Course Title Inclusiveness

Course Code SNIE 1012

Credit Hours 2
Status of Course Compulsory Common Course
Special needs education refers to people with divers’ disabilities, gifted
and talented, and divers’ population being at risk of education and
development. As per the institutional reform that is focusing on
enhancing development for all population, the field of inclusive
education is taking center stage in institutional planning and
improvement. This course introduces the process of achieving inclusion
with all appropriate accessibility and established support system at
institutional level. In this course, the higher education students will learn
how to assess, understand and address
the needs of persons with disabilities and provide relevant support or
seek extra support form 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
Course
psychosocial skills of the population with disabilities. Identification and
Description
removal/management of environmental barriers would find a crucial
place in the course. The students learn how to give more attention and
support for students with; hearing impairments, visual impairment, deaf-
Blind, autism, physical and health impairments, intellectually challenged,
emotional and behavior disorders, learning difficulty, communication
disorders, gifted and talented student, and those at risk due to different
reason (population who are environmentally and culturally deprived,
abused, torched, abandoned, and orphaned and vulnerable…etc.). All
University students will be given the chance to study the specific
developmental characteristics of each group of students with disabilities
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.
The goal of this course is to provide the tools and strategies that help to
create a convenient environment that accommodates population with
divers’ disabilities and potential. This course encourages exploring the
benefits of collaborating with colleagues to design and implement
Learning inclusion an all sphere of life. It also guides the discovery of ways to
outcome of modify environment as well as services and practices to meet the needs
the course of all persons with disabilities 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, the University students of all fields
in Ethiopia will be able to:
1. Aware the needs of people with special needs, their potential and
include all aspects of developmental needs
2. Identify population with special needs, their potentials and the learning
and working styles of all population with special needs in their
environment.
3. Demonstrate desirable attitude towards all population with special
needs in their learning, working and living environment
4. Apply various assessment strategies for evidence-based planning to
 meet their needs
5. Attempt to adapt environments they are working and living in
according to the need and potential of the population with special needs
6. Develop an accommodative and inclusive attitude help to think for the
wellbeing and development of population with special needs.
7. Identify and select appropriate support and services method that
addresses the life needs of population with special needs individually and
on group bases.
8. Collaborate with experts and relevant others for the life success of all
persons with disabilities in all environments.
9. Create and maintain successful inclusive environment

Contact Contents and Sub Contents

Unit 1. Understanding Students with Diverse Needs/Special Needs
1.1 Overview of students with various special needs; sensory, physical,
below average intelligence,
emotional and behavioral challenges, learning difficulties,
communication difficulties, gifted
and talented, students at risk, their developmental characteristics and
preventable causes.
1.2 Theoretical models such as the right model, medical model and social
10 hours model of special needs
and its relevance.
1.3 Educational of students with various special needs.
1.4 Attitudinal barriers and means to enhance awareness among the
community members and
political leaders.
1.5 The relationship between Poverty and Disability
1.6 Planning effective development of population with special needs in
inclusive settings
Unit 2. Understanding Inclusion
2.1 Definition of inclusive environment and the support system
2.2 Elements of Inclusive environment
2.3 Characteristics of inclusive environment
8 hours 2.4 Special needs population’s right in the inclusive environment
2.5 Benefits and Challenges of Inclusion
2.6 Strategies in addressing individual needs.
2.7 Policies, legislations, strategies, legal framework and other related
documents.
Unit 3: Identification of Population with Special Needs
3.1 Development of checklists for identification of various difficulties.
5 hours
3.2 Procedure of identification
3.3 Identifying learners needs, potentials and difficulties in learning
Unit 4. Assessment in Special Needs
4.1 Strategy and procedure to develop assessment instrument.
4.2 Relevant components of assessment instrument.
5 hours
4.3 Progressive assessments
4.4 Portfolios
4.5 Implication of assessment
5 hours Unit 5: Differentiated Services for Populations of Special Needs
 5.1 Content-specific resources for students
5.2 Instructional technology
5.3 Individualized service plan
5.4 Interdisciplinary individualized services plan teams
5.5 Curriculum enrichment
5.6 The role and responsibilities of a general education teacher in the
5.7 Implementation of the individualized services
5.8 Planning group intervention
Unit 6. Promoting Positive Behaviors Institution-wide
6.1 Behavior management modifications
5 hours
6.2 Classroom management for inclusive environment
6.3 3. Social relationships and collaboration in an inclusive environment
Unit 7: Resources for the Inclusive Environment
7.1 Modification of environment and materials
7.2 Adapting learning and working process according to the needs
7.3 Identifying human material and other resources that help inclusive
5 hours
environmental activities.
7.4 Accessing adapted technologies
7.5 Accessing communication through various means such as Sign
Language
Unit 8: Collaborative Partnerships with Stakeholders
8.1 Collaboration to successfully move towards inclusion
8.2 Planning Inclusive development in all sectors
5 hours
8.3 Implementing inclusive
8.4 Individualized support as per the law, policies and directives
8.5 Evaluation and monitoring
General Course Assessment and Evaluation Methods Learning
Dear teacher candidates, for each contents you will complete getting
started activities, read selected
materials complete course works and group assignments. Assessment of
the students would be a
continuous process. The following scheme of evaluation would be used:
1. Individual assignments 20% (optional, depending on the class size and
Assessment
teacher educators
and
teaching load)
Evaluation
2. Group assignment: 20%
3. Overall performance (punctuality, attendance, participation and
collaboration): 10%. This is
based on concrete records of punctuality, attendance and fruitful
participation, that is
measured by teacher educator
4. Written examination (could be more than one time): 50 to 70%
References 1. Alemayehu Teklemariam and Temsegen Fereja (2011). Special Need
Education in Ethiopia:
Practice of Special Needs Education around the World. Washington:
Gallaudet University Press.
2. Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY
and Blackwell: Singapore
3. A Teachers Guide (2001). UNESCO. Inclusive Education and
Classroom Practice in
Secondary Education (2004).
4. 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
5. Tirussew Teferra and Alemayehu Teklemariam (2007). Including the
Excluded: Integrating
disability into EFA Fast Track Initiative Process and National Education
Plans in Ethiopia.
World Vision
6. MOE (2007). School Improvement Program
7. MOE (2010). Special Needs Program strategies implementation guide.
8. MOE (Ministry of Education). (2006). Special Needs Education Program
Strategy. Addis Ababa
9. Understanding and responding to children’s need in inclusive
classroom (2010).
www.european-agency.org
10. ዓለማየሁ ትክለማርያም (2009). በመተባበር መማር፡- አንድ ለሁሉም፣ ሁሉም ለአንድ፣ አዲስ
አበባ፡- ፋርኢስት አታሚ
11. ዓለማየሁ ትክለማርያም (2011). አካቶ ትምህርት ለምን፣ምን፣ለነማን እንዴት፤ አዲስ አበባ፡-
ፋርኢስት አታሚ