1. Why you study inclusiveness?

Inclusive education is defined as a learning environment that promotes full personal

development of all learners irrespective of race, class, color, gender , disability, sexual
preference, learning style and language. We learn how to assess, understand and address the
needs of persons with disabilities and vulnerabilities and provide relevant or seek extra support
from experts.

We learn how to adopt and implementing services for an inclusive environment such as
affective, cognitive, and psychosocial skills of the population with disabilities and vulnerabilities.

It fosters a culture of respect and belonging. It also provides the opportunity to learn about and
accept individual differences.

Inclusive education is important for our life:

- for self reliance.

- to provide a better quality education for all children and are instrumental in changing

discriminatory attitude.

- important for diversity cultural awareness in the class.

- for social equality it is the process of improving the terms on which individual and groups

take part in society improving the ability, opportunity and dignity of those disadvantaged

on the basis of their identity.

2. Why inclusive education gets global recognition in building inclusive society?

Inclusive systems provide a better quality education for all children and are instrumental in
changing discriminatory attitude. schools, provide the context for a child first relationship with
the world outside their families, enabling the development of social relationship and
interaction. Respect and understanding growth when students of divers abilities and
background play socialize, and learn together.

Education that excludes and segregates perpetuates discrimination against traditionally

marginalized groups. when education is more inclusive, so are concepts of civics participation
employment and community life.

3. What key difference are in between the social and medical models of disability?
The social model of disability says that people are disabled by barriers in society. such as
buildings not having a ramp or accessible toilets, or people’s attitudes like assuming people
with disability cannot do certain things.

The medical model of disability says people are disabled by their impairments or difference, and
focuses on what is wrong with the person, not what the person needs. The medical model of
disability creates low expectation and leads to people losing independence, choice and control
in their lives.

4. Write major statements related to inclusion

4.1 UNCRPD (2006)

The Convention follows the civil law tradition, with a preamble, in which the principle that "all
human rights are universal, indivisible, interdependent and interrelated "of the Vienna
Declaration and Programmed of Action is cited. The 25-subsection preamble explicitly mentions
sustainable development, notes that "disability" is an "evolving concept" involving interaction
between impairments and environmental factors,[1] and mentions the importance of a "gender
perspective". The preamble is followed by 50 articles. Unlike many UN covenants and
conventions, it is not formally divided into parts. Let’s see one article;

Article 1 defines the purpose of the Convention: to promote, protect and ensure the full and
equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities,
and to promote respect for their inherent dignity

4.2 UDHR (1948)

The Universal Declaration was adopted by the General Assembly of the United Nations on 10
December 1948. Motivated by the experiences of the preceding world wars, the Universal
Declaration was the first time that countries agreed on a comprehensive statement of
inalienable human rights.

The Declaration consists of the following:

 The preamble sets out the historical and social causes that led to the necessity of
drafting the Declaration.
 Articles 1–2 establish the basic concepts of dignity, liberty, and equality.
 Articles 3–5 establish other individual rights, such as the right to life and the prohibition
of slavery and torture.
4.3 UNCRC (1989)

The UNCRC was drafted in 1989 and is the most widely and rapidly ratified human rights treaty
in history. In total, 196 countries have ratified it - including the United Kingdom on 16 th
December 1991. The USA is the only country that has not ratified the Convention.

Every child has 42 substantive rights under the Convention. These rights can be divided into
several categories:

 General Principle
 Civic rights and freedom
 Violence against children
 Family environment and alternative care
 Basic health and welfare
 Education, leisure and cultural activities
 Special protection measures

4.4 EFA (1990)

It Inclusion is the main component that is used with EFA. Since EFA is a global movement all
children are involved: different cultures, religions, disabilities, and more. The problem that is
faced with inclusion is how different countries define disability. To be more specific the
problem comes with the definition of special needs. This can affect how or if those students can
meet the goals that are created. To make sure all children are included schools collaborate to
see how all the children can meet the certain goals given. This area may be a challenging one
for some and it comes down to what does the term "all" really mean in Education For All? That
is an answer that will vary from country to country and everywhere around the world. There
have been predictions that by the year 2025 the number of children with disabilities will have
risen. A majority of that number will be children in developing countries. Therefore, answers
are needed on how to include all children in the learning and educational goals set. Similar to
technology in schools, inclusion can grow and become more common in schools.

4.5 Salamanca (1994)

Adopted by the World Conference on Special Needs Education:

Access and Quality Salamanca, Spain, 7-10 June 1994

The Salamanca Statement says that:

 every child has a basic right to education

 every child has unique characteristics, interests, abilities and learning needs

5. What is disability and impairment?

 A disability is any condition of the body or mind (impairment ) that makes it more difficult for
the person with the condition to do certain activities (activity limitation )and interact with
world around them (participation restrictions ). there are many types of disability's such as
those that affect a person’s:

-vision - communication

- Movement - hearing

- Thinking - mental health

-Remembering - social relationships .

-Learning

A disability is any continuing condition that restricts averyday activities .the disability services
act (1993) defines ' disability as meaning a disability.

According to the world health organization, disability has three dimensions .

1. impairment in a person's body structure or function or mental functioning .examples of

impairments in clude loss of a limb, loss of vision or memory loss.
2. activity limitation such as difficulty seeing ,hearing, walking or problem solving
3. Participation restrictions in normal daily activities .such as working ,engaging in social
&recreational activities and obtaining health care and preventive services.

Impairment is an absence of or significant difference in a persons body structure or function

or mental functioning .for example problems in the structure of the brain can result in difficulty
with mental functions , or problems with the structure of the eyes or ears can result in
difficulty with the functions of vision or hearing ,

structural impairments are significant problems with an internal or external component of the
body

functional impairments include the couplet or partial loss of function of a body part .

Any loss or abnormalities of psychological, physiological or anatomical structure of function. .

6. Does Ethiopia have legal documents that support the education of persons with
disabilities? If so, please write some of them with major statements they incorporate.
Yes, Ethiopia do have legal documents that support the education of person with disabilities.

According to FDRE Education And Training Policy: people with disabilities must be given a
special treatment.

Universal Declaration of Human Rights was also unanimously adopted by the UN General
Assembly on 10 Dec 1948 to give content to the human rights provisions of Article 55 of
the United Nations Charter and to provide in its words, "a common standard of
achievement for all peoples and nations".140 It consists of a preamble and 30 articles
which have been elaborated in subsequent treaties, regional human rights instruments,
national constitutions and laws.
A general right to education was directly and specifically articulated for the first time in
this Declaration under Article 26(1). It states that:

Every one has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be
compulsory. Technical and professional education shall be made generally

available and higher education shall be equally accessible to all on the

basis of merit".

Thus, children with intellectual disability have as equal right to education as their peers without
intellectual disability. Further, article 2 clearly describes this fact by stating “every one is
entitled to all the rights and freedoms set forth in this Declaration, without
distinction of any kind, such as race, color, sex, language, religion, political or other
opinion, national or social origin, property, birth or other status". In this provision, it is
possible to include children with intellectual disability in the protection by interpreting
the phrase "other status".

Reference

 Med.emory.edu
 Www.merriam-Webster.com
 https://www.wikipedia.org

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