Quarterly Progress Report: Expanding Participation of Persons with Disability (EPPD) Follow –on Project

The project focuses on creating inclusive education environments and promoting the rights of children with disabilities. During the reporting quarter of July to September 2015, Handicap International implemented activities to support the regional education boards and create learning environments that facilitate inclusive education. The organization conducted training programs for 123 individuals, including 44 females, from schools and regional education bureaus, to improve their understanding of inclusive education. Accessibility and minor renovations were carried out in 17 schools, and adaptation, publication, and distribution of inclusive education training materials were completed. The project also focused on developing in-depth training material on inclusive methodologies, which was adapted, published, and distributed to regional education bureaus, schools, and woreda education offices. The material is expected to serve as a reference for inclusive education both for the project and partners. The feedback from teachers and experts of the regional education bureaus has been positive, and the material will be translated into local languages to make it easier to understand and applicable by all. In addition, Handicap International provided 2 rounds of training programs for 74 teachers, reinforcing their skills and knowledge on topics such as teaching children with impairments and inclusive education in general. The pre-post tests indicated that the training programs were effective in improving the understanding of the topics covered by the teachers. The project also conducted accessibility audits in 17 schools, identifying barriers and gaps in accessibility. The results of the audits were communicated to the schools before carrying out the actual accessibility work. The average engineering estimate indicated that Handicap International needed 71,593 ETB per school to carry out some minor accessibility adjustments. Based on the accessibility audits and available budget, Handicap International carried out accessibility works in 17 schools, including building ramps to classrooms, construction of accessible water points and toilets, renovation of classrooms, and creation of safe playgrounds. The organization adopted a participatory approach during the accessibility audit, involving teachers, DPOs, and students in the process. Furthermore, Handicap International organized 3 rounds of psychosocial workshops for 49 teachers, addressing psychosocial barriers caused by negative attitudes towards children with disabilities. The organization also provided micro grants to 5 DPOs to reach more parents of children with disabilities and improve their attitudes towards inclusive education. The project's establishment of reading corners in schools is another major focus area. Although the purchasing and donation of reading materials were delayed due to shortages of suppliers and lengthy validation processes, the project aims to finalize these activities before proceeding with the establishment of reading corners. Overall, the EPPD Follow-on Project has made significant progress in improving access to primary education for children with disabilities in six regions of Ethiopia. The project's activities have focused on creating inclusive education environments, promoting the rights of children with disabilities, and addressing psychosocial barriers.