Unity University

Department of Common and Supportive Courses

I. Course Information
Course Title: Inclusiveness
Credit hours: 2 hrs
Course code: SNIE 1012
II. Course Description
In this course, the higher education students will learn how to assess, understand and address the needs of
persons with disabilities and vulnerabilities; and provide relevant support or seek extra support from
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 psychosocial skills of the
population with disabilities and vulnerabilities. Identification and removal/management of environmental
barriers would find a crucial place in the course. 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. Furthermore,
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 Objectives
On completion of this course, learners would 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 with disabilities and vulnerabilities
Demonstrate desirable inclusive attitude towards all persons with disabilities and vulnerabilities in
full participations.
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.
IV. Course Contents
Chapter 1: Understanding Disabilities and Vulnerabilities
1.1 Definitions of Basic Terms (Impairment and Disability)
1.2 Causes of Disabilities
1.3 Types of Disabilities
Chapter 2: The Concept of Inclusion
2.1 Basic Concepts of Inclusion

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 2.2 Principles of Inclusion and Rationale for Inclusion
2.3 Factors that Influenced Development of Inclusion
2.4 Benefits of Inclusion
2.5 Ultimate Goal of Inclusion
2.6 Features of Inclusive Environment
2.6.1 Inclusive Environments
2.6.2 Barriers of Inclusion
Chapter 3: Identification and Differentiated Services
3.1 Impact of Disability and Vulnerability on daily life
3.2 Diverse Needs of Persons with Disabilities and Vulnerabilities
3.3 Disability, Vulnerability and the Environment
3.4 Strategies to Disability Inclusive Intervention and Rehabilitation Services
3.5 Implement Inclusive Job Opportunities and Employment
Chapter 4: Promoting Inclusive Culture
4.1 Definition of Inclusive Culture
4.2 Dimensions of Inclusive Culture
4.3 Building Inclusive Community
4.4 Means of Establishing Inclusive Culture
4.5 Inclusive Values
4.6 Indigenous Inclusive Values and Practices
Chapter 5: Inclusion for Peace, Democracy and Development
5.1 Definition of Peace, Democracy and Development
5.1.1 Inclusion for Peace
5.1.2 Inclusion for Democracy
5.1.3 Inclusion for Development
5.2 Importance of Inclusion
5.3 Respecting Diverse Needs, Culture, Values, Demands and Ideas
5.4 Marginalized Group of People
Chapter 6: Legal Framework
6.1 General Overview of Legal Frameworks
6.2 Legal Frameworks Regarding Inclusion
6.3 International and National Legal Frameworks
6.3.1 International Legal Framework
6.3.2 National Laws and Policy Frameworks
Chapter 7: Resources Management for Inclusion
7.1 Provisions of Resources
7.1.1 Resources for School Children
7.1.2 School Based Resource Room
7.1.3 Human Resources in Schools
7.1.4 School Based Material Resources
7.2 Accommodations
7.3 Resources for Work/Social Environment
Chapter 8: Collaborative (Cooperative) Partnerships with Stakeholders
8.1 Collaboration
8.2 Cooperativeness
8.3 Stakeholder
V. Methods of Delivery
 Brainstorming  Independent student work
 Teacher’s presentation  Presentation/reflection
 Discussion  Project work

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 VI. Assessment and Evaluation Methods
The following schemes of evaluation would be used:
 Attendance……………………………………………5%
 Group Assignment…..……..……………………….10%
 Presentation…..……………..……………………….10%
 Test 1………………………………………………...10%
 Test 2………………………………………………...15%
 Final exam…………………………………………..50%
 Total………………………………………………..100%
Requirements
To successfully pass the course, the learner should fulfill the following:
 Regularly attending class
 Active participation and cooperation in group discussions and collaborative work
VII. References
Alemayehu T. and Temsegen F. (2011). Special Need Education in Ethiopia: Practice of Special Needs
Education around the World. Washington: Gallaudet University Press.
Alemayehu T. (2019). Inclusive Education in Ethiopia: WILEY and Blackwell: Singapore.
Berit H. and Alemayehu T. (2006). Towards Special Needs Education as a University Discipline: An
Important step on the way to Education for All. In When All Means All. HakapainoOy: Helsinki.
Hallahan D. and Kauffman J. (2018). Exceptional Learners: An Introduction to Special Education (14th
ed).Pearson.
Hayes, A. M., and Bulat, J., (2017). Disabilities inclusive education systems and policies guide for low-
and middle-income countries. RTI Press Publication No. OP-0043-1707. Research Triangle Park,
NC: RTI Press.
Heward, L.W. (2006). Exceptional Children: An introduction to special education (8th ed).USA: Pearson
Education, Inc.
King, L. and S. Schielmann. (2004).The Challenge of Indigenous Education: Practice and perspectives.
Paris: UNESCO.
Loreman, T., Deppeler, J. and Harvey, D. (2005). Inclusive education: a practical guide to supporting
diversity in the classroom. Routledge, Falmer,UK, Taylor and Francis Group.
Lourens, H., McKinney, E. L. and Swartz, L. (2016). “Disability and Education: More than Just Access”.
In The Palgrave International Handbook of Education for Citizenship and Social Justice. London:
Palgrave Macmillan.
MOE (Ministry of Education). (2006). Special Needs Education Program Strategy. Addis Ababa
MOE (2007). School Improvement Program.
MOE (2010). Special Needs Program strategies implementation guide.
Pullen, H. K. (2014). Exceptional Learners An Introduction to Special Education Hallahan Kauffman
Pullen Twelfth Edition.
Reuben Escorpizo, So¨renBrage, D. H. and G. S. (2015). Handbook of Vocational Rehabilitation and
Disability Evaluation.
Robert J. Gatchel, I. Z. S. and C. T. R. (2018). Handbook of Rehabilitation in Older Adults.
Salisbury, R. (2008). Teaching pupils with visual impairment: a guide to making the school curriculum
accessible. Bell & Bain ltd, Glasgow.
Tirussew T. (2002). Human Disabilities: Developmental, Educational and psychological Implications.
Department of Educational Psychology, Addis Ababa University.
Tirussew T. (2005). Disability in Ethiopia: Issues, insights and implications. Addis Ababa University
Printing Press.
UNICEF (2014). Conceptualizing Inclusive Education and Contextualizing it within the UNICEF
Mission - Companion Technical Booklet .Webinar, New York.
Note: Students are also recommended to read other related sources.

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