WOLAITA SODO UNIVERSITY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF CIVIC AND ETHICAL STUDIES

THE RIGHT TO ACCESSIBILITY OF STUDENTS WITH DISABILITY THE CASE OF DEMBECHA

TOWN, WEST (MIRAB) GOJJAM IN THE AMHARA REGION:

A Senior Essay Submitted to the Department of Civics and Ethical

Studies, College of Social Science and Humanities, Wolaita Sodo University
in Partial Fulfilment of the Requirements for the Bachelor of Arts Degree
in Civics and Ethical Studies.

BY: ZELALEM ATINAFU

ADVISOR: SHARKU M. (MA)

June 2012

Wolaita Sodo Ethiopia

TABLE OF CONTENTS:............................................................................................................................8
CHAPTER ONE........................................................................................................................................9
1. INTRODUCTION.................................................................................................................................9
1.1. BACKGROUND OF THE STUDY.....................................................................................................9
1.2. STATEMENTS OF THE PROBLEM...............................................................................................10
1.3. OBJECTIVE OF THE STUDY.........................................................................................................11
1.3.1. General objective...............................................................................................................11
1.3.2. Specific objectives..............................................................................................................11
1.4. RESEARCH QUESTIONS.............................................................................................................11
1.5. scope of the study....................................................................................................................11
1.6. significance of the study...........................................................................................................12
1.7. limitation of the study..............................................................................................................12
1.8. Organization of the study..........................................................................................................12
CHAPTER TWO.....................................................................................................................................13
2. REVIEW OF RELATED LITERATURES..................................................................................................13
2.1. DEFINITION OF DISABILITY........................................................................................................13
2.2. DISABILITIES AS A HUMAN RIGHTS ISSUE.................................................................................14
2.3. INTERNATIONAL AND NATIONAL LEGAL DOCUMENTS ON DISABILITY.....................................15
2.3.1. The Standard Rules on the Equalization of Opportunities for Persons with Disabilities
often referred to simply as the ‘’Standard Rules’........................................................................15
2.3.2. The Principles for the Protection of Persons with Mental Illness and the Improvement of
Mental Health Care......................................................................................................................16
2.4. The right to accessibility as one key disabled person...............................................................16
2.4.1. Accessibility Rights of Persons with Disabilities.................................................................16
2.4.2. Accessibility Rights Are Protected By Number of Laws......................................................16
2.5. THE RIGHT TO ACCESSIBILITY IN HIGHER EDUCATION INSTITUTIONS......................................18
CHAPTER THREE...................................................................................................................................19
3. METHODOLOGY OF THE STUDY.......................................................................................................19
3.1. Description of the study area....................................................................................................19
3.2. Research design........................................................................................................................19
3.3. Sampling design and procedures..............................................................................................19
3.4. Sources of data.........................................................................................................................19
3.4.1. Primary sources of data.....................................................................................................20
 3.4.2. Secondary source of data..................................................................................................20
3.5. Data Process and analysis.........................................................................................................20
3.6. Ethical Consideration................................................................................................................21
CHAPTER FOUR....................................................................................................................................22
4. DATA ANALYSIS AND INTERPRETATION...........................................................................................22
4.1. INTRODUCTION.........................................................................................................................22
4.2. DEMOGRAPHIC CHARACTERISTICS OF THE RESPONDENTS......................................................22
4.2.1. Sex of the respondents......................................................................................................22
4.2.2. Age of the respondents.....................................................................................................23
4.3. THE SERVICES PROVIDED FOR STUDENTS WITH DISABILITIES IN DEMBECHA TOWN...............23
4.4. The residential buildings comfortable for the students with disabilities..................................23
4.5. The comfort of the ways heading to library, classrooms and cafeteria for the students with
disabilities........................................................................................................................................24
4.6. THE SERVICES WHICH ARE NOT PROVIDED FOR STUDENTS with disabilities IN DEMBECHA
TOWN BUT WHICH SHOULD HAVE BEEN PROVIDED.......................................................................25
4.7. The problems related with the teaching and learning process of students with disabilities... .25
4.8. THE SPECIAL NEEDS OF THE STUDENTS WITH DISABILITIES IN DEMBECHA TOWN..................26
4.9. Teaching materials that are accessible to students with disabilities........................................27
4.10. Invigilator prepared for those who need invigilators (for visually impaired students)...........27
4.11. Additional time provided during examination........................................................................28
4.12. Institution or office responsible for handling the affairs of students with disabilities............28
4.13. Factors that hinder the students not to exercise their equal rights to education during their
stay in the town...............................................................................................................................29
4.14. efforts taken by the concerned town administration to solve the problems..........................29
4.15. THE MEASURES TO BE TAKEN TO ENSURE THE RESPECT OF THE RIGHT OF THE STUDENTS
WITH DISABILITIES IN THE TOWN....................................................................................................30
CHAPTER FIVE......................................................................................................................................32
5. CONCLUSION AND RECOMMENDATION..........................................................................................32
5.1. CONCLUSION............................................................................................................................32
5.2 RECOMMENDATION.............................................................................................................32
Reference…………………………………………………………………………………………………………………………………………

Appendix…………………………………………………………………………………………………………………………………………….

Approved by examiners
Advisor……………………………signature……………………..date…………………………….

Examiner……………………….signature………………………date………………………………

Declaration

1, undersigned, declared that this senior essay is my original work that

has not been presented by any institution or individual and that all of its
sources are dually acknowledged.

Name of student……………………………………..

Signature………………………………………………

Date………………………………………………………

ACKNWOLEDGMENT

First and foremost my especial thanks go to almighty god who granted me

strength and made all things possible. Next to this, I would like to extend
express my sincere thanks and gratitude my senior essay advisor Mr sharku.
Who devoted his valuable time and added his intellectual work in reading and
shaping this senior essay paper and give me valuable suggestion and
constructive comments for successful completion of this paper. Also I would
like to thank my family for their material and ideal support to the completion
of this study. Finally, I would like to thanks all my friends for their material and
ideal support.

ABSTRACT

This research is entitled the right to accessibility of disabled students in Dembecha town.
The convention on the rights accessibility persons with disabilities (UN CRPD, 2006)
persons with disabilities often lack access to buildings, to transport and to information.
Accessibility is one of the central themes of the convention, and is dealt with in some detail
because of its importance. The problems of this study are no a permanent specialist or
professional staff employed to support disabled students and not also officers trained in
legal right of the students in order to define their legal rights as students in the town. The
general objective of this study is the right to accessibility of disabled students and to give
the solution of to identify the problems related with the teaching and learning process and
the special needs of the disable students. The researcher has conducted research based on
a sampling by selecting using random sampling technique, by preparing questionnaires and
interviewing were used as means of data collection method/techniques. The major finding
of the study was; the buildings are not comfortable for disable students. As a result, the
researcher would be study about the town should help the students to achieve their
academic success. It should encourage an on-going relationship with the town regarding
their affairs.

ACRONYEMS

AAU Addis Ababa University

BDU Bihar Dar University

NGOS Non-Governmental Organization

MOE Ministry Of Education

UNESCO United Nation Educational Scientific and Cultural Organization ILO rules

ETP Education and Training Policy

UN United Nation

CRPD Convention onthe Rights of Person with Disabilities

SNE Special Needs Education

EFA Education for ALL

UNICEF United Nation International Children Emergency Fund

WHO World Health Organization

ILO International Labour Organization

TABLE OF CONTENTS

Content page…………………………………………………………………………………………………………….......

Acknowledgment……………………………………………………………………………………………….......…….
Abstract.........................................................................................................................…....

ACRONYEMS…......................................................................................................................

Chapter One………………………………………………………………………………..……………………………………….1

1 Introduction………………………………………………………………………………..…………………………………….1

1.1 Background of the study……………………………………………………………..………………………………….1

1.2 Statement of the problem……………………………………………………………..…………………………….…2
1.3 Objective of the study……………………………………………………………….…....…………………………....3
1.3.1 General objective……………………………………………………………………….………………………….…3
1.3.2 Specific objective…………………………………………………………………………..………………………...3
1.4 Research questions………………………………………………………………………………..……………….….….3
1.5 Scope of the study………………………………………………………………………………….……………………...3
1.6 Significance of the study…………………………………………………………………………………………………4
1.7 Limitation of the study……………………………………………………………………………………………………4

Chapter Two…………………………………………………………………………………………………..…………………….5

2 Review of Related Literatures……………………………………………………………………....………………..5

2.1 Definition of disability……………………………………………………………………………………...…………….5
2.2 Disability as a human rights issue………………………………………………………………………...…………5
2.3 International and national legal documents on disability………………………………………...…....6
2.3.1 The standard Rules on the Equalization of opportunities for persons with Disabilities
often referred to simply as the ‘’Standard Rules’’……………………………….............….…….6
2.3.2 The Principles for the protection of persons with Mental Illness and the
Improvement of Mental Health Care…………………………………………................……….…….7
2.4 The right to Accessibility as one disabled person……………………………………….................…..7
2.4.1 Accessibility Rights of person Disabilities ………………………………………………...................7
2.4.2 Accessibility Rights Are Protected By A Number of Laws……………………..............……....7

2.5 The Right to Accessibility In Higher Education Institutions……………………………..................8

Chapter Three...........................................................................................................................9

3. Methodology of the Study.........................................................................................…........9

3.1Discription of the study area…………………………………...........................................................9

3.2 Research Design……………………………………………………………………….….............….…………......…9

3.3 Sampling Design and procedures……………………………………………………..………............…........9

3.4 Sources of data…………………………………………………………………………………………...................…9

3.4.1 Primary Sources of Data……………………………………………………...........….. ………………………10

3.4.2 Secondary sources of Data……………………………………………………………...........………………..10

3.5 Data Analysis and Interpretation…………………………………………………………………..........……..10

3.6 Ethical Considerations……………………………………………………………..........…………………………..11

Chapter Four…………………………………………………………………………………………..........………………….12

4. Data Analysis and Interpretation…………………………………………………………………..........………..12

4.1 Introduction………………………………………………………………………………………………………............12

4.2 Demographic Characteristics of the Respondents…………............…………………………………..12

4.3 The Services provided for Disable Students in Dembecha Town.........…………………………..13

4.4 The residential buildings comfortable for the students with disabilities...........................

4.5 The comfort of the ways heading to library, classrooms and cafeteria for the students
with disabilities.........................................................................................................................

4.6 The Services which are not provided for Disable Students in Dembecha Town But which
should have been provided ………………………………………………………………………………................

4.7 The problems related with the teaching and learning process of students with
disabilities..................................................................................................................................

4.8 The special needs of the Disable students in Dembecha Town ………………………………...........

4.9 Teaching materials that are accessible to students with disabilities................................

4.10 Invigilators prepared for those who need invigilators (for visually impaired students.......

4.11 Additional time provided during examination..................................................................

4.12 Institution or office responsible for handling the affairs of students with disabilities.......

4.13 Factors that hinder the students not to exercise their equal rights to education during
their stay in towns......................................................................................................................

4.14 efforts taken by the concerned town administration to solve the problems....................

4.15 The measures to be taken to ensure the respect of the right of the students in the
town...........................................................................................................................................

Chapter Five……………………………………………………………………………………………………………………
5.1 Conclusion………………………………………………………………………………………………………………..
5.2 Recommendation……………………………………………………………………………………………………..
 Reference………………………………………………………………………………………………………………………
Appendix……………………………………………………………………………………………………………………….

List of Table

4.1 Sex of respondents ……………………………………………………………………...

4.2 age of respondents……………………………………………………………………..
4.3 Comfortable of residential building for disable students…………………..
4.4 The comfort of the way heading to library and classrooms for disable
students………….
4.5 The problems related with the teaching and learning process of disable students…….
4.6 teaching materials that are accessible to disable students………………………………………
4.7 invigilators prepared for those who need invigilators for visually impaired students…
4.8 additional time provided during examination……………………………………………………….
4.9 institutions or office responsible for handling the affairs of disable students………..,
4.10 factor that hinder the students not to exercise their equal rights to education
during their stay in town……………………………………………………………………….
4.11 efforts taken by the concerned town administration to solve the problems…………
 CHAPTER ONE
INTRODUCTION
1.1BACKGROUND OF THE STUDY
The United Nations general assembly adopted the convention on the rights of persons
with disabilities and its optional protocol in2006 as a means of improving respect for the
rights of persons with disabilities, who, according to the latest figures, comprise some 15
per cent of the world’s population. Since 2006, ratification of the convention and
optional protocol has proceeded at a rapid pace. However; knowledge about the
convention and how to implement and monitor it has not necessarily kept up. This in
turn has lead to an increase in requests for training society, national human rights
institutions (NHRIs) and others.
An average of international document have highlighted that disability is a human rights
issue, including the world programmer of action concerning disabled people(1982), the
convention on the rights of child (1989,) and the standard rules on the equalization of
opportunities for people with disabilities (1993).
More than40 nations adapted disability discrimination legislation during (UN CRPD,
1990’s). the CRPD that is the most recent, and the most extensive recognition of the
human rights of persons with disabilities outlines the civil, political, social and economic
rights of person with disabilities .its purpose is to promote, protect and ensure that full
and equal enjoyment of all human rights and fundamental freedom of people with
disabilities and to promote respect for their inherent dignity. The united nations
convention on the rights of person with disabilities (CRPD)states that people with
disabilities have an equal rights to social protection including the rights to education
(world health organization 2011).

The convention on the rights accessibility persons with disabilities (UN CRPD) persons
with disabilities often lack access to buildings, to transport and to information.
Accessibility is one of the central themes of the convention, and is dealt with in some
detail because of its importance. Article 9 of the convention requires countries to adopt
measures’’… to ensure to persons with disabilities access, on an equal basis with
others, to the physical environment, to transportation, to information and
communications, including information and communications technologies and system
and to other facilities and services open or provided to the public ,both in urban and in
rural areas. ’Put briefly, as well as requiring countries to take measures to ensure access,
they are also obliged to adopt appropriate standards and guidelines relating to
building ,to transportation and to the provision of information in accessible formats.
And its options protocols will adopt on 13 th December 2006 and entered in force 3 rd
may2008. The purpose of the convention will to promote, protect and ensure the full
and equal enjoyment all human rights and fundamental freedom including their to
education by all person will disabilities and promote respect for their inherent dignity.
the right to education of every individuals as enshrined in the 1948 universal declaration
of human rights UN, 1948 and renewing the pledge made by the world community at
the 1990 world conference of education for all ensures that the right for all regardless of
individual difference and states are obliged to ensure that education of person with
disabilities is an integral part of the education system world conference on education
1990).
Ethiopia has ratified the UN convention on the rights of accessibility persons with
disabilities or CRPD on June 7,2010 and it has the duty by this convention which calls for
international and national action to ensure the rights of disabled to all services, enable
them to develop their capabilities and skills to the maximum possible, hasten the
process of their social integration and education opportunity(report on the rights of
accessibility UN convention on the rights of person with disabilities CRPD 2012).

1.2 STATEMENTS OF THE PROBLEM

The growing presences of students with disabilities in Ethiopian towns raise the issue of
this town being favourable to further their right to education. There are concerns
related to education facility for students with disabilities with necessary adjustments
that can help them realize their true potential. The building should be accessible to
disabled students especially for wheelchair users and those with visual impairment and
information communications and other services.
The researcher has many personal observations regarding the right to accessibility of
disabilities in Dembecha town. In Dembecha town even though there are wheelchair
pave ways, there are many places which are inaccessible to wheelchair users. The
buildings are not good enough to accommodate the movement of students with
disabilities. Due to this they need the assistance of voluntary fellow students to go
anywhere. Had it been according to their rights, they shouldn’t depended on the good
will of other students rather should hire experts who can best take care of them and
hire worker who can assist them in going to class and other basic places.
The use of Braille inmost common for blind students. Braille is a paper pierced
thoroughly in shape of the alphabet so as they can feel in their figures. There is no
enough books prepared for them in Braille yet most students in Dembecha town rely on
their schools to read to them the material they learn and often listen to the narratives of
the books which is not handy most times.
Due to teacher’s inability to read Braille, students are not allowed to do assignment
(individual or group) or homework using bail. According to MOE guideline (2001/02),
educational management, organization, community participation, and finance, there
should be a minimum of two special needs education teachers for each school (MOE)
guideline (2001/02). Nevertheless, no trained teachers for special needs education are
found in Dembecha town. There are also no special treatment in line for deaf students.
There are no sign language trained teachers and no office or library staffs or facility
accessible to deaf students. There is also no special programme or course for deaf
students. This way there is no deaf student in Dembecha town or they are very rare.
There is no a permanent specialist or professional staff employed to support students
with disabilities. There are not also officers trained in legal right of the students in order
to defend their legal rights as students in the town. There is also lack of psychological
and career advisor for their future endeavours. Thus, students with disabilities have
continued to experience discrimination in various aspects. Dembecha town is one of
Ethiopian town that encompass both disabled and non-disabled students.
In Dembecha town, there are about 150 disabled students. The researchers will study
the rights to accessibility of the town students in persons with disabled in Dembecha
town.
1.3 OBJECTIVE OF THE STUDY
1.3.1General objective
The General objective of this study is to investigate the right accessibility of students
with disabilities in Dembecha town.

1.3.2 Specific objectives

 To assess the service provided for students with disabilities in Dembecha town.
To identify the problems related with teaching and learning process and special needs
of the students with disabilities in Dembecha town.
To assess the provision of the teaching materials for students with disabilities in
Dembecha town

1.4 RESEARCH QUESTIONS

1. What are the services provided for students with disabilities in Dembecha town?

2. What are the problems related with the teaching and learning process and special
needs of the students with disabilities in Dembecha town?

3. How is the provision of teaching materials for students with disabilities in Dembecha
town?

1.5 scope of the study

Geographically, this study was be delimited in Dembecha town. Conceptually, the study was
confined to discuss the right to accessibility of town students with disability in Dembecha
town during their stay in Dembecha town. The rights of accessibility of town students in
persons with disabled after their graduation is not be concern of this study. This study has
only investigated their rights during 2018 academic calendar.

1.6 significance of the study

This study was beneficial in assessing the right to accessibility of town students with
disability in Dembecha town. So, it would enable the town to fill its gaps. This helps the
students to be benefited by respect of their rights and effective on their studies. It would
also provide relevant recommendations for Dembecha town concerning the rights of
students with disabilities. It would also beneficial in identifying the problem of the students
in their learning process. This study would also serves as an input for those who conduct
study on the same matter.

.1.7 limitation of the study

In conducting this study, the researcher faced time and budget limitations. The researcher
also not access to enough sources of data in conducting this study.Moreover, it was difficult
to generalize the results of this study to other students with disabilities in other towns. But,
the researcher conducted the study much as possible by copying these challenges.
 CHAPTER TWO
2. REVIEW OF RELATED LITERATURES

2.1 DEFINITION OF DISABILITY

Disability is part of the human condition. Almost everyone will be temporarily or

permanently impaired at some point in life, and those who survive to old age will
experience increasing difficulties in functioning. Most extended families have disabled
member, and many non-disabled people take responsibility for supporting and caring for
their relatives and friends with disabilities. Every epoch has faced the moral and political
issue of how best to include and support people with disabilities.

This issue will become more acute as the demographics of societies change and more
people live to an old age. Responses to disability have changed since the 1970s, promoted
largely by the self-organization of people with disabilities, and by the growing tendency to
see disability as a human rights issue. Historically, people with disabilities have largely been
provided for through solutions that segregate them, such as residential institutions and
special schools. Policy has now shifted towards community and educational inclusion, and
medically focused solutions have given way to more interactive approaches recognizing that
people are disabled by environmental factors as well asby their bodies.

National and international initiatives –such as the United Nations standard rules on the
equalization of opportunities of persons with disabilities have incorporated the human
rights of people with disabilities, culminating in 2006 with the adoption of the United
Nations convention on the rights of persons with disabilities (CRPD).

Following the world health organization (WHO) and international labour organization (ILO)
definitions on disability, disability is defined as follows in Ethiopia, a disabled person is any
person unable to ensure by himself or herself a normal life, as a result of deficiency in his or
her physical or mental capabilities.

According to the newspaperNegaritGazeta, the Emperor Haile Selassie I, in the order No. 70
of 1970, described the disabled as people who, because of limitations of normal physical or
mental health, is unable to earn their livelihood and do not have anyone to support them;
and shall include any persons who is unable to earn their livelihood because they are too
old. In NegaritGazeta, the Transitional Government of Ethiopia, proclamation No. 101 of
1994 referred to a disabled person as a person who is unable to see, hear or speak or is
suffering from mental retardation or from injuries that limit him or her due to natural or
manmade causes; provided, however, that the term does not include persons who are
alcoholic, drug addicts and those with psychological problems due to socially deviant
behaviours.

2.2 DISABILITIES AS A HUMAN RIGHTS ISSUE

Disability is a human rights issue because: people with disabilities experience inequalities for
example, when they are denied equal access to health care, employment, education, or
political participation because of their disability. People with disabilities are subject to
violations of dignity for example, when they are subjected to violence, abuse, prejudice, or
disrespect because of their disability. Some people with disability are denied autonomy for
example, when they are subjected to involuntary sterilization, or when they are confined in
institutions against their will, or when they are regarded as legally incompetent because of
their disability.

A range of international documents have highlighted that disability is a human rights issue,
including the world programmed of action concerning disabled people (1982), the
convention on the rights of the child (1989), and the standard rules on the equalization of
opportunities for people with disabilities (1993). More than 40 nations adopted disability
discrimination legislation during the 1990s. The CRPD the most recent, and the most
extensive recognition of the human rights of persons with disabilities outlines the civil,
cultural, political, social and economic rights of persons with disabilities. Its purpose is to ‘’
promote, protect, and ensure the full and equal enjoyment of all human rights and
fundamental freedoms by people with disabilities and to promote respect for their inherent
dignity’’. The CRPD applies human rights to disability, thus making general human rights
specific to persons with disabilities, and clarifying existing international law regarding
disability. Even if a state does not ratify the CRPD, it helps interpret other human rights
conventions to which the state is party. Article 3 of the CRPD outlines the following general
principles;

1. Respect for inherent dignity, individual autonomy including the freedom to make one’s
own choices, and independence of persons.

2. Non-discrimination

3. Full and effective participation and inclusion in society

4. Respect for difference and acceptance of persons with disabilities as part of human
diversity and humanity

5. Equality of opportunity

6. Accessibility

7. Equality between men with disabilities and equality between women with disabilities

8. Respect for the evolving capacities of children with disabilities and respect for the right of
children with disabilities to preserve their identities.

States ratifying the CRPD have a range of general obligations. Among other things, they
undertake to: adopt legislation and other appropriate administrative measures where
needed; modify or repeal laws, customs, or practices that discriminate directly or indirectly;
include disability in all relevant policies and programs; refrain from any act or practice
inconsistent with the CRPD; take all appropriate measures to eliminate discrimination
against persons with disabilities by any person, organization, or private enterprise.

States must consult with people with disabilities and their representative organizations
when developing laws, policies, and programs to implement the CRPD. The convention also
requires public and private bodies to make ‘’reasonable accommodation’’ to the situation of
people with disabilities. And it is accompanied by an optional protocol that, if ratified,
provides for a complaints procedure and an inquiry procedure, which can be lodged with
the committee monitoring the treaty.

The CRPD advances legal disability reform, directly involving people with disabilities and
using a human rights framework. Its core message is that people with disabilities should not
be considered ‘’objects’’ to be managed, but ‘’subjects’’ deserving of equal respect and
enjoyment of human rights.
2.3 INTERNATIONAL AND NATIONAL LEGAL DOCUMENTS ON DISABILITY

The human rights of people with disabilities are not contained in a convention. People with
disabilities must rely on the general principles in the international Bill of Rights for legally
binding international protections. More specific rights regarding people with disabilities are
outlined in other international documents, but those are not international law. The most
commonly referenced of those non-binding documents are:

’ 2.3.1 The Standard Rules on the Equalization of Opportunities for Persons with
Disabilities often referred to simply as the ‘’Standard Rules’.

This document was adopted as a blueprint for states ‘policy-making and to provide a
common frame of reference among states. The document was developed by the UN
commission on social Development. The standard rules established a limited monitoring
mechanism by appointing a ‘’special Rapporteur’’ who reports to the UN commission on
social development. The special Rapporteur presents states with questions concerning their
implementation of the Standard Rules and serves as an advisor to governments and
disability organizations regarding implementation.

The standard Rules contains important guideline that serve, for many countries, as models
on which to base their policies, programs and laws. Still, while the Standard Rules is an
important instrument, it is not affiliated with any human rights body of the UN and it does
not proclaim to be a statement of human rights standards (although it does reference
human rights in its preamble). Furthermore, it is not a legal document. Compliance by states
is voluntary and global monitoring is ultimately the responsibility of one individual.

2.3.2 The Principles for the Protection of Persons with Mental Illness and the
Improvement of Mental Health Care

This instrument, adopted in 1991 by the UN General Assembly, sets forth principles
intended to serve as a common standard for human rights practices in mental health
systems. Compliance is voluntary and it has no monitoring system. This document is often
rejected by disability advocates on the basis that it reflects paternalistic attitudes and the
outdated ‘’medical model’’ (as opposed to a rights –based approach), that it endorses
involuntary detention and forced treatment and that is developed without sufficient
consultation with people with mental disabilities. The world Network for Users and
Survivors of Psychiatry has called upon the UN to revoke the MI principles.

2.4 The right to accessibility as one key disabled person

2.4.1 Accessibility Rights of Persons with Disabilities

Accessibility for persons with disabilities is a commission priority. Accessibility rights include
the right to accessible services, transportation and employment. Complaints based on
disability constitute the highest number of complaints made to the commission each year.
There is much work to be done to improve accessibility for Saskatchewan residents.

Disability covers a wide range of conditions and is an evolving concept. Some disabilities are
visible while others are not. A disability may have been present since birth, developed over
time, or caused by an accident.

Disability is defined in The Saskatchewan Human Rights Code (the code). The definition
includes, among other conditions: epilepsy, any degree of paralysis, amputation, lack of
physical co-ordination, blindness or visual impairment, deafness or hearing impediment,
muteness or speech impediment, or physical reliance on a service animal, wheelchair or
other remedial device, physical, mental, and learning disorders. Drug and alcohol
dependencies and environmental sensitivities are also disabilities.

According to the 2006 Census, the percentage of the adult (15 and older) population
reporting any kind of disability in Saskatchewan is 18.8 per cent. This number is estimated to
increase because Saskatchewan has an aging population.

2.4.2 Accessibility Rights Are Protected By Number of Laws

The objects of the code are:

.To promote recognition of the inherent dignity and the equal inalienable rights of all
members of the human family; and

. To further public policy in Saskatchewan that every person is free and equal in dignity
and rights and to discourage and eliminate discrimination.

The Canadian charter of rights and freedoms guarantees equality of the law including equal
benefit of the law without discrimination.

The supreme court of Canada has noted the need to ‘’fine-tune’’ society so that its
structures and assumptions do not exclude persons with disabilities from participation in
society.

Finally, Canada ratified the United Nations convention the rights of persons with Disabilities
(the convention) on March 11, 2010. The convention recognizes that equality, dignity,
autonomy, independence, accessibility and inclusion are essential for people with
disabilities to fully realize equal citizenship in the world.
Parties to the convention are required to promote, protect and ensure the full enjoyment of
human rights by persons with disabilities, and to ensure that they enjoy full equality under
the law. Given Canada’s commitment to the convention, existing laws, and the growing
population of people with disabilities in Saskatchewan, it is the perfect point in history for
Saskatchewan to renew its focus of an accessible society.

The United Nation (UN) recognizes resources to implement the convention are limited, but
also indicates that resource limitations cannot be an excuse to delay implementation.
Accessibility must be advanced, though the UN recognizes it will be a slow, progressive
process.

The commission’s renewed focus on accessibility aims to:

.Improve accessibility to public services and activities in Saskatchewan, and

.Remind (or inform) businesses, public service providers, and employers of their legal
obligations under the code.

The commission will initially focus upon accessibility:

.To public services, which includes businesses, schools , and any other building from which
the public is provided a service by exploring human rights law and building standards, a

.In public transportation

2.5 THE RIGHT TO ACCESSIBILITY IN HIGHER EDUCATION INSTITUTIONS

Nationwide, colleges and high schools embrace the idea of a diverse student body, inclusive
of students with disabilities. But creating schools that is physically and technologically
accessible to students with disabilities takes leadership, planning, and commitment.
Understanding internationally accepted accessibility guidelines and federal requirements
and knowing who has pioneered truly accessible schools are key in this endeavour. The
National Federation of the Blind’s Centre of Excellence in No visual Access to Education,
Public Information, and Commerce (CENA) has created this online resource centre to help
schools be accessible, so that blind school students can achieve their true potential and not
be limited by accessibility barriers.

This online resource includes examples of digital accessibility policies, legal requirements,
and links to accessibility standards and procurement policies.
 CHAPTER THREE
3. METHODOLOGY OF THE STUDY

3.1 Description of the study area

Dembecha is one of the woreda in the Amhara region of Ethiopia. Part of the mirab (west)
Gojjam zone, Dembecha is bordered on the west by Bure, on the northwest by jabitehnan,
on the north by Dega Damot, and on the east and south by the misraq (east) Gojjam zone.
Dembecha is a town in north western Ethiopia 350 km north of Addis Ababa.

3.2 Research design

This research employed mixed approach. Qualitative and Quantitative research methods
were used to answer the research questions. Quantitative research method is the data
produced are always numerical and they are analysed using mathematical and statistical
methods. The researches were use quantitative research method to describe results
obtained through percentage and frequencies.
On the other hand, qualitative research method is much more general than quantitative;
there are still a number of common techniques for gathering it. Qualitative methods were
used to know the rights to accessibility of disabled students. The qualitative research
method will be employed so as to analyse the data to be collected through interview and
open ended portion of the questionnaire. In addition, quantitative research method will be
employed in order to analyse the data to be collected via close ended part of the
questionnaire.

3.3 Sampling design and procedures

In West Gojjam Town, there are 150 students with disability. In Dembecha town which is
one of the West Gojjam Town, there are 98 students with disability. There are 58 visually
impaired,2 hearing impaired, and 38 physically impaired students. So the researcher
focused on the disable students in Dembecha town.

The subjects of this study were the 98 students with disability who are currently attending
their undergraduate study in West Gojjam, in Dembecha town. On this study, a random and
purposive sampling method was employed. The researcher will randomly select 30 students
based on random sampling technique in order to equal chance for all students. The
sampling students were selected from students with disabilities who are currently attending
their education in West Gojjam of 2020 class.

3.4 Sources of data

The researcher employed both primary as well as secondary.

3.4.1 Primary sources of data

The primary source of data was collecting from teachers, students with disabilities and their
representatives. It also use questionnaire, interviews and focus-group discussion will be
used as a primary source of data.

1, Questionnaire

First, the researcher was prepared questionnaire which include both open ended as well as
close ended questions. The questionnaire comprised the general information of the
respondent as well as the questions related to the right to accessibility of town students in
persons with disabled in Dembecha town. The researcher would distribute questionnaires.
Moreover, the researcher would take 17 samples from visual impaired and 13 from physical
impaired and students.
 2, Interviews

The researcher were conduct interview with the officer of students support services in
Dembecha town, teachers and representative of the students with disabilities in Dembecha
town in order to deeply know the right to accessibility of students with disabilities in West
Gojjam Dembecha town. The researcher will conduct interview with four students.

3, Focus-Group discussion

The researcher would be used group discussion in voluntary disabled and non-disabled
students in West Gojjam Dembecha town.

3.4.2 Secondary source of data

Secondary source of data were collected from books, reports, brochures, research papers,
and journal articles.

3.5Data Process and analysis

After data were collected, it would be processed and analysed by using of descriptive
techniques such as percentage and tables. The quantitative data from the closed ended part
of questionnaire will be analysed using tables. On the other hand, the data obtained from
interview as well as closed ended questions of the questionnaire would be analysed through
descry.

3.6 Ethical Consideration

The researcher received legally written work applications letter from the town and they
have submitted it to the installation where they conducted their study. In addition to this
the researcher to give respect for interviews and respecting by cultures, norms, values and
believes of the participants. The researcher has guaranteed the right to ask questions and
secure participants privacy and also the researcher have not pointed out the names of the
participants.
 CHAPTER FOUR
4. DATA ANALYSIS AND INTERPRETATION

4.1 INTRODUCTION

On this grand chapter of the study, the researcher dealt with the analysis and interpretation
of the study. To be certain, this portion is the crust of the study. It presented the
characteristics of respondents, and the analysis and interpretation of data collected from
the sample students. Mainly, it will give a high spot for the implementation of the rights of
the students with disabilities in West Gojjam Dembecha town. It is stemmed from the
responses of the students with disability attending their undergraduate classes at
Dembecha town.

4.2 DEMOGRAPHIC CHARACTERISTICS OF THE RESPONDENTS

Thirty (30) questionnaires were distributed to be the sample students and all were returned
back.

Herein below, we the demographics features have been highlighted.

4.2.1 Sex of the respondents

Table 4.1 sex of the respondents

Sex Frequency Per cent

Male 20 66.66%

Female 10 33.33%

Total 30 100%

Source: survey, 2020

As shown in the above table, 20(66.66%) of the respondents were male and 10(33.33%)
were female respondents. To utter the truth, the researcher is not deeply inclined toward
gender aspect. But, it is the result of shallow perception to conclude that most of them have
been males.

4.2.2 Age of the respondents

Table 4.2 Age of the respondents

Age Frequency Per cent

16-20 - -

21-25 24 80%

26-31 5 16.66%

32 1 3.33%
Total 30 100%
Source: survey 2020

Regarding age, the majority of the respondents 24(80%) are within the age category of 21-
25 and the second 5(16.66%) were within the age category of 26-31. The remaining
1(3.33%) was within the age category of 32. There was no any student in the age category
less than 20.Nevertheless, the mere reality that their age lies within the age category of 21-
25 sparks the light that most of them are on the productive age group. To say it boldly, it is
proven that most of them are within the young age category.

4.3 THE SERVICES PROVIDED FOR STUDENTS WITH DISABILITIES IN DEMBECHA TOWN

There are many services provided for students with disabilities in Dembecha town from
beginning until the end of their academic stay. Nowadays, West Gojjam is known as friendly
to people with disability even if there are unfolding issues to be revisited. Financial support
is provided.

The material basis of the town is constantly being built, reconstructed, adjusted and
adopted to the needs of students with physical disability live in the office rooms that are
adapted to their needs, with the option provided for their companions to be with them.
Many study programs are not flexible and can be adapted to the needs of the person with
disability by organizing the process of studies: distance learning, various forms of
examination. The town provides students with the necessary learning educational tools and
device so that students with disability can use the necessary material for their studies. So by
giving the services striving for the qualitative and quantitative change in the process of the
integration of people with disability into society through the town.

4.4 The residential buildings comfortable for the students with disabilities.

Table 4.3 comfort of residential buildings for the students with disabilities

Are The residential buildings

comfortable for the students
with disabilities? Frequency Per cent

Yes 20 66.66%

No 10 33.33%

Total 30 100%
Source: survey 2020
As shown in the table, 20(66.66%) of respondents believed that the residential buildings
were comfortable for the students with disabilities. And, 10(33.33%) believed that the
residential buildings were not comfortable for the students with disabilities. Thus, the
residential buildings were comfortable for the students with disabilities.

The students with disabilities responded that the buildings are not comfortable for the
students with disabilities. Students with disability are not equipped with the resources and
services by the town to determine reasonable accommodations and services like dorms. At
West Gojjam, the policy is that it is committed towards providing equal opportunities in
higher education to students with disabilities. Students with disabilities are integrated as
completely as possible in to the town experience. The student, the responsibility for
creating equal access toward achievement of their academic goals via accessible buildings is
far from reality in Dembecha town. Through an interactive process, there is no provision of
access to classes, programs and activities.

As to the students accommodation in dorms should be more than what it is now. The
accommodation for students with disability is provided in the dorms. If there is a need,
accompanying persons can live together. These persons (a student and an accompanying
person) are provided dorms but the interest of few students still not accommodated.

4.5 The comfort of the ways heading to library, classrooms and cafeteria for the students
with disabilities

Table 4.4 the comfort of the ways heading to library, classrooms and cafeteria for the
students with disabilities

Are the ways heading to

library, classrooms and
cafeteria for the students Frequency per cent
with disabilities

Yes 17 56.66%

No 13 43.33%

Total 30 100%
Source: survey, 2020

As shown in the above table, 17(56.66%) of the respondents believed that the ways heading
to library, classroom and cafeteria were comfortable for students with
disabilities.But,13(43.33%) believed that the ways heading to library, classrooms and
cafeteria were not comfortable for the students with disabilities. Thus, the ways heading to
library, classrooms and cafeteria were comfortable for students with disabilities. Because, I
take from the majority of 17(56.6%) the respondents believed that the ways heading to
library, classrooms and cafeteria were comfortable for students with disabilities.

4.6 THE SERVICES WHICH ARE NOT PROVIDED FOR DISABLE STUDENTS IN DEMBECHA
TOWN BUT WHICH SHOULD HAVE BEEN PROVIDED

The students responded that there are many services which are not provided for students
with disabilities in Dembecha town but which should have been provided. A variety of
formats should be provided including large print, audio recording, electronic computer text,
and braille. Careful confederation is not given to the needs of each student to the quality
and quantity of each material to determine the most effective modality of education.
Students who require alternate formats must document their reading disability, review their
request with their consumer, manager, and meet with the coordinator of information access
services. Acquiring alternate formats requires a significant amount of time. In order to
receive alternate formats as early as possible, students are encouraged to submit requests
immediately after registering for the upcoming semester. Converting documents can take 4-
6 weeks, so it is imperative to inform us a soon as possible of this need, including the name
of the text you need made accessible.

4.7 The problems related with the teaching and learning process of students with disabilities

Table 4.5 problems related with the teaching and learning process of students with
disabilities

Are there any problems related with

the teaching and learning process of Frequency Percent
students with disabilities?

Yes 14 46.66%

No 16 53.33%

Total 30 100%
Source: survey, 2020

Asshown in the above table; 14(46.66%) of the respondents believed that there were
problems related with the teaching and learning process of students with disabilities. But,
16(53.33%) believed that there were not problems related with the teaching and learning
process of students with disabilities. Many ideas have also been raised. Tutoring for some
courses through group discussion was suggested as a problem. When a student is assigned
to a room that is inaccessible and an accessible need is presented, the concerned body
should work with the Registrar’s office to find a new accessible location for the class. Few
students also fail to inform the instructor when this need arises. We will require the
assistance of the instructor to inform the students in the class of the new location as
students with disabilities does not have access.

The physical barriers for students with mobility, motor skill and visual disabilities are a big
problem. Note-taking, library research, sometimes presentation and other related
classroom activities are hard for them. Students needing such assistance must request this
accommodation which is non-existent. To insure receipt of this accommodation at the start
of the semester, it was best to submit requests immediately following registration for the
upcoming semester even if not executed.

These communication access services are only effective if the consumer is experienced in
the methodology provided. For example, someone who does not know braille will not
benefit from it. Either methodology can be successfully utilized by a student. There is no a
sign language interpreter who listens to a spoken language and interprets the message in to
a visual language.

4.8 THE SPECIAL NEEDS OF THE STUDENTS WITH DISABILITIES IN DEMBECHA TOWN

Therearemany special needs. The students have special needs students. These students fit
into a number of categories. This is essentially because of the vastness of special needs
issues. A special need is often considered disabled in some way. These are who have
different learning disabilities. Special needs must be planned for and addressed within their
learning environment. Most common disabilities are individually different. There are some
that function at high capabilities no matter what their disability is. Then there are other with
very low capacities to function in a bad setting. As to the students, the special needs of the
students with disabilities in Dembecha town can be characterized in such manner.

The administrators need to be aware of these specific needs. This is where parental
involvement is paramount. It is able to provide specific services for special needs students.
These educators are able to use cognitive appropriate resources, worksheets, and lesson
plans. These tools are patterned for different issues. Not all disabled need special class. And,
not all of them are capable of completing such classes. Remedial classes may be all that is
required for some with disabilities.

It can be very difficult teaching young students while simultaneously having to attend to the
needs of special-education. This is becoming especially difficult since classrooms are full of
more students and budgets nationwide are becoming smaller. However, teachers who
spend more time outside the classroom preparing lessons and learning about various
learning disabilities can successfully manage an inclusion classroom.

4.9 Teaching materials that are accessible to students with disabilities

Table 4.6 Teaching materials that are accessible to students with disabilities

Are there enough Teaching materials that are

accessible to students with disabilities? Frequency Percent

Yes 5 16.66%

No 25 83.33%

Total 30 100%
Source: survey, 2020

As shown in the above table, 5(16.66%) of the respondents believed that the teaching
materials that were accessible to disable students. But, 25(83.33%) believed that teaching
materials that were accessible to students with disabilities. Thus, the teaching materials
were not accessible to students with disabilities.

Library is not wide. Shortage of space, it is narrow. No broadband connection. Shortage of

workers And Shortageof computers. When in class notes or prepared notes are not
satisfactory or possible/timely, a student may record lectures for personal use.

When teaching a student with any disability, it is important to remember that many of the
principles for inclusive design could be considered beneficial to any student. The course
materials, content, and instruction to benefit all learners. Instead of adapting course to a
specific audience, it should be accessible to everyone regardless of ability. By focusing on
these principles. It easily accommodates all students.

4.10 Invigilator prepared for those who need invigilators (for visually impaired students)

Table 4.7 Invigilator prepared for those who need invigilators (for visually impaired
students)

Is there any Invigilator

prepared for those who need Frequency Percent
invigilators (for visually
impaired students)?

Yes 3 10%

No 27 90%

Total 30 100%
Source: survey, 2020
As shown in the above table, 3(10%) of the respondents believed that invigilator was
prepared for those who need invigilator (for visually impaired students). But, 27(90%)
believed that invigilator was not prepared for those who need invigilator (for visually
impaired students). Thus, invigilator was not prepared for those who need invigilator (for
visually impaired students).

4.11 Additional time provided during examination

Table 4.8 Additional time provided during examination

Item Frequency Percent

Yes 4 13.33%

No 26 86.66%

Total 30 100%
Source: questionnaire, 2020

As shown in the above table, 4(13.33%) of respondents believed that additional time was
given during examination. But, 26(86.66%) believed that additional time was not provided
during examination.

4.12 Institution or office responsible for handling the affairs of students with disabilities

Table 4.9 Institution or office responsible for handling the affairs of students with disabilities

Item Frequency Percent

Yes 12 40%

No 18 60%

Total 30 100%
Source: questionnaire, 2020

As shown in the above table, 12(40%) of the respondents responded that the institution or
office responsible for handling the affairs of students with disabilities. But, 18(60%) believed
that there is no institution or office responsible for handling the affairs of students with
disabilities. Therefore, there is no institution or office responsible for handling the affairs of
students with disabilities.

4.13 Factors that hinder the students not to exercise their equal rights to education during
their stay in towns
Table 4.10 Factors that hinder the students not to exercise their equal rights to education
during their stay in town.

Are there any factors that hinder the

students not to exercise their equal Frequency Per cent
rights to education during their stay in
town?

Yes 11 13.33%

No 19 86.66%

Total 30 100%
Source: survey, 2020

As shown in the above table 11(13.33%) of the respondents believed that factors that
hinder the students not to exercise their equal rights to education during their stay in town.
But, 19(86.66%) believed that no factors that hinder the students not to exercise their equal
rights to education during their stay in town. So, no factors that hinder the students not to
exercise their equal rights to education during their stay town.

4.14 efforts taken by the concerned town administration to solve the problems

Table 4.11 efforts taken by the concerned town administration to solve the problems

Are there any efforts taken

by the concerned town Frequency Per cent
administration to solve the
problems?

Yes 16 53.33%

No 14 46.67%

Total 30 100%
Source: survey, 2020

As shown in the above table, 16(53.33%) of the respondents believed that efforts taken by
the concerned town administration to solve the problems. But, 14(46.67%) believed that
efforts taken by the concerned town administration to solve the problems. Thus, efforts
taken by the concerned town administration tosolve the problems.
4.15 THE MEASURES TO BE TAKEN TO ENSURE THE RESPECT OF THE RIGHT OF THE
STUDENTS IN TOWN

The respondents replied that the town should help the students to achieve their academic
success. It should encourage an on-going relationship with the town regarding their affairs.
The organization of service should be kept. The administration, staffs and students of the
town understand the needs of people with disability and work to ensure that they have a
comfortable experience at Dembecha town.

As to the students, even if ever student designs their own individual schedule of studies
which is personally adapted to their needs, it should be supported by the education system.
Disability services for students should be strengthened and discussions with students to
foster an inclusive, welcoming and accessible environment. They also recommended that
the town institutional set up should meet with them each semester to support their
problem solving. Meet with them each semester to assist in arranging reasonable
accommodations and other necessary supports. The respondents also said that advise them
about communication. They also answered those instructors overseeing inclusion
classrooms with student aids. However, this is often not available in school struggling with
budget problems. The students with disabilities couldn’t get funding towards
accommodation for personal assistant.

Moreover, the respondents replied that meeting needs of special needs students in the
inclusion classroom is a task to be given due attention. It can be very difficult teaching
special needs children within inclusion classrooms. Both students with disabilities and non-
students with disabilities learn together in inclusion classrooms. As to the respondents, it
can be exceptional difficult for teachers overseeing crowded inclusion classrooms. However,
various strategies exist for teachers working with both students with disabilities and non-
students with disabilities in the same classroom. Understanding the disabilities in an
inclusion classroom is also needed.It knowledgeable about various disabilities and better
assist special-needs within an inclusion classroom. It understands how to work for a more
effective when instructing process. This information combined with a general knowledge of
the disability will enable teachers to be better prepared to handle any problems during the
course of classroom instruction. Teachers understanding and knowledgeable about specific
disabilities will be able to more effectively manage their classroom. They claimed that it
should also help them learn about themselves and equal opportunity for all students. Better
to connect them to career choice and career development resource. Besides they opted to
assist with identifying appropriate resource on town.

Lost premises and facilities of the town are fully or partially adapted to the needed of
average students. But the town provides accommodation for students at dormitories which
an adopted for students with mobility impairment. Companions of person with disability
may also be accommodated at the dormitory. Some say that the dormitories have
comfortable conditions for living learning and recreation. Separate floors and individual
rooms have not been included for corresponding braille markings. Reading room designated
work place for a person with disability which contains portable computer disk with
widescreen monitor and other equipment is not available. Teacher rooms have not been
designated place for people in wheelchairs.

Using the students to help meet needs in an inclusion classroom is also necessary as
suggested by respondents. Students with the classroom frequently provide valuable support
for teachers overseeing inclusion classrooms. Many teachers have learned that when they
utilize non-disabled students in their classrooms they are better able to work with special-
needs students. Many times teachers assign good students to work individually with special
-needs peers. This is not only reduces stress, but it also enables the teacher to spend more
time working individually with other struggling students. Students also learn how to work in
teams. The following are ideas of how students can be used to assist special-needs students.

A student can remind a student with attention deficit problems to keep a list of upcoming
due dates for homework assignments. A student can be assigned to teach an autistic
student about classroom manners. A student with exceptional reading skills can work
individually with a student who struggle to red. It is not commended to overly rely on
students, but students with opportunities to work with their special-needs peers can benefit
just as much as the students they help.

CHAPTER FIVE
5.1 CONCLUSION

The study has shown that, there are many services provided for students with disabilities in
Dembecha town from beginning until the end of their academic stay. Financial support is
provided. People with disability live in the dormitory rooms that were specially adapted to
their needs except some few problems. The dormitories are not comfortable for disable
students. Student with disability are not equipped with the resources and services by the
town to determine reasonable accommodations and services like enough reading halls or
libraries.

The ways heading to library, classrooms and cafeteria were comfortable for students with
disabilities. Students with learning disabilities are very heterogeneous. Not all students had
some characteristics. Students with a disability should be accommodated based on their
levels and varieties of disability. There were problems related with the teaching and learning
process of disable students. It can be very difficult teaching the students while
simultaneously having no access to the needs of special-education. These becoming
especially difficult since classrooms are full of more students.
The library is not wide. So, there is shortage of space. There is no broadband connection.
There is also shortage of workers in library. There is also shortage of computers. When in-
class notes or prepared notes are not satisfactory or possible/timely, a student may record
lectures for personal use. When teaching a student with any disability, many of the
principles for inclusive education were not considered beneficial to any student. The course
materials, content, and instruction did not benefit all learners.

Invigilator was not prepared for those who need invigilator (for visually impaired
students).Additional time was not provided during examination. There is no institution or
office responsible for handling the affairs of disable students. Many factors hindered the
students not to exercise their equal rights to education during their stay in town. Student
and instructors had not met to determine the best way to accommodate exam needs.
Students who need a distraction reduced environment were not placed in a room with less
exam takers than a typical class. Effort taken by the concerned administration to solve the
problems was not sufficient.

5.2 RECOMMENDATION
From the main finding, as recommendations, the following should be taken for improvement
of Students with disabilities. Beside the change concerning of education within this Town
there is still gaps and therefore more intervention are needed.

1. Students with disabilities should empower for decision making power and to able to
decide.
2. In order to enhance the process of strengthening the right to students with disabilities,
effort should be made to empower students with disabilities to exercise their right and
responsibilities like to other members of the society.
3. The government should ensure equal access to education encourage both students
with disabilities and non-disabled students to take responsibility for their sexual and
reproductive behaviour.
4. In the study area students with disabilities took a subordinate position and all things
considered by non-disabled students. As a result of this students with disabilities are
economically dependent, lack of access to education and other public services. To
reduce or solve this problem the government should facilitate access to any services
for students with disabilities.
5. According to the majority of the respondent indicated that poor value to students with
disabilities work by non-disabled students affects students with disabilities in different
ways. This creates on done on them a sense dependency and being subordinate on
 non-disabled students. So the government must be done on these issues to reduce the
right to accessibility of students with disabilities.

REFERENCE

.Convention on the Rights of persons with Disabilities (UN CRPD, 2006)

.Ethiopian education and Training policy (TGE, 1994)
.Ministry of education (MOE) guideline (2001/02)
.Negarit Gazeta, the Emperor Hailey Selassie I, in the order No.70 of 1970
.Report on the Implementation of the UN convention on the rights of person with
disabilities (CRPD, 2012)

.The Convention on the Rights of the Child (1989)

.The standard Rules on the Equalization of Opportunities for people with disabilities (1993)
.Universal Declaration of Human Rights (UN, 1948)
.The United Nations Convention on the Rights of persons with Disabilities (the convention)
on March 11, 2010

.World Conference on Education (1990)

.World Health Organization, 2011, World Report on Disability
.Yard Refine, 2008, policy and provision for students with disabilities in Higher Education
the Ethiopian Case

APPENDIX

Wolaita Sodo University

College of social science and humanities

Department of civic and ethical studies

Questionnaire

Dear respondent,

The researcher is conducting a study on the topic to investigate the right to accessibilityof
students with disabilities in Dembecha town. For this end, I want to collect information to
your which will have a crucial role the attainment of the research objectives. So, you are
humbly invited to make your own contribution for the study by answering the following
questions. Your response will be kept confidential and used only for this research purpose.

General Instructions

No need of writing your name and address

Put this mark on the space provided in the box.

Part -1: personal information

1. Sex A. Male B. Female

2. Age A, 16-20 B.21-25 C. 26-30 above 31

Part 2 Questions related to the education rights of the disabilities

What are the services provided for students with disabilities in Dembecha town from
beginning until the end of their academic stay?
------------------------------------------------------------------------------------------------------------------

Are the residential dormitories comfortable for the students with disabilities?

Yes No

If your answer is no, what makes the dormitories uncomfortable?

--------------------------------------------------------------------------------------------------------------------------
-----------------

Are the ways heading to library, classroom and cafeteria comfortable for students with
disabilities?

Yes No

If your answer is no, write the reasons that make the ways uncomfortable for students with
disabilities? --------------------------------

Write the services which are not provided for students with disabilities in Dembecha town
but which should have been provided? --------------------------------------------------------------------

Are there any problems related with the teaching and learning process of students with
disabilities?

Yes No

If your answer is yes, write the problems related with the teaching and learning process?

What are the special needs of the students with disabilities in Dembecha town?