Exploring the Historical and Cultural Contexts of Early Childhood Education for Children with Disabilities in Malawi
This project seeks to determine how, and why, early childhood education (ECE) works in community-based childcare and primary (special and mainstream) schools for children with disabilities in Malawi. Through reference to one district, it focuses on the outcomes of participation and inclusion for this vulnerable group of children, and examines how good practice can be scaled up in other districts in Malawi. Drawing on a bio-ecological systems theory, the project is seeking to develop a framework to explore how historical and cultural contexts have shaped the way ECE is organised for children with disabilities in a rural district. The research team is collaborating with academics in education, psychology, human ecology, child health and social welfare as well as policy-makers and NGOs to gain a better understanding of the dynamic complexities that affect the inclusion and participation of children with disabilities in ECE.