Moving toward inclusive education in Ethiopia through itinerant teachers at resource centers

Sulochini Pather, Solomon Gizachew, Aemiro Tadesse

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


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.
Original languageEnglish
Title of host publicationOxford Research Encyclopedia of Education
PublisherOxford University Press
Publication statusPublished - 26 Apr 2021
Externally publishedYes


Dive into the research topics of 'Moving toward inclusive education in Ethiopia through itinerant teachers at resource centers'. Together they form a unique fingerprint.

Cite this