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Inclusiveness Course Outline 2017

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41 views2 pages

Inclusiveness Course Outline 2017

Uploaded by

tedrosweldegebriel465
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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AKSUM UNIVERSITY

College of Educational and Behavioral Sciences


Department of special needs and inclusive Education
I. Course Information
Course Title: Inclusiveness
Course Code: SNIE 1012
Credit Hours: 2 Mode of Delivery: Parallel
Academic Year: 2017 E.C
II. 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 unfavorable
attitude, negligence, inaccessibility and exclusion from all development endeavors. 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.
III. Course objective and Expected Learning outcomes
 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
 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 endeavors and in all environments.
 Create and maintain successful inclusive environment for persons with disabilities and
vulnerabilities
IV. Course content
Chapter1: Understanding Disabilities and Vulnerabilities
1.1 Definitions of Basic Terms (Impairment, Disability and Handicap)
1.2 Basic Theoretical Approach to the study of persons with disabilities
1.3 . Classifications of persons with special needs
1.3.1 Sensory impairments
1.3.2 Children with Intellectual Disability
1.3.3 Children with Learning disability
1.3.4 Children with Communication Disorders
1.3.5 Children with Emotional and Behavioral Disorders
1.3.6 Gifted and Talented Children
1.3.7 Children and youth with physical, and health impairments
1.3.8 Autism
1.4 Vulnerability

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Chapter 2: Concept of Inclusion
2.1. Educational placement for children with special needs
2.1.1. Segregated education
2.1.2. Integrated education
2.1. 3. Inclusive Education
2.2. Principles of Inclusion
2.3. Rationale for Inclusion
2.4. Benefits of Inclusion
2.5. Barriers to Inclusion
Chapter 3: Impact of Disability and Differentiated services
3.1. Impact of Disability and Vulnerability on daily life
3.2. The Family and Disability
3.3. Gender and disability
3.4 Provision of differentiated services for persons with special needs
Chapter 4: Inclusion for Peace, Democracy and Development
4.1. Inclusion for Peace
4.2. Inclusion for democracy
4.2. Inclusion for development
4.3. Inclusion for valuing diversity
4.4. Marginalized group of people
Chapter 5. Legal frame work
5.1. General Overview of Legal frameworks
5.2. International and National Legal Frameworks
V. Approach/Methods/Strategies
This section is flexible to involve the instructor‘s creativity in identifying selecting and adapting the
instructional method to the context of the learner.
VI. Assessment and Evaluation Methods
Assessment of the students would be a continuous process. The following schemes of evaluation
would be used:
 Tests30%
 Assignment/group/assignment20%
 Final exam50%
VII. Reference
 Heward,L.H.(2006).Exceptional Children: An Introduction to Special Education .New Jersey;
Pearson prentice Hall.
 Salisbury ,R.(2008).Teaching pupils with visual impairment: a guide to making the school
curriculum accessible. Bell & Bainltd, Glasgow. SmartJ. (2019). Disability, Society and
the Individual(3 rd).Pro Ed
 Tirussew T.(2002).Human Disabilities: Developmental, Educational and psychological
Implications. Department of Educational Psychology, Addis Ababa University.

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