Moving Toward Inclusive Education in Ethiopia Through Itinerant Teachers at Resource Centers

Abstract

In light of policy reforms in Ethiopia, which emphasize a more inclusive education system catering for children with disabilities and special needs, schools struggle to embrace this new concept in practice. The role of the itinerant teacher within a resource center model, to promote and support inclusive education in the Ethiopian context, is key. Their roles are new to the system and require a coordinating position at resource centers, supporting the assessment and support for children with special educational needs. Perceptions of itinerant teachers on a project in Ethiopia reveal that they are adequately qualified and envisage that mainstream schools become child-friendly and welcoming of children with disabilities. Barriers identified by itinerant teachers to achieving this vision relate to the lack of a career structure with a formal job description for itinerant teachers, negative attitudes of communities and teachers, and lack of capacity at the Ministry of Education to provide support and funding.