BAHIRDAR UNIVERSITY

Faculty of Computing
-Software Engineering-
Assignment For Inclusiveness

Submitted to:

Submitted By: Group 2

Members:
Name ID
1. Anwar Ebrahim 1305786
2. Belay Zeleke 1305710
3. Biniyam Tsegaye 1305816
4. Dawit Genetu 1305901
5. Dawit Girma 1305730
6. Ezekiel Misganaw 1305766
7. Fanaye Worku 1305782
1, What are challenges/barriers that hinder to implement inclusive education in
schools?

Although Governments has attempted to create policies that are inclusive for
people with disabilities, their implementation efforts have not resulted in an inclusive
system of education. It is because of various barriers, includes both external and
internal as well.
 Attitudinal Barriers - Negative and non-cooperating attitudes of the stake-holders
like members of society, pears and teachers etc.
 Social exclusion and Discrimination - Disabled persons arc socially
ostracized by non-disabled people in the less developed societies may be due
to their attitudes of fear, ignorance, lack of awareness and traditional
prejudices.
 Peer Pressure - Acceptance by peers provides a much greater challenge for
children with disabilities.
 Attitude of regular teachers - is the attitude of regular teachers.
 Schools as Barriers
 Expense - Teaching students with disabilities in general education classrooms
takes specialists and additional staff to support students’ needs.
 Commutation Problem - Sometimes non-availability of school or its location
in area that cannot be accessed becomes the major barrier for children to get
education.
 Buildings and Infrastructure - the building has not been constructed with
their mobility needs in mind.
 Materials and Technology - for the visually impaired the schools often do
not provide Braille slate, Braille, Braille sheets, Braille-Text books.
 Classroom size - Another challenge in the inclusive schools is high teacher-
student ratios.
 Curriculum as Barriers - curriculum is unable to meet the needs of a wide range
of different learners.
 Untrained teachers as Barrier - The teachers are not trained adequately to teach
the children with special needs.
 Organization of Educational System - Education systems are often centralized
and this inhibits change and initiative.
 Constraints of Resources - Adequate financial resources are a big challenge to
inclusion.
 Misinformation - negative attitudes and stereotypes are often caused by a lack of
knowledge and understanding.
 Accessibility - Some schools are still inaccessible to students in wheelchairs or to
those other mobility aides and need elevators, ramps, paved pathways and lifts to
get in and around buildings.
 Educational Modifications - the curriculum must facilitate inclusive education,
too.
 Cooperation - a lack of communication among administrators, teachers,
 specialists, staff, parents, and students.

2, What are opportunities that help to promote inclusive education in Schools?

 Excellence in teaching and learning - Ensure that the educators have the proper
training, flexibility and enough resources to teach students with diverse needs and
learning styles. Teachers must also establish and implement more effective instructional
practices.
 Leadership - encompasses traits to counter discrimination, bias and favor based on
color, race and other protected characteristics.
 Shared vision - an important process for change projects, serving to amplify success,
increase participation, and erode the divide between project leaders and constituents.
 Encourage Student Interactions - Students would more likely persist if they feel
academically and socially connected to their school. To support the institution’s student
engagement efforts, teachers and staff should provide opportunities for students to
meet and get to know each other better. By letting the students have thoughtful
interactions and conversations with people from different backgrounds and life
experiences, it makes them more aware of their environment.
 Less exclusion - implies a negative separation of a student from their peers.
 Attitude - beliefs, behaviors and emotions which we display through our actions, and
can have a huge influence on how we behave. 
 Nurture confidence - building employee confidence is key to inclusion and provides
insights on how to enhance inclusion at an actionable level in the workplace.
 Embrace Students’ Diversity - It is essential to value and embrace diversity in
ethnicity, religion, gender, sexual orientation, backgrounds and even academic
readiness. Failing to do so can negatively affect a student’s progress. Therefore,
everyone must develop cultural competence and sensitivity to promote inclusion in
school.
 Welcoming - they can get settled if they are welcomed to the good environment.
 Listening - listening from elders and others that have previous experience.
 The long view - being there when they need you over years so that they could run for
extra miles.
 Involve peer group - selecting role models for children by selecting on there own age.
 Promote A Positive Learning Climate - A positive climate can affect students’
learning and engagement in a good way. It is helpful to provide a welcoming
atmosphere to all students regardless of their ethnicities, socio-economic backgrounds
or educational preparedness. As teachers build a personal connection with their
students, it can increase class participation and enthusiasm. Having a supportive
environment motivates students to perform better.

3, Point out legal issues/frameworks which assist to implement inclusive education

both at national and international level?
Inclusive education was developed for the right of students with disabilities to be
educated with their nondisabled peers. Provides children who have disabilities more
opportunities to make friends with their nondisabled peers, as well as enhance their
social skills (Katz & Mirenda, 2002)Nondisabled students become more open minded
and more aware of the diversity of people in society due to their interaction with
peers who have disabilities

Legal Issues:
Individuals with Disabilities Education Act (20 U.S.C. 1412) specifically states that “to
the maximum extent appropriate, children with disabilities, including children in
public or private institutions or other care facilities, are educated with children, who
are not disabled, and that special classes, separate schooling, or other removal of
children with disabilities from the regular educational environment occurs only when
the nature or severity of the disability is such that education in regular classes with
the use of supplementary aids and services cannot be achieved satisfactorily.”
Interpretation remains open for discussionNature or Severity of disability...

 The United Nations Educational, Scientific and Cultural Organization’s 2009

Guidelines on Inclusion in Education state: “Inclusive education is essential to
achieve social equity and is a constituent element of lifelong learning.” This
means that inclusive education is not a marginal issue but is a necessary
component of a quality education for all learners and the development of
inclusive societies.
 The Education and Training Policy
 The Education and Training Policy (1994) under its specific objectives sub-
item, 2.2.3 unequivocally states that persons with disabilities and the gifted
learn in accordance to their potential and needs.
 In its subsequent titles under sub-items 3.2.9, 3.4.11 and 3.7.6 underlines
that there will be special education and training for persons with special
needs, teacher training for special education will be provided in regular
teacher training programs and special attention will be given in the
preparation and utilization of support input for special education
respectively.
 According to the Higher Education Proclamation No.650/2009 article 40 item
one, states that institutions shall make, to extent possible, their facilities and
programs amenable to use with relative ease by physically challenged
students.
 Educational structure no. 2 2.3
 Confirms that efforts will be made to enable people with special needs /both
with disability and the Gifted/ learn in accordance with their potential and
needs.
 Higher Education Proclamation No.650/2009,
 Article 40, item1 states that institutions shall make, to the extent possible,
their facilities and programs are easy to use by physically challenged students.
 The special needs education program strategy (2006)
 The key elements of the strategy are:
 Favorable policy environment
 Duties & responsibilities in education system
 Using strengthening national expertise
 Allocation and use of funds
 Cooperation and partners
 School management
 Teacher education
 Design establishment and functioning of support systems.
 Allocation and use of funds
 Cooperation and partners
 School management
 Teacher education
 Design establishment and functioning of support systems
 Education Sector Development /ESDP IV/
 Expected program outcomes
 Enrollment of children with special educational needs increased at all levels
of education and due attention will be given to girls with special needs
 Number of trained teachers in SNE/ inclusive education increased
 Capacity of schools in addressing the academic and social needs of children
with special educational needs improved
 Ethiopia has adopted and implemented a number of laws, policies and
standards pertaining to people with disabilities, including their right to
productive and decent work.
 UN Convention of the right of person with disabilities (UNCRPDS)
 The UN Convention on the Rights of Persons with Disabilities (2006)
underlines under article 24, sub-article no. 1 and no. 2 “States Parties shall,
recognize the right of persons with disabilities to education, … realizing this
right without discrimination and on the basis of equal opportunity,…ensure
an inclusive education system at all levels… can access an inclusive, quality
and free primary and secondary education on an equal basis with others in
the community”.
 Convention against Discrimination in Education
 To combat discriminatory treatment in education
 promote the opportunity of addressing their learning needs,
 children in disadvantaged situations or who experience conditions of risk,
disability have the right to education of the same quality and standard
 World Declaration on Education for All (EFA)
 This declaration confirms that every human being including children, youth,
adults, females, street children, immigrants, children with disability,… have
right to quality and equity in education.