
• Learn to develop positive feelings and bridge
  attitudinal barriers b/n children with
  disabilities and without

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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

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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

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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

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Ethical Human Rights Practical Considerations

• UN Convention on the Rights of Persons with
  Disabilities, 2007
• Salamanca World Conference on SNE, Spain. 1994
• World Education Form, Dakar, Senegal,2000
• EFA, Jomtien, Tailand,1990
• Conventions on the Rights of the Child,1989
• Universal Declaration of Human Rights,1948

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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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• thank you !!