September 30th, 2015, Ethiopia
Mohamed Deqe from Ethiopia was born with a physical disability and because of this he was denied to go to school. But thanks to IAS project in Inclusive Education (IE) he can now read, write and count and is one of the top students in school.
All children should have the right to go to school. Still, as many as 126 million young people today can´t read or write and disabled children are particularly vulnerable as they are often not accepted by friends, family or the communities in which they live.
It is not uncommon that these children are being hidden in the home and denied the opportunity to go to school. Therefore IAS work actively with projects in Somalia, Ethiopia, Tanzania, Sudan, South Sudan and Kenya to help these children get a chance to education.
Rune Cederholm is our Head of Programme Departement and he visited IAS project on Inclusive Education in Ethiopia. Here he writes about his meeting with Muhamed Deqe:
“I spoke with Mohamed, 15 years old, who lives in Jijiga in the Somali region of Ethiopia. He is truly an example of that Inclusive Education works. Mohamed was born with a physical disability and can only walk on one leg, with a crutch. Because of that, he was denied the opportunity to go to school. After a year of schooling at the IAS Special Needs Education Center, he could both read, write and count! He even helped his teachers to teach the other children. His best friend had difficulties to manage in school but when he received extra help from Mohamed he was able to continue his education.
Today, Mohamed is integrated in the regular school and is one of the top students! “
Some of the activities that are implemented in the projects with Inclusive Education are:
-Organize teacher training courses.
-Provide support to parents who have children with intellectual disabilities.
-Arrange investigations on why children may have learning difficulties.
-Influence the development of educational materials and curricula.
-Produce educational materials.
-Construction of additional classrooms for children with learning difficulties to have a quiet environment to learn better and get a customized education.
-Promote a continuous dialogue with local education authorities to have “Education for All” on the agenda.