Teachers’ Experience of Teaching and Caring for Children with Developmental Disabilities in Addis Ababa, Ethiopia

Abstract

Developmental disability is a global issue, yet attention to it in Africa, particularly in Ethiopia, remains limited. In Ethiopia, educational and care institutions for children with developmental disabilities are scarce, largely due to societal misconceptions and insufficient support from the government and other stakeholders. While existing literature highlights challenges faced by teachers working with such children, little research has explored their experiences in the Ethiopian context. This study employed a qualitative case study design to examine the lived experiences of teachers teaching and caring for children with diverse developmental disabilities. Specifically, the study aimed to investigate teachers’ understanding of developmental disabilities, their perceptions of teaching and caregiving, the strategies they employ, their lived experiences, and the approaches they use to overcome challenges. Data were collected through semi-structured interviews and analyzed thematically across these five dimensions. Findings revealed that, despite prevailing societal misconceptions, most teachers had a reasonable understanding of developmental disabilities and their causes. Although some were initially uninterested in working with these children, they gradually developed genuine passion and commitment. Teachers employed instructional and caregiving strategies such as modeling, imitation, role-playing, and visual aids. However, they faced multiple challenges, including unrealistic parental expectations, parental disengagement, lack of home–school collaboration, personal stress, societal stigma, slow progress among children, and marginalization by colleagues. To cope, teachers relied on spirituality, prayer, and emotional resilience, often disregarding negative societal perceptions. Despite their dedication, all participants considered leaving the profession due to persistent challenges and inadequate support. These findings underscore the urgent need for systemic interventions to improve teacher retention, enhance community awareness, and strengthen institutional support for educators working with children with developmental disabilities in Ethiopia.