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Co-Designing Tiyanjane, a Participatory Intervention to Promote Parental Involvement in the Education of Children with Disabilities in Malawi

Author

Listed:
  • David John Musendo

    (International Centre for Evidence in Disability, Department of Population Health, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

  • Blessings Chirwa

    (Department of Water and Sanitation, Faculty of Environmental Sciences, Mzuzu University, Mzuzu P.O. Box 201, Malawi)

  • Chisomo Kamata

    (Department of Public Health, Faculty of Applied Science, University of Livingstonia, Mzuzu P.O. Box 112, Malawi)

  • Daksha Patel

    (International Eye Health Centre, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

  • Tracey Smythe

    (International Centre for Evidence in Disability, Department of Population Health, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK
    Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Stellenbosch University, Cape Town 7602, South Africa)

  • Sarah Polack

    (International Centre for Evidence in Disability, Department of Population Health, London School of Hygiene & Tropical Medicine, London WC1E 7HT, UK)

Abstract

This paper describes the co-design of a participatory group intervention developed to promote and enhance parental involvement in supporting the education of children with disabilities in Malawi. The intervention was developed through participatory co-design workshops and consensus meetings involving 23 stakeholders, including parents, teachers, and community leaders. The Behaviour Change Wheel framework and the Delphi technique guided the intervention development process, ensuring theoretical robustness and contextual relevance. The proposed intervention, Tiyanjane (‘Let Us Unite’), includes facilitator and participant training and practical face-to-face sessions over 12 weeks. The intervention targets four key areas: developing family action plans, holding regular meetings, providing ongoing support at home and school, and facilitating training and information exchange. This participatory approach, involving a wide range of local stakeholders, offers valuable insights into the process and outcomes of co-developing culturally relevant and theoretically grounded interventions to address the needs of families with children with disabilities in low-resource settings. Future research should include an evaluation of the feasibility and acceptability of the intervention and examine its applicability in diverse sociocultural settings within LMICs (low- and middle-income countries).

Suggested Citation

  • David John Musendo & Blessings Chirwa & Chisomo Kamata & Daksha Patel & Tracey Smythe & Sarah Polack, 2025. "Co-Designing Tiyanjane, a Participatory Intervention to Promote Parental Involvement in the Education of Children with Disabilities in Malawi," Disabilities, MDPI, vol. 5(1), pages 1-17, March.
    • Handle: RePEc:gam:jdisab:v:5:y:2025:i:1:p:26-:d:1604578
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    References listed on IDEAS

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    1. Elizabeth Spier & Pia Britto & Terri Pigott & Eugene Roehlkapartain & Michael McCarthy & Yael Kidron & Mengli Song & Peter Scales & Dan Wagner & Julia Lane & Janis Glover, 2016. "Parental, Community, and Familial Support Interventions to Improve Children's Literacy in Developing Countries: A Systematic Review," Campbell Systematic Reviews, John Wiley & Sons, vol. 12(1), pages 1-98.
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