ADDIS ABABA INSTITUTE OF TECHNOLOGY

PRE-ENGINEERING DEPARTMENT

INCLUSIVENESS GROUP ASSIGNMENT

GROUP MEMBERS

1. ABDURAHIM MUZEMIL - UGR/8538/14

2. ABEL GIDEON - UGR/2607/14

3. EYOR TIBEBE - UGR/0176/14

4. HENOK EYAYALEM - UGR/5473/14

5. MAEDOT ASRAT - UGR/2867/14

6. NEBIYOU ABIYOT - UGR/9988/14

SECTION: 6
SUBMISSION DATE: 7, MAR 2023
1. Go to AAU main campus resource room on Mandela Building and ask
- How many people with impairments (anyone) they are serving?
- What impairments do these people have?
- What services they are giving?
- What the department does for the improvement of buildings for PWDs.(Maedot Asrat)

Physical impairment is typically defined as not being able to perform without assistance two, or sometimes
three of the six basic activities of daily living. It is a condition in which a part of a person's body is damaged or
is not working properly, which leads to physical disability.

A physical disability is a physical condition that affects a person’s mobility, physical capacity, stamina, or
dexterity. This can include brain or spinal cord injuries, multiple sclerosis, cerebral palsy, respiratory disorders,
epilepsy, hearing and visual impairments and more.

From recent studies, here below are the types of impairments at Addis Ababa University with their respective
number of students living with that impairment.
Impairment Male Female Total
Hearing impairment 56 30 86
Visual impairment 48 34 82
Physical impairment 26 8 34
The resource room supports these students by providing different services. Some of these are:
• Providing them with a financial assistance of 500.00 ETB every month.
• consulting these students to help their persistent way of thinking towards them, towards other students
and towards their education.
• Helping students with hearing impairment by arranging a sign language interpreter and for visually
impaired students they create opportunities for them to communicate with volunteer readers.
• giving an internet access, free computer usage, and photocopy and the like for special needs at their
center.
• repairing wheelchairs wheels as they run out in a short period of time.
• Collaboration with different native and foreign organizations like NGOs to make them receive different
material gifts, for instance for blind students; cane, braille, braille papers and the like, for physically
impaired students; crutches
• arranging different special trainings; such as computer training for blind students and life skills training
for all special need students.
* Help in administrative cases..
✓ Facilitating their registration.
✓ Arranging dormitories and making classes suitable for them which in most cases is making their classes
and dormitories on the ground floors.
✓ Assisting them when there is problem on their grade results.
✓ Assisting them in field placement to be assigned in fields of their choice.
In accordance with improving buildings suitable for these special needs the resource room
▪ Give suggestions when buildings are built to contain lifts, ramps, and the like.
▪ Arranges survey research on how to make buildings compatible for special needs and enforcing the
management to construct buildings by the research's recommendations.

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2. Go to Addis Ababa Education Bureau and find out the number of primary students with sensory
impairments and physical impairments learning in Addis Ababa government schools.(Henok
Eyayalem)

Student with 2009 E.C 2010 E.C 2011 E.C 2012 E.C 2013 E.C
special needs M F T M F T M F T M F T M F T
Visual 1,63 1,96 3,599 1,41 1,52 2,945 1,53 2,08 3,621 2,806 3,121 5,927 3,006 3,152 6,158
Impairment 3 6 7 8 6 5
Hearing 1,12 2,22 2,346 841 821 1,662 985 945 1,930 1,271 1,261 2,532 1,518 1,404 2,922
Impairment 2 4
Intellectual 707 550 1,257 793 586 1,379 636 445 1,081 717 537 1,254 927 795 1,722
Disability
Physical 481 404 885 496 417 913 1,07 939 2,015 1,486 1,073 2,559 1,749 1,996 3,745
Disability 6
Others 5,00 4,87 9,884 5,76 4,87 10,64 3,66 3,08 6,742 6,117 5,116 11,23 6,915 5,538 1,245
5 9 9 9 8 2 0 3 3
Total 8,94 9,02 17,97 9,31 8,23 17,54 7,89 7,49 15,38 12,33 11,17 23,50 14,11 12,88 27,00
8 3 1 6 1 7 5 4 9 3 2 5 5 5 0

Table 1: The Enrollment of Pupils with Disability from Year 2009 E.C-2013 E.C

Table 2; Primary Education (grade 1-8) Enrollment of Pupils with Disability

Sub-City Visual Hearing Physical Intellectual Other Total
Impairment Impairment Impairment Disability
M F M F M F M F M F M F T
Ad.Ketema 221 236 98 88 41 23 221 151 771 582 1,352 1,080 2,432
Akaki iti 119 116 79 69 45 28 193 53 203 142 639 408 1,074
Arada 101 100 45 40 31 30 68 55 259 243 504 468 972
Bole 215 211 167 152 68 34 101 78 1123 1114 1,674 1,589 3,263
Gullele 367 345 98 99 89 65 78 58 678 458 1,310 1,025 2,335
Kirkos 98 130 89 67 43 45 67 34 267 120 396 564 960
Kolfe 428 418 192 163 98 89 108 789 445 331 1,271 1,790 3,061
Lideta 133 152 36 48 29 67 45 29 271 251 514 547 1,061
Nefas Silk- 253 263 164 162 34 26 95 46 151 149 563 697 1,343
Lemi kura 66 45 51 46 87 66 90 87 234 211 528 455 983
Yeka 449 485 123 160 104 114 219 172 946 793 1841 1724 3565
Total 2,450 2,501 1,142 1,094 669 587 1,285 1,552 5,34 4,183 10,894 10,128 21,022
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 Table 3: The Enrollment of Students with Disability at all Levels
Level Total number of students2012 E.C Students with Disability2012 E.C

Male Female Total Male Female Total

Pre Primary 10,2661 97,301 199,962 1,626 1,204 2,830

Primary 257,356 286,113 543,469 1,0894 1,0128 21,022

Secondary 86,150 105,469 191,619 1,595 1,555 3,150

Total grade 1-12 446,167 488,883 935,050 14,115 12,885 27,000

3. Write seven tips that will help to overcome the challenges as key considerations for including PWDS
(People with Disabilities) in all programs and project cycle management stages of Assessment,
Planning, Implementation and Monitoring, and Reporting/Evaluation. (Eyor Tibebe)

• Perform a thorough assessment: It is crucial to carry out a thorough assessment that involves
recognizing the unique needs and challenges experienced by PWDS in order to guarantee that all
program and project cycle management stages are inclusive of PWDS. This will make it easier to
determine what tools, services, and accommodations must be offered to guarantee their complete
involvement at all levels.

• Participate in planning and decision-making with PWDS: Any program or project should include
PWDS in its planning and decision-making stages. Understanding their requirements, interests, and
viewpoints will make it easier to make sure the program or project is inclusive and suitable for their
needs.

• Make sure everything is accessible: PWDS must be able to participate completely in all phases of the
program and project cycle management. Accessibility covers both physical and digital accessibility,
such as the provision of accessible restrooms and ramps for wheelchairs as well as accessible documents
and websites.

• Offer any accommodations required: In order to ensure that PWDS may participate fully in all phases
of program and project cycle management, accommodations such assistive devices, sign language
interpretation, and personal assistants may be needed. It is crucial to recognize these requirements
beforehand and make the appropriate preparations.

• All staff members participating in the cycle management of programs and projects should undergo
training on disability inclusion. Training on communication techniques, disability rights, and disability
etiquette should be part of this.

• The participation of PWDS in all phases of program and project cycle management must be monitored
and evaluated in order to make sure that their needs are being addressed and that they are able to
participate completely. This will make it easier to spot any weaknesses or difficulties in the inclusion
efforts and allow for quick corrective action.

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 • Create partnerships with organizations serving people with disabilities: Creating partnerships with
organizations serving people with disabilities is a good method to guarantee that the inclusion of PWDS
is a top priority at all levels of the program and project cycle management. These organizations can
support outreach and advocacy initiatives as well as providing insightful information, resources, and
expertise on disability inclusion.

4. What are some strategies that governments and private sectors can use to improve the employment
prospects of persons with disabilities and marginalized groups?
(Nebiyou Abiyot)

• Anti-discrimination legislation: Laws that make it illegal to discriminate against individuals with
disabilities in various areas including employment, education, public buildings, goods and services, and
political processes.
• Vocational education and training: Technical vocational education and training (TVET) programs can
help to ensure that the workforce has the skills and knowledge necessary to obtain and retain a job,
while also driving productivity and economic growth.
• Wage subsidies: Wage subsidies cover a portion of employees' wages, usually for a limited period of
time, as a way to lessen the risk perceived by employers of hiring persons with disabilities.
• Supported employment: These programs integrate persons with disabilities into the open labor market
by providing direct, on-the-job support to employees with disabilities.
• Workplace accommodation schemes: These schemes reduce the costs to employers of making
workplaces more accessible to persons with disabilities
• Workers' compensation: These programs provide cash and medical benefits to employees whose
disability is acquired in the workplace.
• Quota systems: Quota systems mandate that firms hire at minimum a certain percentage of persons with
disabilities.
5. Write Ten Characteristics of an Inclusive Organization. (Maedot Asrat)
• It accepts diversity and inclusion as a way of life

An inclusive organization is one that values diversity and actively works to create an environment where
everyone feels welcome, respected, and included. Inclusive organizations recognize that diversity brings
different perspectives, experiences, and ideas to the table, which can lead to greater creativity, innovation, and
problem-solving.

An inclusive organization accepts diversity as a way of life by actively seeking out and valuing differences in
race, ethnicity, gender, sexual orientation, age, disability, religion, and other characteristics. It understands that
diversity is not just about numbers, but also about creating a culture where everyone feels valued and included.

In addition to valuing diversity, an inclusive organization actively works to create an environment where
everyone feels included. This may involve providing training and education to employees on topics like
unconscious bias and cultural competency, creating affinity groups and diversity councils, and establishing
policies and practices that support diversity and inclusion.

Ultimately, an inclusive organization is one where everyone feels valued and supported, regardless of their
background or identity. By accepting diversity and inclusion as a way of life, an organization can foster a
culture of respect, collaboration, and innovation, which can lead to greater success and growth for everyone
involved.

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 • It evaluates individual and group performance on the basis of observable and measurable
behaviors and competencies.

An inclusive organization that evaluates individual and group performance on the basis of observable and
measurable behaviors and competencies is likely to create a fair and objective performance evaluation process
that encourages and supports all employees, regardless of their backgrounds and identities.

Using observable and measurable behaviors and competencies means that the evaluation process is based on
specific, quantifiable criteria that can be applied consistently across all employees. This helps to ensure that the
evaluation process is objective and free from bias, and that all employees are evaluated on the same standards.

Additionally, an inclusive organization will likely take steps to ensure that the criteria used to evaluate
performance are relevant to the job and are inclusive of diverse perspectives and experiences.

For example, the organization may seek input from employees with diverse backgrounds to ensure that the
criteria used to evaluate performance are inclusive and culturally sensitive.

Overall, an inclusive organization that evaluates individual and group performance on the basis of observable
and measurable behaviors and competencies can help to foster a positive work environment where all
employees feel valued and supported, and where they can contribute to their full potential.

• It operates under transparent policies and procedures.

Transparency is an essential element of an inclusive organization, as it helps to promote fairness, accountability,

and trust among all stakeholders.

Transparent policies and procedures refer to the clear and open communication of the organization's rules and
guidelines, including its decision-making processes, code of conduct, performance evaluations, and feedback
mechanisms. This transparency ensures that everyone within the organization is aware of what is expected of
them and what they can expect from others. It also allows employees to provide feedback, suggest
improvements, and voice any concerns they may have, without fear of reprisal.

In addition to promoting fairness and accountability, transparent policies and procedures also help to foster a
culture of collaboration and innovation within an organization. By allowing all stakeholders to have a voice and
participate in decision-making, organizations can harness the collective wisdom and creativity of their
employees, leading to more effective and efficient operations.

Overall, an inclusive organization that operates under transparent policies and procedures is more likely to
attract and retain a diverse workforce, build trust with its stakeholders, and achieve its goals and objectives in a
fair and ethical manner.

• It is consistent in its interactions with everyone.

Such an organization is consistent in its interactions with everyone by promoting equality, respect and fairness
in its policies, procedures, and practices.

In an inclusive organization, all employees are treated with respect and given equal opportunities to develop
their skills and abilities. There is no double standard. Leaders and managers strive to create a culture of
openness, transparency, and mutual respect, where everyone is encouraged to express their ideas and opinions

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freely. They listen actively to feedback, concerns, and suggestions from all employees and take action to
address any issues or barriers to inclusion.

Moreover, an inclusive organization recognizes and celebrates the diversity of its workforce and creates a sense
of belonging for all employees. They provide training and education on diversity, equity, and inclusion to all
employees, and hold everyone accountable for creating an inclusive workplace.

• It creates and maintains a learning culture.

An inclusive organization fosters a learning culture by creating an environment where employees feel valued
and respected, and their unique perspectives are appreciated. The organization encourages open communication,
active listening, and the sharing of ideas. Leaders provide ongoing training, development opportunities, and
feedback to promote continuous learning. The organization also supports a growth mindset that emphasizes the
importance of learning from mistakes and taking risks. By recognizing and celebrating diversity, the
organization creates a safe space for individuals to learn and grow together. Ultimately, a commitment to
inclusivity and learning creates a collaborative and innovative workplace where everyone can thrive.

• It has a comprehensive and easily accessible system of conflict resolution at all levels.

To ensure that all members of the organization are able to effectively work together, it is important that there is
a comprehensive and easily accessible system of conflict resolution at all levels. Having a system of conflict
resolution in place will help to ensure that any conflicts that arise can be addressed in a timely and effective
manner. This system should include processes for identifying, addressing, and resolving conflicts, as well as
providing resources to help individuals and teams work through their issues. It should also provide clear
guidelines for how to handle various types of conflicts, such as those between employees, between departments,
or between customers and the organization. In addition to having a system of conflict resolution in place, it is
important that all members of the organization are aware of it and are given the opportunity to participate in it.
This includes providing training and education on the system, as well as creating an environment where all
members feel comfortable discussing their issues and working towards a resolution. By doing this, an inclusive
organization can ensure that all members are able to work together, and that any conflicts that arise can be
addressed in a respectful and productive manner.

• It recognizes that it is part of the community that it serves.

An inclusive organization recognizes that it is part of the community it serves through a number of steps. First,
it works to ensure equitable access to its services and resources for all members of the community, regardless of
background, culture, or identity. It discourages practices that foster exclusion and works to ensure fairness and
respect across all of its interaction with stakeholders. Second, it actively engages the community in decision-
making processes, allowing members of the community to be heard and have an influence on the organization’s
practices. In addition, an inclusive organization frequently provides opportunities for education and community
collaboration.

• It lives its mission and core values.

An inclusive organization lives its mission and core values by actively promoting diversity, equity, and
inclusion at every level of the organization. This means ensuring that all employees, regardless of their
background or identity, have equal opportunities for growth and advancement. It also means creating a safe and
respectful workplace where everyone feels valued and heard. An inclusive organization communicates its
commitment to diversity and inclusion through clear policies, practices, and training programs. It also actively
seeks out and engages with diverse perspectives, experiences, and opinions to drive innovation and growth.

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Ultimately, an inclusive organization lives its mission and core values by embodying them in every aspect of its
operations and culture.

• It values earned privilege over unearned privilege.

An inclusive organization values earned privilege over unearned privilege because it recognizes that individuals
should be rewarded based on their efforts and contributions, rather than on factors such as race, gender, or
social status that they have no control over. In such an organization, people who have worked hard to acquire
skills and experience are given opportunities to advance, while those who may have had advantages due to their
background or connections are not automatically given preferential treatment. This approach promotes fairness
and encourages everyone to strive for excellence, regardless of their background or identity. By valuing earned
privilege over unearned privilege, an inclusive organization creates a culture of meritocracy, where success is
based on individual merit and not on social hierarchies.

• It accepts and embraces change.

An inclusive organization understands that change is an inevitable part of growth and success. They recognize
the need to adapt and evolve in order to stay relevant and competitive in their industry. Inclusive organizations
approach changes with an open-minded and collaborative approach, encouraging all team members to share
their thoughts and ideas on how to improve and implement changes. They prioritize transparency and clear
communication throughout the process, ensuring that all team members feel informed and valued. By
embracing change and making it a positive experience for everyone involved, an inclusive organization creates
a culture of innovation, continuous learning, and adaptability, which ultimately leads to long-term success.

6. What is Stereotype thinking? How can we minimize or avoid it? (Abdurahim Muzemil)
Stereotype thinking refers to the process of categorizing individuals into preconceived and oversimplified ideas
or beliefs about certain groups based on their race, ethnicity, gender, religion, social status, or other
characteristics. Stereotyping can be harmful as it leads to negative attitudes and prejudices towards individuals
or groups and can contribute to discrimination and inequality. Here are some ways to minimize or avoid
stereotype thinking:

1. Be aware of your biases: Recognizing and acknowledging that you have biases is the first step to
minimizing stereotype thinking. We all have biases, and becoming aware of them is crucial to challenge them
and move beyond them.

2. Get to know people as individuals: Avoid relying on preconceived ideas about individuals or groups and
instead get to know them as individuals. Take the time to learn about their unique experiences and perspectives
and avoid making assumptions based on stereotypes.

3. Question your assumptions: When you find yourself making assumptions based on stereotypes, ask yourself
why you are thinking that way. Challenge your assumptions by seeking out different perspectives and
information.

4. Expand your perspective: Seek out information and perspectives from diverse sources. Expose yourself to
different cultures, lifestyles, and experiences, and challenge yourself to learn and understand different
viewpoints.

5. Avoid generalizations: Avoid making sweeping statements about entire groups of people based on
stereotypes. Recognize that each person is an individual and cannot be defined solely by their race, gender, or

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other characteristics. By following these guidelines, we can work towards minimizing stereotype thinking and
fostering a more inclusive and understanding society

7) What are: (Abel Gideon)

A) Sources of Conflict in general and causes of ethnic conflict in particular?

Human interaction inevitably leads to conflict, which can have a variety of causes. Typical causes of conflict
include:

• Goals or interests that differ: When people or groups have opposing aims or interests, it can cause
conflict.
• Resources in short supply: Conflict can result from competition over scarce resources like minerals,
water, and land.
• Disputes can result from individuals or groups competing for control or power.
• Cultural misconceptions: Cultural misunderstandings can lead to miscommunications, which can lead
to conflict.
• Disputes may result from historical injustices, such as colonization or slavery, as well as unresolved
grievances.

When distinct ethnic groups quarrel or clash, there is an ethnic conflict. Some frequent reasons for ethnic
conflict include the following:

a) Ethnic conflicts may have their origins in historical occurrences like colonization, oppression, or cultural
genocide.

b) Economic disparities: When there are economic differences between ethnic groups, it can cause
animosity and violence.

c) Ethnic groups may engage in political power struggles to gain influence in government and access to
resources.

d) Cultural disparities: Cultural differences between ethnic groups can lead to misunderstandings and
hostility.

e) Geographical disagreements: Ethnic conflict may result from disagreements over territory and
resources.

B) How do we resolve conflict?

Conflicts can be resolved in a number of ways, and the best strategy will depend on their type and intensity.
Conflicts are frequently resolved in the following ways:

a) Direct discussion between parties in conflict in order to reach a win-win solution.

b) Through mediation, disputing parties can communicate and negotiate with each other more easily.

c) Arbitration: In this process, a neutral third party hears the arguments from both sides and renders a
legally enforceable verdict.

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 d) Collaboration is the process through which parties in a disagreement discover and resolve its root
causes.

e) Conflicting parties compromise by making concessions in order to come to a mutually agreeable

solution.

f) Avoidance: Parties may decide to put off a disagreement or to avoid it altogether until a more
amenable opportunity to resolve it comes up.

g) Violence: Using violence to settle disputes is never appropriate and must be avoided at all times.

8. What are the human resources and material resources important for persons with disability in
workplaces and social environments? (Abel Gideon)

For people with disabilities to engage fully in work contexts and social settings, both human and material
resources are needed. Among the crucial human resources are:

a) Positive and flexible attitudes are needed by people with disabilities from their employers and
coworkers. This can entail being aware of their requirements, showing them respect, and giving them
the assistance they need to succeed.

b) Professionals that are skilled and knowledgeable are needed to help people with disabilities with their
needs. Examples include physical therapists, sign language interpreters, and job coaches.

c) Supporting networks: People with disabilities need networks of friends, family, and other people
who can offer them emotional support and help when they need it.

d) Information and communication that is accessible to people with disabilities must be provided in a
format they can use and understand, such as braille, large print, or sign language.

People with disabilities need access to suitable material resources as well as these human resources, such as:

a) Access to assistive technology is necessary for people with disabilities to perform their work.
Examples include voice recognition software, text-to-speech programs, and screen readers.

b) Facilities that are accessible are necessary for people with impairments. Examples include wheelchair
ramps, handicapped restrooms, and tactile markings.

c) Personal protective equipment (PPE): Individuals with disabilities need to have access to PPE that
is made to meet their specific requirements, such as face masks with clear windows for those who rely
on lip-reading.

d) Workstations and equipment that can accommodate people with impairments are necessary. Examples
include adjustable desks, ergonomic seats, and assistive technology

9. What is Stakeholder? Write the Characteristics of successful stockholders partnerships. (Abel

Gideon)

A stakeholder is a person, group, or organization with an interest in the operations, choices, and results of
another company or entity. Successful stakeholder partnerships are characterized by inclusiveness, which means

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that all stakeholders are involved, represented, and valued in the partnership. Following are a few traits of
successful stakeholder partnerships:

a) Clear goals and objectives: Successful stakeholder partnerships have a clear purpose and goals that
are agreed upon by all stakeholders. This ensures that everyone is aligned and working towards a
common objective.

b) Inclusive participation: All stakeholders should have the opportunity to participate in the partnership,
regardless of their size, power, or influence. This ensures that all voices are heard and that decisions
are made with the input of a diverse range of perspectives.

c) Transparent communication: Clear and open communication is essential to the success of

stakeholder partnerships. All stakeholders should be kept informed of the partnership's progress,
decisions, and outcomes.

d) Mutual respect and trust: Successful stakeholder partnerships require mutual respect and trust
between all stakeholders. This means valuing and understanding each other's perspectives, and being
committed to working together towards common goals.

e) Flexibility and adaptability: Stakeholder partnerships are dynamic and may need to evolve and adapt
over time. Successful partnerships are flexible and adaptable, able to adjust to changing circumstances
and new information.

f) Measurable outcomes: Successful stakeholder partnerships have measurable outcomes that are
regularly assessed and evaluated. This ensures that the partnership is delivering tangible benefits for
all stakeholders, and that progress can be tracked and reported.

10. What does it mean collaboration? What are the qualities of a successful team? (Nebiyou Abiyot)

Collaboration is the act of working together to achieve a common goal, based on the capacities and abilities of
each individual. It can take place synchronously or asynchronously and provides equal opportunities for team
members to participate and communicate their ideas. Successful collaboration involves mutual relationships and
goals, a jointly developed structure and shared responsibility, and mutual authority and accountability for
success. Helpful factors for successful collaboration include clear and common goals, respect, communication,
delegation, and support. Successful teams communicate well, focus on goals and results, contribute their fair
share, offer each other support, are diverse, have good leadership, are organized, and have fun.

11. Write the seven pillars of inclusion and draw inclusive values framework. (Nebiyou Abiyot)

• Access: This pillar focuses on creating a welcoming environment that is accessible to all individuals.
• Attitude: Attitude refers to individuals' willingness to embrace diversity and take meaningful action to
promote inclusion.
• Choice: This pillar emphasizes the importance of giving individuals the freedom to make their own
choices and be themselves.
• Partnership: Partnership involves building relationships and working collaboratively with others to
promote inclusion
• Communication: Effective communication is essential for creating an inclusive environment where
all individuals feel heard and valued.

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 • Policy: Policies that promote diversity, equity, and inclusion are important for creating a fair and
inclusive environment.
• Opportunity: This pillar emphasizes the importance of providing equal opportunities for all
individuals to succeed, regardless of their background or identity.

12. Discuss the sources of inclusive education and the core policies and conventions towards inclusion.
(Eyor Tibebe)

In order for all students, including those with disabilities, to have access to education and be able to fully
participate in learning opportunities, inclusive education is a strategy. There are several sources for inclusive
education, including international agreements and policies, national legislation, educational research, and
industry standards. Among the fundamental guidelines and conventions for inclusion are:

a) The UNCRPD, or United Nations Convention on the Rights of People with Disabilities, is a legal
document. This 2006 convention mandates that states make sure that education is inclusive and
accessible and respects the right of people with disabilities to access education on an equal basis with
others.

b) The 1948 Universal Declaration of Human Rights (UDHR) affirms that everyone has the right to an
education devoid of any kind of discrimination and urges for the full realization of human potential

c) Framework for Education for All (EFA) This framework, which was agreed at the Global Education
Forum in 2000, aims to guarantee that all children, including those who have disabilities, have access
to high-quality education

d) The US federal law known as the Individuals with Disabilities Education Act (IDEA), which was
implemented in 1975, guarantees that students with disabilities have access to a free and suitable
public education in a setting with the fewest restrictions.

13. What are the special provisions to students with impairments in Addis Ababa University to make
things equity? (you can ask PWDs and/or, the concerned director at AAU) .(Henok Eyayalem)

To encourage equity and inclusivity, Addis Ababa University (AAU) has made an attempt to offer special
accommodations for students with disabilities. Among these rules are some.

a. Disability Resource Center (DRC): To support and assist students with disabilities, AAU has created a
Disability Resource Center. Students with disabilities can receive counseling, scholastic
accommodations, and assistive equipment from the DRC.
b. Campus accessibility: AAU has worked to make the campus handicap accessible for pupils. This
entails the construction of elevators, wheelchair ramps, and accessible bathrooms.
c. Academic accommodations: AAU offers students with disabilities academic accommodations like
extra time for examinations, note-taking help, and alternative course materials formats.
d. Inclusive curriculum: AAU has worked to develop an inclusive curriculum that takes into account the
various requirements of all students, including those with disabilities.
e. Awareness-raising AAU has promoted disability inclusion and sensitized staff and teachers about the
needs of students with disabilities through awareness-raising activities.

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Nevertheless, much more needs to be done to completely promote equity and inclusivity for students with
disabilities at AAU, despite these efforts. There is a need for more teachers and staffs who are knowledgeable
about disability inclusion, as some students with disabilities have reported difficulties accessing certain
buildings and amenities on campus. Additionally, there is a need for ongoing assistance and advocacy for
institutional inclusion of people with disabilities.

14. Find out if there are or were projects that consider PWDs at AAIT different engineering fields and
EiABC. Describe the project or attach the design in picture(s). (Abdurahim Muzemil)

Every year at Addis Ababa University, the graduating class takes part in lots of projects and research papers.
Some of these projects consider people with disabilities as their primary goal of subject and identify their
problems to then solve them using advanced technology and strategic planning.

Here below are the projects at AAiT and EiABC that consider people with disabilities:

1. Autonomous or self-driving wheelchairs: these are robotic devices designed to assist people with
mobility impairments. They use advanced sensors, software, and machine learning algorithms to
navigate through indoor and outdoor environments, avoiding obstacles and following pre-programmed
or user-selected paths. Even though it is still on paper and not developed yet these students have planned
to connect the wheelchair with neural messages of the brain to access instructions of the user. We can
say this project is a little like Stephen Hawkin’s wheelchair. (Biomedical engineering students)
2. Smart cane: electronic device that fits as a handle on walking sticks or white canes used by visually
impaired people. The Smart-Cane adds additional functionality to the cane or walking stick. There are
cameras and sensors attached to the stick to detect obstacles to let the user know which direction he/she
should be following. In addition to that it contains a GPS or map of the different routes around the user
to guide the user with directions like what we have now a days in cars. (Biomedical engineering
students)
3. Project by Mekuannint (4th year urban design student): this project aimed to lessen the usage of stairs
in public areas for vulnerable groups including individuals with disabilities near Arabsa area. There
project was designed to have a straightforward, simple-to-navigate neighborhood and, more crucially, a
park with a football field, tennis courts, and exercise spaces for the elderly and youngsters and for
individuals who have trouble finding places. No matter if they were tourists, immigrants, low-income
locals, or visitors, a "feeling of place" was developed for its occupants which mainly developed the
sense of inclusion.

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 • Here below is a thesis made by an EiABC graduate student Kalkidan Wondafraw on how recreational
parks in Addis Ababa can be improved and be accessible for people with disabilities:

The 9 parks in Addis Ababa were assessed based on different accessibility and design guidelines and the result
showed 30% for Sheger, 33% for Yeka and Addis Ketema, 39% for Kolfe and Anbesa Gebi, 51% for Ethio –
Cuba friendship memorial park, 44% for ECA, 23% for peacock, and 30% for Biheretdige park meet the
criteria. However, a mobility-impaired person who uses wheelchairs cannot access Sheger Park due to a level
difference in the outside and inside park ground. Pathways in all 9 parks were assessed with the required
pathways accessibility standard and it was found that Sheger park had complied with 33% of the requirement.
However, pathways in Sheger, Yeka, Addis Ketema, Peacock, and Bihere Tsige parks are connected with a stair
but no alternative ramps are provided for those using wheelchairs, making it inaccessible for mobility-impaired
individuals.

The 9 parks evaluated by the safety consideration to be taken for people with disabilities all have unsafe
pathways for visually impaired individuals. In Yeka and Sheger parks, open man-holes are observed on the
main travel path, and in Addis Ketema, Anbessa Gibi and Ethio - Cuba Parks, trees are planted. In Kolfe Park,
pathways are at an elevated level with no protection handrail and no tactile markings or orientation guides.
Available park facilities comply with accessibility criteria, but are not connected with main circulation
pathways, making it difficult for mobility or visually impaired individuals to access the parks independently.
The park facilities in Addis Ketema and Peacock parks are not connected with main circulation pathways,
making them inaccessible to mobility-impaired people. In all 9 parks, available pathways are not indicated with
tactile markings or orientation guides, making it difficult for visually impaired individuals to access the
facilities independently.

The observation shows that all parks with Available Parking spaces have not complied with the required
standards for people with disabilities, such as having a dedicated parking space reserved for wheelchair users.
Additionally, signage is important for orientation and way finding for visually impaired people, and all the
parks have failed to comply with the accessibility standards required for mobility-impaired people. This

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suggests that all parks have lower accessibility levels for those with disabilities, especially those who are
visually impaired.

❖ Keeping all those listed above in consideration, Kalkidan Wondafraw has put what her image of a
relatively perfect recreational area looks like with the picture of the design below.

15) Write what your contributions to inclusion will be as future engineers. (Eyor Tibebe)

As future engineers, we can play a significant role in promoting the inclusion of people with disabilities by
designing products, services, and technologies that are accessible and user-friendly for everyone. To list some
examples, we will:

1. Participate in diverse teams to ensure all opinions are heard and taken into account during the decision-
making process.

2. Promote inclusivity and advocate for PWDS-friendly workplaces and environments.

3. Stay up-to-date on issues such as disability rights, accessibility standards, and assistive technologies
through ongoing learning.

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 4. Educate ourselves on the needs and challenges of people with disabilities: as we can learn about the
various types of disabilities and the challenges that people with disabilities face in our everyday lives.
This knowledge will help us design products and services that cater to the needs of people with
disabilities.

5. Collaborate with people in need to understand their needs and gather feedback on their designs. This
collaboration can help us create products and services that are more inclusive and accessible.

6. Apply universal design principles: Universal design is the design of products and environments that are
accessible to people with a wide range of abilities. Therefore, we will apply universal design principles
to our projects to ensure that they are inclusive and accessible to everyone.

7. Advocate for accessibility: Future engineers can advocate for accessibility by raising awareness about
the importance of designing products and services that are inclusive and accessible to everyone. They
can also work with policymakers and stakeholders to promote accessibility standards and guidelines.

8. Participate in hackathons and design challenges: Participating in hackathons and design challenges that
focus on creating accessible solutions can help future engineers develop their skills and knowledge in
designing for inclusion.

Overall, future engineers can contribute to the inclusion of people with disabilities by designing products,
services, and technologies that are accessible, inclusive, and user-friendly for everyone.

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