Debre Birhan University
College of Social Sciences and Humanities
Department of Psychology
Course Title: Inclusiveness
Credit hours: 2 (4 ECTS)
Instructor: Degarege H/M.
Course code: SNIE 1012
Contact hours: 32 Hours
Mode of delivery: Semester based/Parallel
Instructor office: SE-06, G +2, F2-08
II. Course Description
This course is delivered to first year university students. The students learn how to give more
attention and support for persons with; hearing impairments, visual impairment, deaf-Blind,
autism, physical and health impairments, intellectually challenged, emotional and behavior
disorders, learning difficulty, communication disorders, vulnerable persons including gifted
and talented, and those at risk due to different reason (persons who are environmentally and
culturally deprived, abused, torched, abandoned, and orphaned..etc.). All University students
should be given the chance to study the specific developmental characteristics of each group
of persons with disabilities and vulnerabilities. Furth more, they also identify the major
environmental and social barriers that hinder the development of individuals; 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.
III. Course objective and Expected Learning outcomes
The objective of this course is to develop knowledge, skill and attitude of the learners so that
they can provide appropriate services, the tools and strategies that help to create a convenient
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 students will be able to:
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
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Apply various assessment strategies for service provisions for evidence-based planning
and implementation to meet the needs of persons with disabilities and vulnerabilities
Adapt environments and services according to the need and potential of the persons with
disabilities and vulnerabilities
Utilize appropriate assistive technology and other support mechanisms that address the
needs of persons with disabilities and vulnerabilities
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
Promote the process of building inclusive society
Course Contents
Chapter 1: Understanding Disabilities and Vulnerabilities
1.1 Definitions of disability and vulnerability
1.2 Types of disabilities and vulnerabilities
1.3 Causes of disability and vulnerability
Chapter 2: Concept of Inclusion
2.1 Definition inclusion
2.2 Principles of inclusion
2.3 Rationale for inclusion
2.4 Features inclusive environment
Chapter 3: Identification, Assessment and Differentiated services
3.1 Level of disabilities for support
3.2 Needs and potentials of persons with disabilities
3.3 Needs and potentials of persons with vulnerabilities
3.4 Assessment and evaluation Availability of legal frameworks in line with inclusion
3.5 Assessment and evaluation inclusiveness of the sector plans
3.6 Assessment and evaluation attitude towards inclusion
3.7 Assessment and evaluation of accessibilities of social and physical environments
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3.8 Assessment and evaluation of strategies and plans that remove social and physical
barriers to facilitate inclusiveness
3.9 The components and purpose of differentiated service plans
3.10 Assistive technologies and software to enhance inclusion
Chapter 4: Promoting Inclusive Culture
4.1 Definition of Inclusive Culture
4.2 Dimensions of Inclusive culture
4.3 Policy related to Inclusive Culture
4.4 Building inclusive community
4.5 Means of establish inclusive culture
4.6 Inclusive values
4.7 Indigenous inclusive values and practices
Chapter 5: Inclusion for Peace, Democracy and Development
5.1.1 Definition of peace, democracy and development from the perspective of
inclusiveness
5.2. Sources of exclusionary practices
5.3. Exclusionary practices in the community
5.4. Respecting divers needs, culture, values, demands and ideas
5.5. Conflict emanated from exclusion
5.6. The full participation of the marginalized group of people
5.7. The democratic principles for inclusive practices
5.8. The importance of inclusion for psychosocial development
5.9. The importance of inclusion for economic development
5.10. The importance of inclusion for peace
Chapter 6: Legal frame work
6.1. Components of legal framework
6.2. International legal frame works in relation to inclusiveness
6.3. National legal frame works in relation to inclusiveness
Chapter 7 Resources Management for Inclusion
7.1. Resources for inclusion
7.2 Planning for inclusion services
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Chapter 8: Collaborative Partnerships with stakeholders
8.1 Definition of collaboration, partnership and stack holder
8.2 Key elements of successful collaboration
8.3 The benefits and challenges of collaboration for various stakeholders for the
success of inclusion
8.4 The strategies for effective co-planning and team working
8.5 Characteristics of successful stockholders partnerships
8.6 Strategies for community involvement
Approach/Methods/Strategies
Interactive lectures
Cooperative learning
Brainstorming
Discussion etc.
Assessment and Evaluation Methods
Continuous assessment-20%
Mid exam- 30%
Final exam- 50%
You must score 40% of continuous assessment and 40% of your final
examination.
Course Policy
Responsibilities of Instructors
Provide the students with the syllabus and other materials well ahead of the delivery of it
Facilitate students’ assignments and provide the students with timely feedbacks on their
graded and ungraded academic works
Design and execute students’ consultation program
Responsibilities of Students
Students are expected to actively and fully attend and participate in the class. Missing
class is highly forbidden and has consequences as per the Legislation of the University.
Cheating during exam and copying other students’ work will have serious of
consequences.
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
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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. Understanding and responding to children’s need in inclusive classroom (2010).
[Link].