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125 Alemayehu Teklemariam and Temesgen Fereja Ethiopia is situated in east Africa, between latitudes 3 to 18 degrees north and longitudes 33 to 48 degrees east. It covers an area of approximately 1,140,000 square kilometers— roughly the size of France and Spain combined. Ethiopia is bordered by Somalia on the east, Kenya on the south, Eritrea on the north, Sudan from northwest to west, and Djibouti on the northeast. With an abundance of water, fertile soil, and untapped mineral wealth, Ethiopia is a country of vast potential bent on establishing a secure and viable economic and legal environment. About 65% of the land is arable; 15% is presently cultivated, mainly in areas of moderate altitude. Ethiopia’s altitude ranges from about 100 meters below sea level to about 4,000 meters above sea level. The climate varies. The average temperature ranges from 15 degrees centigrade in the high altitudes to 40 degrees centigrade at sea level. There are two seasons: The dry season prevails from October through May; the wet season lasts from June to September. Ethiopia’s proximity to the equator and its large altitude range creates climates varying from continental cold to tropical. As a result, people living in the area are affected with several diseases that could then cause disabilities. The variation in climate is also a cause of drought and poverty for large numbers of the agrarian populace of Ethiopia. The population of Ethiopia was estimated at about 77 million in 2008. About 64.4 million people were living in rural areas; 12.6 million were living in urban areas. The population is growing at an annual rate of 2.9% (Central Statistics Authority, 2009). Agriculture is the backbone of the national economy. About 83% of Ethiopia’s population earn their livings from the land, mainly as farmers. The principal exports from this sector are coffee, oilseeds, legumes, flowers, sugar, vegetables, cattle, and hides and skins. The Ethiopian economy suffers from a lack of technological know-how, the absence of developed infrastructure facilities, rapid population growth, soil erosion, recurrent drought and famine, and unfavorable external terms of trade that result in a shortage of foreign exchange. The agricultural sector, the mainstay of most of the Ethiopian people, is most affected. The economic backwardness affects the living conditions of Ethiopians, particularly their social, psychological, and educational development. In other words, it limits the quality of life of many Ethiopians. The people of Ethiopia are multiethnic, multicultural, multilingual, and followers of various religions. The religious composition of Ethiopia 12 years ago was 50.6% Orthodox Christian, 32.8% Muslim, and 10.2% Protestant. About 4.6% were followers of traditional 6 Special Needs Education in Ethiopia International Practices.indb 125 International Practices.indb 125 10/14/11 5:45 PM 10/14/11 5:45 PM 126 Alemayehu Teklemariam and Temesgen Fereja religions, with the remaining 1.8% were of other or no religion (Central Statistics Authority, 1998). These religions use various languages for preaching and services. More than 83 different languages with 200 dialects are spoken in different regions. Amharic, with its unique alphabet, is the official language. However, other languages such as Afan-Oromo, Tigrigna, Guragna, Kembatigna, Somaligna, Hadiyigna, Welaita, Sidama, Gamo, Afar, and Gumuz are spoken among a significant number of people in this ethnically diverse country. Foreign languages such as Arabic, French, and English are widely spoken among the elite. In addition, different regions have their own languages that are used for official work and instruction for children in primary schools. From personal observations, it is evident that many languages are being used in classrooms; some languages for classroom use are still being developed. This is a good start to meet the educational needs of linguistically diverse Ethiopian children. THE EDUCATION SYSTEM IN ETHIOPIA Primary education in Ethiopia is divided into a lower primary cycle (grades 1 to 4) and an upper primary cycle (grades 5 to 8). General secondary education (grades 9 to 10) is followed by either technical and vocational education and training (TVET) or upper secondary education (grades 11 and 12) in preparation for tertiary education (Transitional Government of Ethiopia, 1994). Five core subjects are taught by one teacher for grades 1 to 4 (this arrangement is referred to as a “self-contained” classroom) with additional subjects taught by specialists. These five subjects are Amharic, English, mathematics, social studies, and aesthetics. Reflecting the linguistic diversity of the country, the lower primary school syllabus includes mother tongue instruction as well...

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