The right to education of children with intellectual disability and its implementation in Addis Ababa

177 Pages·2012·4.22 MB·English

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ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
FACULTY OF LAW

The Right To Education Of Children With Intellectual
Disability And Its Implementation In Addis Ababa

BY: HIWOT ABEBE

A THESIS SUBMITTED IN THE PARTIAL FULFILLMENT OF
THE REQUIREMENT FOR THE DEGREE OF MASTERS OF
LAWS IN HUMAN RIGHTS LAW,
FACULTY OF LAW

March, 2011
ADDIS ABABA

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ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
FACULTY OF LAW

THE RIGHT TO EDUCATION OF CHILDREN WITH INTELLECTUAL
DISABILITY AND ITS IMPLEMENTATION IN ADDIS ABABA

By: Hiwot Abebe

Approved by:

Board of Examiners

1. ……………………………. …………………………… ……………………
Advisor Signature Date

2. ……………………………. …………………………... …………………….
Examiner Signature Date

3. …………………………… …………………………… ……………………
Examiner Signature Date

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ACKNOWLEDGEMENT

First of all I would like to thank the Almighty God for all the strength and courage he has given
to me. The same goes to his mother Saint Virgin Mary for her imploring.

Secondly, I would like to forward my appreciation to my advisor, Pro. Tilahun Teshome, who
has sacrificed his precious time to critically read the thesis and give important suggestions and
constructive comments until the final stage. Thanks a lot.

I would like to thank W/ro Tsegei Anbereber and all workers of Ethiopia National Association
on Intellectual Disability and Ato Belete Hiruy from Handicap International for their lovely and
supportive cooperation.

Finally, my deepest thanks goes to my husband Ato Tewodros Teshome, my whole family and
friends for their persistent encouragement, advice and support, without which the thesis would
not have been successful.
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Table of Contents
Page
Abstract………………………..………………………………………………………… i
Acronomy ………………….………………………………………………………….... ii
Key Words …………………………………………………………………………….. iv
Concept Definition………………….………………………………………………….. v
List of Tables, Charts and Photo…..………………………………………………….. vi
List of Annexes…………...…………………………………………………………… vii
Chapter One: Introduction
1.1. Background of the Study……………………………………………………………… 1
1.2. Statement of the Problem………………………………………………………… 2
1.3. Research Question……………………………………………………………….. 4
1.4. Objective of the Study…………………………………………………………… 4
1.5. Scope of the Study……………………………………………………………….. 5
1.6. Significance of the Study………………………………………………………… 5
1.7. Research Methodology…………………………………………………………... 6
1.7.1. Method and Instruments of Data Collection……………………………..... 6
1.7.2. Source of Data……………………………………………………………... 7
1.7.3. Sample size and Sampling Techniques…………………………………..... 7
1.7.4. Data Collection Procedure………………………………………………… 7
1.8. Organization of the Study………………………………………………………... 8
1.9. Limitation of the Study…………………………………………………………... 8

Chapter Two: Review of Related Literature
2.1. General Concept of Right to Education………………………………………… 9
2.1.1. Definition of the Right to Education……………………………………... 9
2.1.2. The Nature of the Right to Education……………………………………. 10
2.1.3. The Justifications for the Realization of the Right to Education………… 14
2.1.4. Duty Bearer in the Realization of the Right to Education……………….. 18
2.1.5. Immediate Vs Progressive Realization of the Right to Education………. 23
2.1.6. Minimum Core Obligation of the Right to Education…………………… 26
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2.2 The General Concept of Intellectual Disability………………….……………… 28
2.2.1. Definition of Intellectual Disability……………………………………... 30
2.2.2. Types of Intellectual Disability………………………………………….. 32
2.2.2.1. Mild Intellectual Disability…………………………………….. 33
2.2.2.2. Moderate Intellectual Disability……………………………… 33
2.2.2.3. Severe Intellectual Disability…………………………………... 34
2.2.2.4. Profound Intellectual Disability………………………………... 35
2.2.3. Causes of Intellectual Disability………………………………………… 35
2.2.4. Education and Intellectual Disability: Inclusive Vs Special Need Education... 37

Chapter Three: The Right to Education of Children with Intellectual Disability
under International, Regional and Domestic Instruments
3.1. The Right to Education of Children with Intellectual Disability
under International and Regional Instruments…………………………………... 42
3.1.1. Universal Declaration of Human Rights…………………………………. 42
3.1.2. International Covenant on Economic, Social and Cultural Rights………. 44
3.1.3. United Nation Convention on the Right of Person with Disabilities……. 48
3.1.4. The Standard Rules on the Equalization of Opportunities for Persons
with Disabilities………………………..……………………………….. 51
3.1.5. Declaration on the Rights of Mentally Retarded Persons………………... 55
3.1.6. Convention of the Rights of the Child…………………………………… 56
3.1.7. Convention Against Discrimination In Education……………………….. 60
3.1.8. African Charter on the Rights and Welfare of the Child………………… 62
3.1.9. European Convention for the Protection of Human
Rights and Fundamental Freedoms………………………………………. 65
3.2. The Right to Education of Children with Intellectually Disability under
the Laws, Policies and Programs of Ethiopia…………………….......... 67
3.2.1. A Brief Historical Background of Right to Education in Ethiopi…......... 68
3.2.2. The FDRE Constitution................................................................................ 69
3.2.3. The Civil Code of the Empire Ethiopia…………………………………... 74
3.2.4. The Revised Family Code of Ethiopia………………………………… 75
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3.2.5. Right to Education of Children with Intellectual Disability under
the Federal Government Educational Policies and Programs………........ 75
3.2.5.1. The Education and Training Policy (1994)……………………... 75
3.2.5.2. Special Needs Education Program Strategy (2006)………….. 78
3.2.5.3. The Education Sector Development Program (ESDP)………….. 79
3.2.5.4. The Developmental Social Welfare Policy (1997)……………… 83
3.2.5.5. The National Plan of Action……………………………………. 84

Chapter Four: Implementation of the Right to Education of Children with Intellectual
Disability in Addis Ababa
4.1. Data Representation, Analysis and Interpretation……………………….............. 92
4.1.1. Background Information of Participants…………………………………... 92
4.1.2. Data Representation, Analysis and Interpretation of Responses of
Special Class Teachers…………………………………………………….. 96
4.1.3. Data Representation, Analysis and Interpretation of Responses of
Inclusive Regular Class Teachers………………………………………… 103
4.1.4. Data Representation, Analysis and Interpretation of Responses of
Inclusive Regular Class Students………………………………………… 109
4.1.5. Data Representation, Analysis and Interpretation of Responses of
Children with Intellectual Disability: Inclusive Class................................... 113
4.1.6. Data Representation, Analysis and Interpretation of Responses of
Children with Intellectual Disability: Special Class…………………… 118
4.1.7. Data Representation, Analysis and Interpretation of Responses of
School Directors............................................................................................. 123
4.1.8. Data Representation, Analysis and Interpretation of Responses of
Non-Governmental Organizations and a Government Body………….. 128

Chapter Five: Summary, Conclusion and Recommendation
5.1. Summary……………………………………………………………… 136
5.2. Conclusion……………………………………………………………. 139
5.3. Recommendation…………………………………………………….. 140
Bibliography………………………………………………………………………. 142
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ABSTRACT

The purpose of this research is to assess the implementation of the right to education of children
with intellectual disability in Addis Ababa. To this end, a descriptive survey is employed.
Quantitative and qualitative research methodologies were administered. Questionnaires,
interviews, and field visits were used as data gathering tools. The responses were interpreted
and analyzed. The primary sources of data were children with intellectual disabilities from
special and regular classes, inclusive regular class teachers, special class teachers, inclusive
regular class students, school directors, concerned Government body and NGOs. A total of 160
respondents were selected using purposive sampling techniques. Secondary sources of data are
reports of the Central Statistic Agency on the status of disability in Ethiopia and Education
Abstract published by Ministry of Education.

Finally the quantitative data were analyzed using percentage while the qualitative ones were
transcribed and analyzed. The core findings of the study are; 1st) The study finds out that schools
in Addis Ababa having special and inclusive classes are not available and physically accessible
for children with intellectual disability as a result a great majority of children with intellectual
disability are out of reach of education. 2nd) The study disclose the fact that those available
schools are not equipped with relevant learning materials and teaching aids pertaining the
special needs of children with intellectual disability. 3rd) The study reveals that the school
environment in most of the schools with special and inclusive classes are not convenient and
comfortable for children with intellectual disability. 4th) At last, the good thing is there is
favorable policy environment for fully adopting inclusive education in the future in Ethiopia.

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ACRONOMY

AAIDD: - American Association for Intellectual and Developmental Disability.
AAMR: - American Association on Mental Retardation.
ACRWC: -African Charter on the Rights and Welfare of the Child.
AIDS: - Acquired Immino-Deficiency Syndrome.
Art: - Article.
AU: - African Unity.
CADE: - Convention Against Discrimination in Education.
CRC: - Convention on the Rights of the Child.
CSA: - Central Statistic Agency.
CSTC: - Community Skill Training Center.
ECHR: - European Court of Human Rights.
ECOSOC: - United Nation Economic and Social Council.
ECPHRF: - European Convention for the Protection of Human Rights and Fundamental
Freedoms.
Ed.: - Editor.
Eds.: - Editors.
EEA: - English Education Act.
EFPD: - Ethiopian Federation of Persons with Disabilities.
ESDP: - Education Sector Development Program.
FDRE: - Federal Democratic Republic of Ethiopia.
HIV: - Human Immino-deficiency Virus.
ICCPR: - International Covenant on Civil and Political Rights.
ICESCR: - International Covenant on Economic, Social and Cultural Rights.
ILO: - International Labor Organization.
IMF: - International Monetary Fund.
IQ: - Intelligence Quotient.
MDGs: - Millennium Development Goals.
MOE: - Ministry of Education.
NFBE: - Non-Formal Basic Education.
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NGO: - Non-Governmental Organization.
NPA: - National Plan of Action.
OSJE: - Organization for Social Justice in Ethiopia.
SC-S: - Save the Children, Sweden.
SNE: - Special Need Education.
TVET: - Technical Vocational Education and Training.
UDHR: - Universal Declaration of Human Rights.
UN: - United Nation.
UNDP: - United Nations Development Program.
UNESCO: United Nations Educational, Scientific and Cultural Organization.
UNICEF: - Unite Nation Children’s Fund.
UNDESA: United Nation Department of Economic and Social Affairs.
UPE: - Universal Primary Education.
US: - United States.
WFC: - World Fit for Children.
WHO: - World Health Organization.

KEY WORDS

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