This article presents an intervention study developed within an international cooperation program, and aimed at promoting the school inclusion of children with disabilities in Mozambique. To avoid the risk of exporting models from a local context to another, and in order to favour a sustainable social change, a participatory and ecological framework was adopted. The main aim of the Participatory Action Research (PAR) carried out was to explore teachers’ views and beliefs concerning disability and inclusion, and determine best practices tofully include students with disabilities. The paper illustrates the overall outcomes of a participatory research development process, and the results achieved in each phase. The final purpose is to increase the knowledge on school inclusion of children with disabilities in the Global South. Potentials and challenges of using clinical psychological, ecological and collaborative paradigms to address issues concerning health promotion and development of children with disabilities and local development are also discussed

Promoting the development of children with disabilities through school inclusion. Clinical psychology in supporting teachers in Mozambique / Tomai, Manuela; Langher, Viviana; Martino, Gabriella; Esposito, Francesca; Ricci, Maria Elisabetta; Caputo, Andrea. - In: MEDITERRANEAN JOURNAL OF CLINICAL PSYCHOLOGY. - ISSN 2282-1619. - ELETTRONICO. - 5:3(2017), pp. 1-29. [10.6092/2282-1619/2017.5.1671]

Promoting the development of children with disabilities through school inclusion. Clinical psychology in supporting teachers in Mozambique

Tomai, Manuela;Langher, Viviana
;
Esposito, Francesca;Ricci, Maria Elisabetta;Caputo, Andrea
2017

Abstract

This article presents an intervention study developed within an international cooperation program, and aimed at promoting the school inclusion of children with disabilities in Mozambique. To avoid the risk of exporting models from a local context to another, and in order to favour a sustainable social change, a participatory and ecological framework was adopted. The main aim of the Participatory Action Research (PAR) carried out was to explore teachers’ views and beliefs concerning disability and inclusion, and determine best practices tofully include students with disabilities. The paper illustrates the overall outcomes of a participatory research development process, and the results achieved in each phase. The final purpose is to increase the knowledge on school inclusion of children with disabilities in the Global South. Potentials and challenges of using clinical psychological, ecological and collaborative paradigms to address issues concerning health promotion and development of children with disabilities and local development are also discussed
2017
disability; health promotion; local culture; school inclusion; sustainable development; teachers' inclusion beliefs; clinical psychology
01 Pubblicazione su rivista::01a Articolo in rivista
Promoting the development of children with disabilities through school inclusion. Clinical psychology in supporting teachers in Mozambique / Tomai, Manuela; Langher, Viviana; Martino, Gabriella; Esposito, Francesca; Ricci, Maria Elisabetta; Caputo, Andrea. - In: MEDITERRANEAN JOURNAL OF CLINICAL PSYCHOLOGY. - ISSN 2282-1619. - ELETTRONICO. - 5:3(2017), pp. 1-29. [10.6092/2282-1619/2017.5.1671]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1064869
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