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Exclusion of People with Disabilities in Public Service Provision:

The Case of Wolkite Town, Guraghe Zone, SNNPR, Ethiopia
Gizachew Argaw

Abstract
In Ethiopia disabled people are among the most disadvantaged and most vulnerable groups of the society. They
have been not only unable to participate in national developments efforts but also are not the beneficiaries of the
results. The major concern of this study was to identify the causes of exclusion for disabled people in public
sector service provision and to identify the major challenges of mainstreaming disability in development
programs. For the purpose of the study primary data were collected from disabled sample individuals and
concerned organizations. A total of 86 individuals were selected randomly from the total disabled population in
the town and descriptive statistics was employed to analyze the data. The result of the study revealed that
absence of the services designed for those people, economic problems and discrimination are major causes of
exclusion. Moreover lack of political commitment; the attitude of the society towards disability; resource
limitation; and invisibility of the issue are the challenges of mainstreaming disability in Wolkite town.
Awareness creations, political commitment, enforcement of laws, mobilizing resources are important to
mainstream disability.
Keywords: Disability, Exclusion, Mainstreaming

1. Introduction
1.1 Background of the Study
Disabled people are estimated to make up approximately 10% of any population and a higher proportion of those
live in chronic poverty (Yeo, 2001). Accordingly, now the population with disability in the world is estimated to
700 million and that of Ethiopia is about 8.3 million. Despite the significant size of this social group and the
eventual potential it has in the development efforts of the nation, it is excluded from the process of national
economic and social development, and still unjustly labeled as charity case. Disability and poverty related
challenges are not only similar, but also disability and poverty are inextricably linked (Mulumba, 2011).
According to Oliver (1999), disabled persons frequently lived in deplorable conditions owing to the presence of
physical and social barriers which prevent their integration and full participation in the community. In many
countries disabled children are not required to go to school and, even if they want to enroll, their specific needs
are unlikely to be met by schools (Bonnel, 2004). Katsui (2005) argued that full participation in a community is
central to the realization of every person's human rights. Yet for many people with disability; social, economic,
political and cultural participation in daily life is limited by society's systemic preferential bias towards the
majority.
Even though, the degree differs, discrimination towards people with disability occurs in every society.
Attitudinal, political, social and cultural barriers result in a continuum of subtle to overt marginalization of over
650 million people living with disability, the majority of whom living in developing countries(Kathryn, 2009).
Different authors argued that disability is both the cause and a consequence of poverty and disability issues
cannot be resolved without an increasing in committed action because the number of people with disability is
predicted to rise due to population growth, aging, disease, accidents, conflict and others. Throughout the world,
children with disabilities and many others who experience difficulties in learning are often marginalized within
or, indeed, even excluded from school systems (Ainscow, 1998). The barriers to their inclusion may be physical
such as inaccessible buildings and transport; institutional such as discriminatory legislation; and attitudinal for
example stigma. According to Kathryn (2009), to successfully alleviate poverty and progress the realization of
human rights and equality, development must therefore include disability issues. Similarly Mulumba (2011)
argued that international development targets are unlikely to be met without including the issues of disabled
people in development programs.
There is, however, a risk the target could cause a focuses on those easiest to bring out of poverty, not those
in chronic poverty. According to Albert (2005), while there has been a shift towards disability rights in rhetoric,
in many places there has been little concrete action and it is increasingly recognized that disabled people are
among the vulnerable groups at the risk of poverty and social exclusion. Disabled people experience
significantly poorer health outcomes than the non- disabled people in terms of health that are not connected to a
specific health conditions that are connected to their disability (Bonnel, 2004). That means disabled people are at
risk of experiencing social exclusion that are connected with their disability. Indeed, the link between poverty
and disability is reinforced by the fact that more than 80% of people with disabilities are unemployed (Sweeny,
2004). And the most common form of employment for individuals with disability is begging. Of the estimated
700 million PWDs worldwide, 80% live in developing countries (Paauwe, 2010). And according to Katsui(2005),

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82% of PWDs worldwide live under the poverty line. In Ethiopia access to basic services, like education and
health, financial as well as policy- making processes is already poor for the average citizen, but for PWDs access
and participation are extremely difficult (UN 2011). A report of MoLSA (2008) shows that less than 1% of
disabled people have access to education in Ethiopia and there were 17 special needs education schools,
including 11 run by NGOs. Observations show that in Wolkite town there is no special education center, for
disabled people who can't learn inclusively with non- disabled students.

1.2 Statement of the problem

Persons with disabilities in Ethiopia have been unable to participate in national developments due to lack of
assistance and the attitudes of society (JICA, 2002). Poverty and inadequate socio-economic participation of
persons with disabilities (PWDs) have been described as the distinctive characteristics of the disability sector and
movement in Ethiopia (Dagnachew, 2011). In Ethiopia disabled people are among the most disadvantaged and
most vulnerable groups of the society. Roads, buildings, transport facilities and other public recreational areas
have limited participation and integration of persons with disabilities in the society (JICA, 2002). These and
other studies shows that in most situations they have the history of silence and remain out of the mainstream of
the society. Even though, large number of people lives in poverty in the country, the case of disabled people is
extremely worth (Dagnachew, 2011). This fact insures that poverty and disability have looked to be inseparable
concepts because what is true for poverty is also true for person with disability.
The constitution of the Federal Democratic Republic of Ethiopia, Proclamation No. 1/1995, guarantees the
rights of persons with disabilities in a manner compatible with the rights of all citizens and special rights for
people with disabilities. In addition to this according to FENAPD (2009), United Nations has also declared
standard rules on the equalization of opportunities for persons with disabilities. Moreover, especially in recent
years Wolkite town and the country at large are implementing different poverty reduction strategic plans to
achieve Millennium Development Goals, to eradicate poverty, and to become a middle income society. However,
studies show that among the millions of people with disability in the country, only few are beneficiaries of
governmental and non-governmental services.
The achievement of poverty reduction strategy targets and millennium development goals is impossible
unless disability issues are specifically addressed. In contrast, despite their huge number in the society, because
of different economic, social, political and other factors disabled people in Wolkite town are failed to exercise
their rights and they are excluded from development targets. It is the fact that constitutional rights, international
conventions and laid down policies are needed to be implemented to alleviate poverty, to achieve millennium
development goals and to ensure inclusive society in the town. However, there are different challenges the local
government face to implement those policies, laws and conventions successfully. There is, therefore, a need to
study the state of access to social services for disabled people by comparing with different existed laws,
constitutional rights and international agreements; the causes of their exclusion from social services; and also the
challenges that government faces to mainstream disability issues in all sectors plans and implementation
practices of Wolkite town.

1.3 Objectives of the study

1. To identify the causes of exclusion for disabled people in public sector service provision.
2. To identify the major challenges to mainstream disability in development programs.

2. Research Methodology
2.1 Research Design
The aim of the research was to describe the efforts made regarding service provision in public sectors related to
disabled people in Wolkite town. Describing; policies related to disabled people, the awareness of disabled
people and local leaders and public sector managers and experts on the constitutional rights of disabled people
was needed. And also was important to identify the causes of exclusion of disabled people in public sector
service provision. Therefore, descriptive research design was appropriate in this study.

2.2 Sample design

The population of this study was people with disabilities who are seven years old and above in Wolkite town
assuming that exclusion from social services like education starts at this age. According to MOE (2005), children
start primary education in Ethiopia at the age of 7 years. The number of disabled people particularly visual
impaired, hearing impaired and physically handicapped in the town were 216 (LSAO, 2011). In addition leaders
and experts in the selected public sectors were selected deliberately who have a close relation with disability
issues in their organizational activities. And also disabled people association leaders were also among the
population of the study.

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2.3 Sampling frame

In the study the samples were selected randomly from the disabled population that is visual impaired, hearing
impaired and physically handicapped. Individuals were selected according to their list in the Civil and Social
Affairs Office. Regarding the sample units who were selected from public sectors, individuals were selected who
are in appropriate position to gather the necessary information.

2.4 Sampling Technique

In this study both probability and non-probability sampling technique were used. Probability sampling (lottery
method) technique was used because it gives equal chance to people with disabilities particularly, visual
impaired, hearing impaired and physically handicapped. Regarding selecting sample from public sectors and
disabled people organizations non- probability sampling method was employed since they were chosen
deliberately. Hence by using purposive sampling method from non- probability technique, four public sectors;
education, health, youth children and women’s affairs, civil and social affairs office; and one disabled people
association were chosen.

2.5 Sample Size

This study applied a simplified formula provided by Yamane (1967) to determine the sample size at the level of
precision of 0.09 as:
N
n= 2
1 + N (e )
Where, n is the sample size, N is the population size and e is the level of precision. The above formula
provided approximately 86 sample individuals.
In addition from four public sectors, Education sector, Health sector, Women Children and Youth sector
and Civil and Social Affairs Office two individuals in each sector that is the leader and the planning expert of
each sector were selected.

2.6 Instrumentation
In the study both open ended and close ended type of questionnaire were used to collect data from disabled
people. The questionnaires were filled by enumerators assuming that disabled people in the town were failed to
read and write. Moreover, semi-structured interview were employed to collect data from government personnel
and leaders of public sectors and disabled people organizations.

2.7 Types of data

For the purpose of the study both primary and secondary data were employed. Primary data were collected from
people with disabilities, from government personnel, leaders of public sectors and from leaders of disabled
people's association. Secondary data were collected from concerned government organizations or public sectors
like Wolkite town's social and civil affairs office, Guraghe zone labor and social affairs unit, Ministry of Labor
and Social Affairs, census reports, Ministry of Education, and Disability Associations.

2.8 Data analysis

The primary and secondary data gathered through interview and questionnaire is analyzed quantitatively using
descriptive statistics to facilitate the interpretation of the result.

4. Result and Discussion

4.1 Causes of Exclusion for Disabled people
In the history of human kind people with disabilities in almost all parts of the world remains out of the
mainstream of the society. The causes of their exclusion are different from society to society as well as between
individuals. The causes of exclusion of people with disabilities from social services in the town also are different
between individuals which are presented below in figure 1.

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Vol.7, No.13, 2017

60 50.08%
50
40 33.8%
30
20 12.9%
10 3.22%
0%
0
Lack of Incapability Family lack of other not stated
education to pay school unwillingness daily
service fee expenses

Figure 1: Causes of exclusion for people with disabilities from education service
Source: Researcher Field Survey, February-March 2012
There are many causes for people with disabilities to be excluded from social services provided by the
public like education, health, sport and recreation activities and others. This exclusion from social services
results to another exclusion in their social life, like from employment, information and others which increases
their vulnerability to poverty and diseases.
The result of the study revealed that disabled people face many barriers that hinder them to access education
service in the town. Even though there are different barriers that hinder them to access education, the main
barrier is lack of appropriate education service in the town for disabled people like special schools for disabled
people or special classes for special need education in other schools in the town. The result from interview also
depicts that no budget is allocated for disability issues in the town to provide social services for this group of the
society.
In contrast to this ground fact, Ethiopia signed the agreement of United Nations Declaration of Human
Rights and other different declarations to exercise the rights of disabled people. UN declaration of human rights
for disabled people states, State parties recognize the right of persons with disabilities to education. In realizing
this right, state parties shall ensure that: Persons with disabilities are not excluded from the general education
system on the basis of disability, and that children with disabilities are not excluded from free and compulsory
primary education, or from secondary education on the basis of disability. Therefore, it is possible to say that the
major cause of exclusion of disabled people from social services in the town is lack of the service designed for
disabled people which is the responsibility of the government.
Another cause of exclusion of disabled people from education as shown in the figure is lack of income for
daily expenses. This shows that disabled people excluded from education service because their daily life is not
secured and they are engaged by other activities which are necessary for them than learning for their daily
survival like securing their food, cloth, and others. To ensure their daily survival they are engaged by other
activities like begging. Therefore they don’t have time to go to school.
Article 41(5) of the constitution of Ethiopia adopted in 1995, sets out that the state’s responsibility for the
provision of necessary rehabilitation and support services for disabled people. Moreover, UN convention on the
rights of persons with disability which Ethiopia agreed to exercise guarantees persons with disabilities to receive
the support required, with in the general education system to facilitate their effective education. This indicates
that the state has responsibility to rehabilitate and support disable students by providing especial attention to
participate in education services provided in the town which may include school feeding, providing cloth and
educational materials. It was found out that large number of disable people excluded from education service
because of such economic related barriers which are crucial for their day to day survival. In addition the study
found that attitude of the society towards disability is another cause of their exclusion from social services. It is
strengthening by other literatures, as Hendriks (2009), describes “Social attitudes are a particularly disabling
factor”. He explained that the majority of the society believes that those people who are disabled are cursed and
are under the wrath of God, the creator. Parents and relatives of such disabled people are thus inferior and are
most unhappy about their children. Consequently, people with impairments are denied access to education,
employment, housing, sanitation, and many other essentials that they have a right to. This exclusion from social
services for disabled people leads to further exclusion. Their illiteracy makes them less qualified and this lack of
qualification become barrier for employment opportunity. Their unemployment hinders them to access goods
and services properly in the mainstream of the society. The vicious cycle continues in this way unless it is
broken somewhere.

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4.2 Challenges of Mainstreaming Disability Issues

Many literatures agreed that because disability and poverty are two sides of the same coin, disability is a crucial
issue in development. And they argued to mainstream disability issues in the development programmes in order
to alleviate poverty and achieve development in one society. However mainstreaming disability issues in all
development programmes face different challenges in different societies. The challenges for mainstreaming
disability in the development programmes in the study area are presented in table 9 below.
Table 1: Weight of challenges to mainstream disability issues in the development programmes
Rank of the Type of challenge
challenge: Resource Attitude of the Lack of political Invisibility of Small number of
limitation society commitment the issue disabled people
No Percent No Percent No Percent No Percent No Percent
First 11 12.79 16 18.6 52 60.48 8 9.3 -
Second 12 14 45 52.32 20 23.25 10 11.62 -
Third 15 17.44 17 19.76 8 9.3 39 45.34 7 8.13
Fourth 39 45.34 8 9.3 6 7.14 24 27.9 9 10.46
Fifth 9 10.46 - - 5 5.81 70 81.39
Total 86 100 86 100 86 100 86 100 86 100
Source: Research field survey, February- March 2012.
Even though the importance mainstreaming disability is not questionable, it is not applied in some parts of
the world including Ethiopia. Different literatures shows mainstreaming disability in development programmes
face different challenges in different societies. As shown in the table above, the Government faces different
challenges to mainstream disability in the development programmes in Wolkite town and they are different in
their weight or by their seriousness in the study area. According to the respondents opinion the first challenge to
mainstream disability in the development programmes or in the process of poverty reduction as shown in the
above table is lack of political commitment in political leaders of all levels.
The study revealed that people with disabilities can and want to be productive members of society.
Promoting more inclusive societies and employment opportunities for people with disabilities requires improved
access to basic education, health service, vocational training relevant to labor market needs and jobs suited to
their skills, interests and abilities. This environment can be created only by mainstreaming disability in to all
development agendas of the country or society. Since disability is a human right issue, importance of
mainstreaming in development agendas is not controversial.
Ethiopia signed many international agreements and made part of the country’s law of land to create fertile
conditions for people with disabilities to develop their potential in order to become the productive member of the
society which leads to mainstream the issue in all development programmes. However, according to MOLSA
(2008), it is not mainstreamed in development agendas. The study depicts that lack of political commitment
among political leaders is the major challenge to mainstream the issues of disability in all development agendas
(60.48 percent of respondents rank it first). The country signed UN Convention on the Rights of Person with
Disabilities and other agreements to provide education service, health service, sport and leisure venues, to create
employment opportunities and other services. However, it is possible to say the implementation state of these
conventions, rights and policies related to people with disabilities in the study area is very low. This indicates
there is lack of political commitment on the political leaders’ side to deal with the problem.
The other major challenge as the result of the study reveals, to mainstream disability issues in development
agendas of the town is the attitude of the society towards disability. The interview result indicates that for many
people in the society, person with impairment is in some way abnormal and created for begging. This attitude
affects their self–esteem and their self-confidence for disabled people themselves and the commitment of
political leaders to implement policies since they are part of the society. In Ethiopia, the majority of the society
believes that those people who are disabled are cursed and are under the wrath of God, the creator. Parents and
relatives of such disabled people are thus inferior and are most unhappy about their children (Hendricks V, 2009).
In addition to this the study depicts that lack of resource like human resource (for example trained teachers in
sign language) and material resource; and invisibility of the issue are also among major challenges of
mainstreaming disability in development agendas in the study area.

5. Conclusion and Recommendations

5.1 Conclusion
Majority of disabled people in the town are unemployed and the employment opportunities created in the town
are not participatory for those group of the society because they cannot fulfill the required qualification and other
discriminatory characteristics of the employment opportunities. Almost all of the employed disabled people in
the town are self-employed in the informal sector in which there is no entry requirement and needs less or no

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qualification but which is a risky and lacks guarantee.

The major barriers hinder majority of them from participating in social life and social services provided by
the public, like education, health, sport and recreation activities is absence of the services designed for those
people in the town. Other causes are economic problems especially for education service, discrimination (family
unwillingness because of society’s attitude).
Even though, mainstreaming disability issues in all development programmes is the best approach to solve
the problem of disabled people, it is not mainstreamed in the town. Challenges for the government to
mainstream disability issues in development programmes are lack of political commitment on the political
leaders’ side to deal with the problem; the attitude of the society towards disability; resource limitation (human
resource and material resource); and invisibility of the issue.

5.2 Recommendations
In order to avoid the exclusion and to empower people with disabilities: awareness creation, political
commitment, enforcement of laws, coordination and mobilizing resources, proper monitoring and evaluation of
policies and plans is vitally important.

6. References
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Albert, B and Miller, C., 2005, Mainstreaming disability in development: Lessons from gender mainstreaming.
Albert, B, et al., 2005, Has Disability Been Mainstreamed into Development Cooperation?
Bonnel, R., 2004, Poverty Reduction Strategies: Their Importance for Disability, Cornell University ILR School.
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Ethiopia.
Dagnachew, B., 2011, The Role of Disability Rights Movements in the Ethiopian Development Agenda,
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Federal Democratic Republic of Ethiopia, 2006, Combined Report to the African Commission on Human and
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Oliver, J., 1999, Disabled people and the inclusive society, University of Greenwich, Britain.
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Sweeney, J., 2004, Double Exposure: Disability and HIV/AIDS in sub-Saharan Africa, Institute for Development
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