Preparing Special Needs Educators for Mainstream School Practice in Ethiopia: A Study of the Special Needs and Inclusive Education Professional Preparation Program
Year: 2025
Type: article
Abstract: This study examined Ethiopia’s Special Needs and Inclusive Education (SNIE) professional preparation program and its effectiveness in preparing Special Needs Educators (SNEs) for inclusive education in mainstream schools. Using a qualitative descriptive phenomenological design, data were collected from 12 Bachelor of Arts (BA)-level SNEs across 1 regional state and 1 city administration. The findings indicate that although the program maintains clear academic admission standards, incorporates practicum components, adopts a discrete model, and integrates medical, social, and human rights perspectives on disability, its overall effectiveness is limited by several critical gaps. The 4-year modular structure, reliance on lecture-based instruction, dominance of summative assessment, shortage of instructional materials, and limited integration of inclusive pedagogy reduce the program’s practical relevance. Addressing these challenges requires a context-sensitive and phased strategy that includes embedding inclusive pedagogy, social justice, and equity principles across all courses; implementing pedagogical reforms that emphasize trainee-centered approaches to admission, instruction, and assessment; enhancing practicum partnerships; and strengthening alignment between policy and curriculum.
Source: SAGE Open
Author: Aemiro Tadesse Mergia
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $1,600
OpenAlex ID: W7117127250