Situation of Persons with Disabilities in Ethiopia

Disability

1. 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

2. 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

3. 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]

4. 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, 1995
MD MD Motor Disorders Motor Disorders
VI VI Visual ImpairmentVisual Impairment
HI HI Hearing Impairment Hearing Impairment
ID ID Intelectual Disablity Intelectual Disablity
BP BP Behavioural problemsBehavioural problems
S & M Speech & Multiple DisablititS & M Speech & Multiple Disablitit

5. 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

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

7. 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

8. 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

9. Education of Children with Disabilities Education of Children with Disabilities
IISpecial 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)

10. 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


11. 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).

12. 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.

13. 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.

14. Encouraging Trends in the Ministry of EducationEncouraging 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 (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 Education Expansion of SNE Teacher Education Programs in Higher Education
Institutions 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)

15. 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)

16. The Way to the Future The Way to the Future
Inclusive EducationInclusive Education
 The Development of SNE Strategy Program, The Development of SNE Strategy Program,
(MOE,1996) Inclusive Education(MOE,1996) Inclusive 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

17. 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 self
Learn 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-esteem
Learn 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

18. Developmental ImplicationsDevelopmental Implications
Social benefits:Social benefits:
Fosters reciprocal & service interactionFosters reciprocal & service interaction
Enhances social skills through observational Enhances social skills through observational
learninglearning
Learn to live & play together and appreciate Learn to live & play together and appreciate
diversitydiversity
Learn to understand differences & cooperate with Learn to understand differences & cooperate with
othersothers
Develop pro-social behaviorDevelop pro-social behavior

19. Educational ImplicationsEducational Implications
Quality Education Quality Education
““where diversity and flexibility are seen as important ingredients where diversity and flexibility are seen as important ingredients
for the development and personal growth of all learnersfor the development and personal growth of all learners ““
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-learning
Providing additional educational support for children in needProviding additional educational support for children in need
Supply of disability-specific instructional materialsSupply of disability-specific instructional materials
Using disability-specific adaptive technologyUsing disability-specific adaptive technology
Working with parentsWorking with parents
Provides optimal opportunities for development Provides optimal opportunities for development

20. 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

21. 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

22. Challenges of Inclusive Education
in Ethiopia
The Educational System 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]

23. thank you !!thank you !!