Disability In Ethiopia

This book is open access under a CC BY 4.0 license. This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other “experts”, and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belonging, and tr ying to move toward educational equity.

Research Paper (postgraduate) from the year 2020 in the subject Sociology - Work, Education, Organisation, , language: English, abstract: The general objective of this study is to examine the socio-economic challenge of students with disability in the University of Gondar in the case of Maraki campus. According to world report on Disability, more than one billion humans or 15% of the world’s population stay with some shape of disability, of whom, nearly 200 million ride considerable difficulties in functioning. In the years ahead, incapacity will be an even larger situation because its incidence is on the rise. This is due to getting older populations and the greater danger of disability in older people as nicely as the global increase in continual fitness prerequisites such as diabetes, cardiovascular disease, cancer and mental fitness problems. People with disability are considered ugly, and they are not welcome in society. People say they have the works of the spirit in them. Because of society‘s influence, a family with a child who has disability considers this child as a burden. In most places, a family hides their child for fear of being outcasts in the village. They would not consider them as useful to the community. Some think they are intellectually impaired too. In most cases, disabled children grow up learning from their parents that they are not worthy of mixing with other kids their age. The children accept the norm and believe they are cursed and under the punishment of God. People with bodily disabilities have skilled slender chances to enjoy college environments or practices due to fewer priorities given by way of academic providers to problems that might also guide the disabled in particular in developing nations in areas such as curriculums, instructing and studying materials, infrastructure, unique programs such as sports and games, environmental troubles and the normal high-quality of education. According to the Education for All (EFA) Global Monitoring Report 2010 reaching the marginalized youngsters with disabilities remains one of the most important problems leading to huge exclusion of the group from nice schooling.

This book is open access under a CC BY 4.0 license. This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other “experts”, and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belonging, and tr ying to move toward educational equity.

This book is open access under a CC BY 4.0 license. This book presents insights into the lived realities of children with disabilities in primary schools in Addis Ababa, Ethiopia. It examines specific cultural and societal characteristics of Ethiopia that influence the education of children with disabilities. The book presents findings drawn from interviews with, and participant observation of the schoolchildren, family members, teachers and other "experts", and places these findings in a cultural-historical context. The multidimensional approach taken allows for, on the one hand, the provision of a historical grounding of the book, explaining the main historical junctures and their implications for education, and the discussion of the role of culture and society as barriers and facilitators of education. On the other hand, it gives the book a more personal angle, allowing the reader to gain insight into what it means to feel like a family, develop a sense of belonging, and tr ying to move toward educational equity. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

This first-of-its kind volume spans the breadth of disability research and practice specifically focusing on the global South. Established and emerging scholars alongside advocates adopt a critical and interdisciplinary stance to probe, challenge and shift common held social understandings of disability in established discourses, epistemologies and practices, including those in prominent areas such as global health, disability studies and international development. Motivated by decolonizing approaches, contributors carefully weave the lived and embodied experiences of disabled people, families and communities through contextual, cultural, spatial, racial, economic, identity and geopolitical complexities and heterogeneities. Dispatches from Ghana, Lebanon, Sri Lanka, Cambodia, Venezuela among many others spotlight the complex uncertainties of modern geopolitics of coloniality; emergent forms of governance including neoliberal globalization, war and conflicts; the interstices of gender, race, ethnicity, space and religion; structural barriers to redistribution and realization of rights; and processes of disability representation. This handbook examines in rigorous depth, established practices and discourses in disability including those on development, rights, policies and practices, opening a space for critical debate on hegemonic and often unquestioned terrains. Highlights of the coverage include: Critical issues in conceptualizing disability across cultures, time and space The challenges of disability models, metrics and statistics Disability, poverty and livelihoods in urban and rural contexts Disability interstices with migration, race, ethnicity, ge nder and sexuality Disabilit y, religion and customary societies and practice · The UNCRPD, disability rights orientations and instrumentalitie · Redistributive systems including budgeting, cash transfer systems and programming. · Global South–North partnerships: intercultural methodologies in disability research. This much awaited handbook provides students, academics, practitioners and policymakers with an authoritative framework for critical thinking and debate about disability, while pushing theoretical and practical frontiers in unprecedented ways.

Despite enjoying considerable economic growth in recent years, Ethiopia is still struggling with the impacts of civil war and protracted humanitarian emergencies, including the ongoing armed conflict between government and Tigrayan forces that began in November 2020. Against a backdrop of insecurity, political instability and periodic famine, the country’s education and health systems remain underdeveloped, with limited funding and many inequalities. The challenges are especially acute for the nation’s minorities and indigenous peoples. Despite significant progress in both areas at the national level, many of these benefits remain out of reach for a large proportion of minority and indigenous community members. This briefing, Access to Education and Health Services among Minority and Indigenous Communities in Ethiopia, presents a selection of relevant indicators to highlight these continued inequalities and the need to ensure these are meaningfully addressed.