Course Guidebook

1. Course Information
Course Title Inclusiveness
Course Code Incl1012
Credit Hrs./ ECTS Cr Hrs=2 L=2 T=0 P=0 H=6 CP=4
Semester II
Year I
Pre-requisites None
Target Group
Instructor’s Name and Address: Terefe M.
Status of the course: Common
2. Course Description:
Development efforts of any organization need to include and benefit people with various types of disabilities, people at
risks of exclusion/discrimination and marginalization, through providing quality education and training, creating equity,
accessibility, employability, promoting prosperity, reducing poverty and enhancing peace, stability and creating inclusive
society. Unfortunately, this has not been the practice for the majority of people with disabilities and vulnerable groups, due
to unfavourable attitude, negligence, inaccessibility and exclusion from all development endeavours. It is obvious that
people with disabilities are the large stand most disadvantaged minority in the world. They are about 15 percept of the
global population (about one billion people), and 17.6 million in Ethiopia, with most extended families including someone
with a disability (World Health Organization and World Bank and 2011). An exclusion practice of this large number of
persons with disabilities in Ethiopia is an indicator of violating fundamental human rights that undermines their
potential/ability to contribute to poverty reduction and economic growth within their 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.
Inclusiveness promotes effective developments through full participation of all members of a population, people with
disabilities and vulnerabilities, where all are equal contributors of development and equitable beneficiaries. Through
inclusive practices, it is possible to identify and remove social and physical barriers so that people with disabilities
and vulnerabilities can participate and benefit from all developments. Genuine inclusion of people with disabilities and
vulnerabilities allow of them to actively participate in development processes and eliminate dependence syndrome, leads
to broader benefits for families and communities, reduces the impacts of poverty, and positively contributes to a country’s
economic growth, development and ultimately create inclusive society. All stages of development processes of any
organization should be inclusive through creating equal access to education, health care services, work and employment,
social protection and all development center of human being.
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 behaviour 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 of persons with disabilities and
vulnerabilities. Furth more, they also identify 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.

3.Objective of the course

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. As a result of reviewing various reading materials, completing the
assignments, engaging in related discussions, and strongly workings on activities, towards the completion of the course,

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the students will be able to:
• 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
• 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 endeavour and in all environments.
• Create and maintain successful inclusive environment for persons with disabilities and vulnerabilities
• Promote the process of building inclusive society
4. Syllabus Components
4.1. Course Contents, Methods & strategies, and learning outcomes
Learning Outcomes:
Content & sub- Methods and
Time Students Task At the end of this chapter
contents strategies
students will be able to:
• Listening • Attend the • Define disability and
Chapter 1: • discussion lesson vulnerability
Understanding • Reflections • Listen and • List different types of
Disabilities and • Gapped Lecture take notes disabilities and
• Answer vulnerabilities
Vulnerabilities questions • Explain brief causes of
• Definitions of • Read disability and vulnerability
disability and • Doing class • Describe the brief historical
vulnerability works and movements from segregation
• Types of home works, to inclusion
disabilities and • Reflects • Describe the effect of
vulnerabilities attitude on the move towards
• Causes of inclusion
Week 1
disability and • Discuss models of disability
vulnerability
• Historical
movements from
segregation to
inclusion
• The effects of
attitude on the
move towards
inclusion
• Models of
disability

• Listening • Attend the • Define inclusion

Week 2 Chapter 2: • Note-taking lesson
• Brainstorming • Listen and • Discuss the principles of
Concept of inclusion
• Gapped Lecture take short
Inclusion • Group discussion notes, • Discuss the rationale for
• Definition • Class work • Asking and inclusion
inclusion • Tutorials answering

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 questions,
• Principles of • Describe inclusive
inclusion environment
• Rationale for
inclusion
• Features inclusive
environment

Weeks 3-4 Chapter 3: • Brainstorming • Attend the • Refer to identify the level of
Identification, • Gapped Lecture lesson disability to the right
• Group • Asking and professionals for appropriate
Assessment and discussion/cooperati answering support
Differentiated ve teaching questions, • Identify the needs and
Services • Class work • Group potential of persons with
• Level of • Reflections discussion disabilities for support
disabilities for • Group and • Doing group • Identify the needs of persons
support individual and with vulnerabilities for
• Needs and presentation individual support
potentials of • Field visit presentations • Assess and evaluate the
persons with • Role-play • Participating availability of legal
disabilities • Seminar in group frameworks in line with
• Needs and discussions, inclusion
potentials of field visits, • Assess and evaluate the
persons with • Reflection inclusiveness of the sector
vulnerabilities • Special plans
• Assessment and needs/Inclusi • Assess and evaluate the
evaluation ve education favourability of attitude
Availability of experts • Assess and evaluate the
legal consultation accessibilities of social and
frameworks in physical environments
line with • Design strategies and
inclusion plans ,that remove social and
• Assessment and physical barriers to facilitate
evaluation inclusiveness
inclusiveness of • Describe the components and
the sector plans purpose of differentiated
services plans Use applicable
• Assessment and assistive technologies and
evaluation software to enhance
attitude towards inclusion
inclusion
• Assessment and
evaluation of
accessibilities of
social and
physical
environments
• Assessment and
evaluation of
strategies and
plans that
remove social
and physical
barriers to
facilitate
inclusiveness
• The components
and purpose of

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 differentiated
service plans
3.10, Assistive
technologies and
software to enhance
inclusion
•
Asking and • Define Inclusive Culture
Chapter 4: • Brainstorming answering
Promoting Inclusive • Cooperative questions, • Discus the dimensions of
Culture teaching • Doing Inclusive culture
• Definition of • Group discussion individual/gr • Evaluate policy related to
Inclusive • Reflections oup Inclusive Culture
Culture • Gapped Lecture assignment,
• Role-play • Participating • Explain the process of
• Dimensions of
• Individual/group in group building community for
Inclusive culture
discussions inclusive culture
• Policy related to presentation
Inclusive • Reflects • Discus approaches of
Culture • Expert establishing inclusive culture
• Building consultation
Week 5 • Discuss inclusive values
Inclusive
Community • Explore and discuss
• Means of indigenous inclusive values
Establishing • Evaluate existing inclusive
Inclusive practices
Culture
• Inclusive Values
• Indigenous
Inclusive Values
and Practices

Week 6&7 • Brainstorming • Asking and • Define Peace, Democracy

Chapter 5: Inclusion • Using cooperative answering and development from the
for Peace, learning questions, perspective of Inclusiveness
Democracy and • Individual work • Doing group • Identify sources of
Development and exclusionary practices
and group work
5.1. Definition of individual • Discuss exclusionary
• Group discussion
Peace, works, practices in the community
• Reflections
Democracy and • Group • Discuss respecting diverse
• Gapped Lecture
development discussions needs, culture, values,
• Role-play
from the • Reflection demands and ideas
• Seminar
perspective of • Participation • Discus conflict emanated
Inclusiveness in role play from exclusion
5.2. Sources of and seminar • Explain means and benefits
exclusionary of participation of the
practices marginalized group of people
5.3. Exclusionary • Discuss the democratic
practices in the principles for inclusive
community practices
5.4. Respecting • Explain the importance of
diverse needs, inclusion for psychosocial
culture, values, development
demands and • Elaborate the importance of
ideas inclusion for economic
5.5. Conflict development
emanated from • Discus the importance of
exclusion inclusion for peace
5.6. The full
participation of

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 the marginalized
group of people
5.7. The
democratic
principles for
inclusive
practices
5.8. The
importance of
inclusion for
psychosocial
development
5.9. The
importance of
inclusion for
economic
development
5.10. The
importance of
inclusion for
peace

• Brainstorming •
Asking and • Define the components of
Chapter 6: Legal • Using cooperative answering legal framework
frame work learning questions, • Identify all international and
6.1. • Individual and • Doing group national legal frame works in
Components and relation to inclusiveness
group assignment
of legal individual • Discus the legal frameworks
•Group discussion
framework works and and their implementations
•Reflections
6.2. presentations • Exploring the gaps of the
•Gapped Lecture
International • Group legal framework specific to
•Role-play
legal frame discussions the sector
Week 8 • Field visit • Reflection
works in • Assess and evaluate persons
relation to • Participation with disabilities are equally
inclusiveness in role play and equitably treated
6.3. National and field
visit • Assess and evaluate the legal
legal frame
frameworks and plans are
works in
implemented
relation to
inclusiveness

• Brainstorming • Asking and • Define inclusive resources

Chapter 7 Resources • Using cooperative answering • Explain the need of planning
Management for learning questions, for inclusion services
Inclusion • Interactive lecture • Group • Identify appropriate
7.1. Resources for • Group discussion discussions resources for inclusive
Week 9 • Reflection development
inclusion
7.2. Planning for • Discus how to develop
inclusion services budget for inclusive services

Week 10 Chapter 8: • Brainstorming • Asking and • Define collaboration,

Collaborative • Using cooperative answering partnership and stakeholder
Partnerships with teaching questions, • Identify key elements of
stakeholders • Interactive lecture • Doing group successful collaboration
8.1. Definition of • Group discussion discussion,
collaboration, • Reflection • Reflection • Describe the benefits and
partnership and stack assignment • Participation challenges of collaboration
for various stakeholders for

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 holder • field visit in field visit the success of inclusion
8.2. Key elements of and role-play
successful • Discus the strategies for
collaboration effective co-planning and
8.3. The benefits and team working
challenges of • Identify characteristics of
collaboration for
successful partnerships
various stakeholders
for the success of
inclusion
8.4. The strategies for
effective co-planning
and team working
8.5. Characteristics of
successful
stockholders’
partnerships
8.6. Strategies for
community
involvement
4.2. Assessment Strategies & Techniques and Course Policy
Assessment
• Group assignment…………………………………………………20%
• Midterm Exam……………………………………………………30%.
• Final Exam ………………………………………………………,,50%
Total………………………………………………..……………….100%
Course policy A student has to:
• Attend at least 85% of the classes.
• Take all continuous assessments and mid Exam.
• Take final examination.
• Respect all rules & regulations of the university.
4.3 Instructional Resources
Module
Module for the course: Inclusiveness
References
• Alemayehu Teklemariam and TemsegenFereja (2011). Special Need Education in Ethiopia: Practice of Special
Needs Education around the World. Washington: Gallaudet University Press.
• Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and Blackwell: Singapore
• A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in Secondary Education
(2004).
• 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
• TirussewTeferra and Alemayehu Teklemariam (2007). Including the Excluded: Integrating
disability into EFA Fast Track Initiative Process and National Education Plans in Ethiopia.
World Vision
• MOE (2007). School Improvement Program
• MOE (2010). Special Needs Program strategies implementation guide.
• MOE (Ministry of Education). (2006). Special Needs Education Program Strategy. Addis Ababa
• Understanding and responding to children’s need in inclusive classroom (2010).
www.european-agency.org
• ዓለማየሁተክለማርያም (2009). በመተባበር መማር፡- አንድ ለሁሉም፣ ሁሉም ለአንድ፣ አዲስ አበባ፡- ፋርኢስትአታሚ
• ዓለማየሁተክለማርያም (2011). አካቶትምህርትለምን፣ምን፣ለነማንእንዴት፤ አዲስአበባ፡- ፋርኢስትአታሚ

Approval section

Name Signature Date

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Instructor’s Terefe Mihret 11/4/2015

Comman course
facilitator