Department of Special Needs and Inclusive Education
1.1. Overview of the Department
As stressed in the 1948 Universal Declaration of Human Rights, education is a fundamental right
for all. They also need care in well-coming psychosocial environment that values and respects
these students’ diverse differences (The Scottish Government, 2005).
However, significant numbers of children and youth with disability are largely excluded from
educational opportunities for primary and secondary schooling (The Scottish Government,
2005).
Moreover, it is asserted that there is a gap in the provision of access to learners with special
educational needs around the world in general and in Ethiopia in particular (MoE, 2013). For
example, in Ethiopia, over 95% of school age children with special educational needs are out of
schools (Ministry of Education Annual Statistics, 2012). Additionally, those people with special
needs who got chances for education face a number of difficulties such as social, psychological,
economic, curricular etc. and their needs and ability differences are unmet and neglected (MoE,
2006).
Besides, research results indicate that there is lack of identification and assessment of students
with special educational needs and early intervention and rehabilitation practices to mitigate the
problems .These factors result in many dropouts and repetitions of students with special
educational needs (MoE, 2012).
The lack of providing adequate access and opportunities and meeting diverse needs and ability
differences to people with special educational needs results in failure in meeting different goals
set by international and national levels. For instance, if the problem continues as it is, Ethiopia
could not achieve the 2015 Millennium Development Goal regarding attaining Universal
Primary Education For All in 2015.
Moreover, in Ethiopia there is lack of quality education provision at all levels of education
because of limitations in quality teacher training and lack of meeting diverse students’ needs and
ability differences. On the other hand, it is stressed that quality education can be achieved by
conducting inclusive education. Inclusive education refers to as “an ongoing process aimed at
offering quality education for all while respecting diversity and the different needs and abilities,
characteristics and learning expectations of the students and communities and eliminating all
forms of discrimination” (UNESCO, 2008, P.3, as cited in EADSNE, 2010, p.11).
Moreover, students with disabilities and their family members as well as community members
need rehabilitation services by trained and experienced professionals. Rehabilitation refers to
enabling persons with disabilities to reach maximum mental, physical, social, and level of
functioning. The enabling may include educational, psychological, medical and vocational/career
services. Besides, the rehabilitation service helps individuals with special needs to set and
achieve their personal, career, and independent living goals (WHO, 2002).
In Ethiopia, studies indicate that there is lack of rehabilitation services in relation to coverage
and number of services except in few circumstances which have been conducted by some
Community Based Rehabilitation centers. This implies that there is a need to expand
rehabilitation services by training professionals in the area.
The above problems necessitate solution that mitigates psychosocial and educational intervention
and rehabilitation of people with special educational needs that in turn make these people
productive citizens who actively in economic, social, cultural, political and other aspects of life.
The Ethiopian Federal Democratic Republic Ministry of Education has been aware of these
problems and planed to address the problem by issuing inclusive education policy, inclusive
education strategic plan and ESDP IV and other related issues. One of these solutions is training
professionals in special needs and inclusive education (MOE, 2012). Because it is believed that
professionals in special needs and inclusive education are the main agents to realize
implementation of early intervention, identification and assessment of students with special
needs and others who need support and implementation of inclusive education (MoE, 2012).
Additionally, trained manpower in the field has a vital contribution in improving the
participation rates of students with special educational needs in schools, minimizing the number
of repeaters and dropouts from schools, improving their survival skills and quality of life.
Moreover, conducting inclusive education is important for both students with special needs and
without special needs in academic, psychosocial and cognitive development. Besides, inclusive
education is essential for community-school partnership and cooperation and peaceful coexistence and among community members.
