Inclusion Now: Transforming Lives of Children with Disabilities in Tigray through Inclusive Education

Imagine1day, as part of an EU-funded UNICEF project, is leading a groundbreaking initiative to ensure children with disabilities in the Tigray region of Ethiopia are seen, heard, supported, and empowered.

Working in collaboration with the Regional Education Bureau, Axum University’s Special Needs Education Department, District Curriculum Experts, and local Imagine1day officers, this project is setting a new benchmark for disability-inclusive education across 14 target schools in four districts of Tigray.

Although Axum University has been designated as the only university for the actual implementation of the project due to its geographical proximity to the 14 target schools located in four high-priority districts, pre-implementation assessments were collaboratively conducted by Mekelle, Adigrat, Axum and Raya Universities, as well as Abi-Adi and Adwa teachers’ education and leadership colleges. These institutions carried out comprehensive evaluations of access barriers faced by children with disabilities across 76 schools in 24 districts throughout the Tigray region. This coordinated effort laid a robust foundation for informed, targeted intervention in the selected areas.

Comprehensive Screening and Medical Support

Our approach combines expertise, compassion, and collaboration. To identify and address physical, intellectual, hearing, and visual disabilities:

• We partnered with Fitsum Birhan Specialized Eye Clinic and Signal Hearing Solution for comprehensive screenings, diagnoses, and medical treatments—from minor interventions to surgeries.
• We have strategically shifted the intervention modality from a school-to-hospital approach to a hospital-to-school model. This change was made to more effectively address critical barriers, such as parental trust issues and challenges in monitoring the successful completion of treatment. By reversing the flow of intervention, we aim to enhance follow-up, build stronger community confidence, and ensure more consistent, child-centered outcomes.
• Assistive devices and appropriate learning materials were distributed to support children with physical and intellectual disabilities, enabling full participation in school life.

A team of specialized professionals—including special needs experts, ophthalmologists, physiologists, and hearing specialists—led assessments with a focus on dignity, equity, and inclusion.

Accelerated Learning for Those Left Behind

In a region affected by conflict and displacement, 133 children with disabilities were enrolled in the Accelerated Education Program (AEP)—giving them a second chance to learn and catch up with their peers.

We linked these children to services that ensure not only education but also psychosocial support, assistive technology, and community integration.

Disability Mapping: A Game-Changer for Inclusion

A major milestone was the identification of 316 children with disabilities, a breakthrough in disability mapping and registration, spearheaded by trained and voluntary teachers. This vital data lays the groundwork for long-term policy change and targeted support services.

“This initiative is not just about education. It’s about justice, equity, and unlocking the full potential of every child.” Project Team Lead, Imagine1day

A Call to Action: Inclusion is Now

This initiative marks a shift from reactive support to proactive inclusion. Through training, advocacy, and community engagement, Imagine1day and its partners are building a future where disability is not a limitation but a different path to greatness.

We remain committed to ensuring that no child is left behind. With sustained collaboration, we can continue to break the silence, remove barriers, and create a future where inclusion is not a privilege but a right.

 

Story: Supporting children with disability to thrive

“I couldn’t see from a long distance with my naked eyes. I struggled to read what was written on the blackboard if I sat at the back, and my eyes ached from the chalk dust if I sat at the front. I suffered a lot until Imagine1day took me to the hospital, got me treated, and provided me with eyeglasses. Now, I can sit anywhere in the classroom and see clearly. I want to thank FCDO, UNICEF, and Imagine1day for all the support,” says Hawi Mitiku, a 13-year-old Accelerated Education Program (AEP) student in Inago district, West Wollega zone, Oromia region, Ethiopia.

 

Hawi grew up with her four brothers in the Dini-uwa community. She had vision problems, but her parents never took it seriously. Despite her pleas for a visit to the health center, her parents ignored her condition. When the FCDO project began in her community, her condition was worsening. She received the necessary health services and got better, allowing her to attend school regularly.

Hawi says, “My parents couldn’t afford to buy all the educational materials I needed, and I often had to borrow from other students. Now, I am provided with adequate scholastic materials and don’t have to worry about it anymore. I like the way the classes are delivered. Both my family and my teachers are more supportive than ever. I am enjoying my time in school.”

Hawi is not just a diligent student for herself; she also helps her fellow students perform better.

“I feel proud to support my classmates and to be a role model. I am a top-ranking student in my class, and I am studying hard to rank first overall. Afan Oromo is my favorite subject, and I want to be a pilot to make myself, my parents, and my community proud,” Hawi says confidently.

 

Story: An inclusive intervention for lasting resolution

“The wheelchair provision has enhanced my self-confidence and empowered me to chase my dream without limitations beyond its contribution to my physical independence. I am forever grateful to the EU, UNICEF, imagine1day, and SENEthiopia. I now can interact with my peers in class, explore my surroundings, and consistently engage in activities that were impossible,” says Helen Kidanemariam, 13 years 13-year-old child with a disability attending EU’s Accelerated Education Program (AEP) imagine1day is implementing in collaboration with UNICEF.

Helen’s grandmother, Asefu raised her following her parents’ divorce right after her birth. Helen dropped out of grade one and stayed out of school for over three years because of the pandemic followed by the war. She has displaced from her birthplace, western Tigray to Guya with Asefu.

Helen’s long-lived back pain resulted in difficulty walking and urinary control complications while she was on displacement. It left her in a position where she neither stand nor moves shortly after. Asefu was the one who carried her on her back for every movement Helen had to do.

Asefu says, “I have taken her to the hospital, but they said her case needs surgery and she couldn’t go through it until she turns 16 – she has to wait for 3 years from now. It was so difficult to manage her if not for the wheelchair which has brought a glimpse of hope to our lives. I couldn’t thank the EU, UNICEF, imagine1day, and SENEthiopia for changing our lives for the better. My daughter would have been left behind if not for them.” 

Helen’s journey to education was long. She joined school after a persistent back-to-school campaign, which was inclusive and gender sensitive.  Her teachers were expected to provide her with at-home teaching service for three days of the week as she could only make two days to school being a child with multiple disabilities.

Helen is provided scholastic materials apart from getting access to education by the EU project as well as a wheelchair, clothes, and dignity kit through a referral pathway to SENEthiopia. The provision didn’t just bring relief to Helen and her grandmother’s life but also opened up a world of possibilities for Helen.

Helen says, “The time I got access to the AEP was the happiest time in my life – I was so sad that I was dependent and a burden to my grandmother. This intervention has liberated me from all the mess I was going through. The school community is very supportive and encouraging to my situation. All these have empowered me to move forward against all the odds. I was able to rank second in my class even before the wheel-chair provision – at the time I could come to school only two days a week and cover the rest three days with special support from my teachers at home.”

The provision of an assistive device that helps Helen to control her urination complication has even boosted her confidence and increased her class attendance, concentration, and engagement.

“I promise you I will keep studying hard to be a medical doctor so that I can support and be a voice for persons with disability. I want to extend my heartfelt gratitude to my grandmother, EU, UNICEF, imagine1day, SENEthiopia, and the school community once again for everything they have done for me,” says Helen nodding her head for thanks.

 

  Story: Ending prejudice and stigma towards children with disabilities

“My parents never took me to the hospital, but Imagine1day did. They took me to Gimbi Hospital and provided me with a hearing aid. Thanks to FCDO, UNICEF, and Imagine1day, I can now properly hear with the support of the aid,” says Lencho Kebede, an 8-year-old Accelerated Education Program student in the Inago district of West Wollega zone, Oromia, Ethiopia.

 

Lencho has had hearing impairment in his left ear since birth. There was a chance it could have been cured if he had received treatment early, but he was neglected. “My parents used to lock me at home. They called me ‘Deaf’ and always told me I couldn’t go to school because I couldn’t fully hear. Everyone bullied me, calling me ‘Deaf’ whenever I went out. Even when my parents forgot to lock me in, I stayed inside to avoid the stigma and prejudice. I preferred to be alone and cry,” Lencho shares.

The community’s attitude towards children with disabilities has changed thanks to awareness efforts by Imagine1day as part of a project funded by FCDO, granted by UNICEF, and implemented by Imagine1day. This has boosted Lencho’s confidence and that of other children with disabilities.

“I am happy that everyone treats me positively now, unlike before. My family has changed a lot. They don’t favor my sister like they used to and give me better care. They apologized for mistreating me earlier. They tell me I can be whatever I want if I study hard and do well in school,” Lencho explains.

In addition to health services and the provision of a hearing aid, the project also includes access to education and scholastic materials. These interventions have helped Lencho overcome the psychological distress he faced. He is now one of the outstanding students in his class, with a particular love for science. Lencho aspires to be a doctor when he completes his education.

 

Staff Profile: Gebru Hailekiros, Regional Inclusive Education Specialist

Gebru has been a dedicated member of Imagine1day since October 2015. He began his journey with the organization as a Community Development Officer, later rising to the position of Regional Inclusive Education Specialist. Over the years, he has taken on several key leadership roles, including Education Coordinator and Capacity Building Officer, making significant contributions to the organization’s mission of improving education in Ethiopia.

Gebru holds a Bachelor’s degree in Pedagogical Science from Bahir Dar University and an additional degree in Economics from Sheba University, with a specialization in Business Administration. His academic background has provided him with a strong foundation for both educational and administrative leadership.

With over 17 years of experience in educational leadership, Gebru has held various positions within the government education sector. These include roles as a secondary school teacher, vice principal, and Loan Recovery Higher Officer at Fana Youth Saving and Credit Cooperative, where he served for two years. In these capacities, he demonstrated a strong ability to manage both financial and administrative responsibilities effectively.

What sets Gebru apart is his unwavering integrity, which guides all his actions and decisions, ensuring honesty, transparency, and trustworthiness. He is also known for his work ethic, consistently displaying dedication, accountability, and a commitment to excellence in every role he undertakes. These qualities not only define his professional character but also empower him to inspire others and drive meaningful, sustainable change in his community.

 

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Imagine1day | EU | UNICEF | Regional and District Education Offices | Axum University | Fitsum Birhan Specialized Eye Clinic | Signal Hearing Solution