Collaborative Partnerships and Strategies to Promote Effective Transitions and Support for Students with Disability: The Role of Parent Groups in Malawi

Abstract

Inclusive practices are supported and increasingly being implemented in Malawi. Transition to inclusion requires partnerships in which parents, educators, policymakers, and community leaders come together to build an understanding of disability which values inclusion and promotes the use of innovative, contextualized strategies to facilitate inclusive perspectives and practices. The purpose of this chapter is to highlight how one agency, the Parents of Disabled Children Association of Malawi (PODCAM), is working with parents, educators, and community members to build more inclusive schools and communities for students with disability.

Citation

Mulungu, M.A. (2022), "Collaborative Partnerships and Strategies to Promote Effective Transitions and Support for Students with Disability: The Role of Parent Groups in Malawi", Scorgie, K. and Forlin, C. (Ed.) Transition Programs for Children and Youth with Diverse Needs (International Perspectives on Inclusive Education, Vol. 18), Emerald Publishing Limited, Leeds, pp. 275-289. https://doi.org/10.1108/S1479-363620220000018019