In Togo, HI deploys itinerant teachers to schools to support pupils with disabilities and assist teaching staff. These professionals play a key role in promoting the inclusion and learning of children who are deaf or have an intellectual disability.
A teacher who became an itinerant teacher to promote inclusion
Before becoming an itinerant teacher, Patadi Hodalo was already working in a mainstream school. It was whilst supporting a child who was deaf in her class that she discovered the challenges of inclusive education and decided to apply for a recruitment competition for itinerant teachers.
After being selected, she received training in sign language and inclusive education from HI. She then joined the team of itinerant teachers, whose role is to support children who are deaf, hard of hearing or have an intellectual disability in their schooling and to assist teaching staff. She works in classrooms to help pupils understand lessons and ensures that they remain engaged in class.
Today, she travels between several schools to support a total of 25 pupils.
Mariano, a child facing difficulties on his arrival
Mariano is a deaf pupil at Kozah Centre state primary school who has been receiving support from Patadi since 2025. At first, the situation was a cause for concern; Mariano was struggling to find his place in the classroom. He would not stay in the classroom, interacted little with the other pupils and sometimes displayed violent behaviour.
“When I came to collect him, he wasn’t often there; I had to go and find him. Sometimes we’d find him near the rubbish heap,” says the teacher.
At school, his presence was still largely overlooked, and his communication difficulties made his learning even more challenging.
Teaching sign language to the whole class
Faced with these communication difficulties, Patadi Hodalo decided to involve the whole class. She took the initiative to teach sign language to all the pupils in order to promote Mariano’s inclusion, even when she was absent.
“I took the initiative to get the whole class to use sign language. That way, when I’m not there, his classmates and his teacher can work with him,” explains Hodalo.
Gradually, the pupils have learnt to communicate with Mariano. They help him stay focused and make it easier for him to take part in school activities.
Now, helping one another has become second nature; when Mariano is absent, it is sometimes his classmates themselves who go to fetch him.
Visible progress among the pupils
Thanks to Patadi’s support and the involvement of all the pupils and teachers, Mariano and the other deaf pupils are making steady progress.
Mariano, who used to be frequently absent and struggled with social interactions, now stays in class, is more accepting of others and participates more actively in learning. At the end of the school year, he was promoted to the next year group.
For Patadi Hodalo, this progress shows that, with the right support, all children can learn and succeed.
“I am proud to see that the children I support are making progress in their studies, thriving socially and being included in society and at school,” she says.
She also points out that, before this type of programme was introduced, many children with hearing disabilities were marginalised within the school system and sometimes ended up wandering the streets.
Persistent challenges for inclusive education
Despite efforts to make education more inclusive, challenges remain. One of the main issues concerns communication at home, where families do not always have a good command of sign language, which limits the continuity of learning.
Sign language training for parents, previously provided by HI, has been suspended due to funding constraints.
“It would be a great relief if HI could resume the training for parents,” emphasises Patadi.
She points out that HI’s support is essential for helping pupils and teachers on a day-to-day basis:
“Every year, HI provides school supplies to children and also covers their school fees, which enables them to stay in school. The training in sign language and inclusive education has enabled me to acquire the skills needed to support them.”
