Professional Documents
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Inclusiveness New
Inclusiveness New
Inclusiveness New
Developed By:
2. Dr. Bitew Atnaf Bahirdar (Asst. Professor) University : Chapter Two and Five
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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
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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.
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.
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.
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
Course Contents
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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
Chapter contents
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Assess and evaluate the favorability of attitude
Design strategies and plans that remove social and physical barriers to
facilitate inclusiveness
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
3.8 Assessment and evaluation of strategies and plans that remove social and
physical barriers to facilitate inclusiveness
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Upon the accomplishing this chapter, the Higher education students will be able to perform
the following activities.
Chapter Contents
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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 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 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
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
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
White Cane
Blind folder
Tuning fork
Audiometer
Braille atlases
Relief globs
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Abacus
Braille rulers
Signature guide
Longhand-writing kit
Talking calculator
Closed-circuit television
Computer software for various students with special needs; for example Jawse
for blind and sign language software for deaf
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