Preparing Special Needs Educators for Mainstream School Practice in Ethiopia: A Study of the Special Needs and Inclusive Education Professional Preparation Program

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.