Facilitating the participation of children with disabilities in early childhood development centres in Malawi: Developing a sustainable staff training programme

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.`

‘Let’s grow together’: understanding the current provision of early childhood development and education for children with disabilities in rural Malawi through community-based participatory research

Focussing on the experiences and perceptions of parents and volunteer caregivers of children with disabilities, this paper reports on a study that explored the provision of early childhood development and inclusive education for children with disabilities in rural Malawi. Drawing on a community-based participatory research (CBPR) design, ten local community researchers and two Malawian researchers collaborated to interview forty caregivers and parents of children with disabilities attending ten Community Based Care Centres (CBCCS) in Southern Malawi. Findings are reported through four key themes: experiences of disability, inclusion, learning and developmental progress; factors influencing non-enrolment and absenteeism; barriers to learning and progress; and accountability and support channels. Five key components were highlighted: 1) relevance of peer interactions for learning outcomes and wellbeing; 2) the importance of the CBCC as (a model for) a safe space against discrimination; 3) relevance of quality education and pre-school teacher training; 4) necessity of material support to decrease absenteeism; 5) the need for greater community and state support for children with disabilities. The implications of the study’s findings are discussed, including the importance and relevance of considering the perspectives of community based actors in program and policy design