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.
Highlights
The World Report on Disability [1] stated there are approximately one billion people in the world living with a disability, with at least one in ten being children and 80% living in low-income countries
We explore the development of early childhood education and care (ECEC) in Malawi and the opportunities and the challenges to developing inclusive ECEC within this context, including information shared by parents of children with disabilities (CWD) and community based childcare settings (CBCCs) caregivers within this three-year project comprising three phases
Rogoff [47] emphasises ‘cultural regularities’ to help make sense of the cultural aspects of early childhood development. She argues that researchers should avoid using an imposed etic approach, making general statements or assumptions about human functioning across communities and countries based on a culturally inappropriate misunderstanding. She states the need for a ‘derived etic approach’, which focuses on the situated meaning of what is happening in a country, such as Malawi, through examining countries with similar community practices
Summary
The World Report on Disability [1] stated there are approximately one billion people in the world living with a disability, with at least one in ten being children and 80% living in low-income countries. There are estimated to be 53 million children with disabilities (CWD) under the age of 5, with 95% living in low-income countries [2]. ‘Many factors can work either to facilitate or to inhibit inclusive and equitable practices within education systems. Some of those factors are: teacher skills and attitudes, infrastructure, pedagogical strategies and the curriculum. These are all variables which education ministries either control directly, or over which they can at least exert considerable influence.’ [4] (p. 13)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
