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Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme

Author

Listed:
  • Anita Soni

    (Disability, Inclusion and Special Needs Department, School of Education, University of Birmingham, Birmingham B15 2TT, UK)

  • Paul Lynch

    (Disability, Inclusion and Special Needs Department, School of Education, University of Birmingham, Birmingham B15 2TT, UK)

  • Mike McLinden

    (Disability, Inclusion and Special Needs Department, School of Education, University of Birmingham, Birmingham B15 2TT, UK)

  • Jenipher Mbukwa-Ngwira

    (Faculty of Education, Chancellor College, University of Malawi, P. O. Box 278, Zomba, Malawi)

  • Mika Mankhwazi

    (Faculty of Education, Chancellor College, University of Malawi, P. O. Box 278, Zomba, Malawi)

  • Emma Jolley

    (Sightsavers, Chippenham SN14 6NG, UK)

  • Bhavisha Virendrakumar

    (Sightsavers, Chippenham SN14 6NG, UK)

  • Juliet Bedford

    (Anthrologica, York YO30 7D, UK)

  • Ingrid Gercama

    (Anthrologica, York YO30 7D, UK)

Abstract

This article explores the development of a sustainable training programme supporting the inclusion of children with disabilities in early childhood, education and care (ECEC) centres in Malawi. This programme is based on a review of literature of curriculum, pedagogy and teaching approaches in ECEC in sub-Saharan Africa, alongside a review of national policy documents. The training was designed to enable staff to value the inclusion of children with disabilities in ECEC centres, as well as suggesting practical ways to do so. We set out our response to the gap in training of ECEC staff through the development of a supplementary integrated training programme, which, whilst respectful of the curriculum, policy and practice of Malawi, challenged staff to consider ways of including children with disabilities (CWD) and their families. We suggest this is a pragmatic and sustainable model that could be applied to training in other ECEC settings across the region in sub-Saharan Africa. It concludes with guiding principles for training those working in ECEC with young children with disabilities in low-income countries.

Suggested Citation

  • Anita Soni & Paul Lynch & Mike McLinden & Jenipher Mbukwa-Ngwira & Mika Mankhwazi & Emma Jolley & Bhavisha Virendrakumar & Juliet Bedford & Ingrid Gercama, 2020. "Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme," Sustainability, MDPI, vol. 12(5), pages 1-15, March.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:5:p:2104-:d:330267
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    References listed on IDEAS

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    1. Nora Groce & Maria Kett & Raymond Lang & Jean-Francois Trani, 2011. "Disability and Poverty: the need for a more nuanced understanding of implications for development policy and practice," Third World Quarterly, Taylor & Francis Journals, vol. 32(8), pages 1493-1513.
    2. Deon Filmer, 2008. "Disability, Poverty, and Schooling in Developing Countries: Results from 14 Household Surveys," The World Bank Economic Review, World Bank, vol. 22(1), pages 141-163, January.
    3. repec:ilo:ilowps:447563 is not listed on IDEAS
    4. Buckup, Sebastian., 2009. "The price of exclusion : the economic consequences of excluding people with disabilities from the world of work," ILO Working Papers 994475633402676, International Labour Organization.
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