Aligning a training curriculum with local needs: Use of an advisory board

Renee A. Hepperlen; Paula Rabaey; Esther Ngulube; Jennifer Biggs; Donna DeGracia; Mary O. Hearst

doi:10.1177/0020872820915267

Aligning a training curriculum with local needs: Use of an advisory board

Renee A. Hepperlen, Paula Rabaey, Esther Ngulube, Jennifer Biggs, Donna DeGracia, Mary O. Hearst

Research output: Contribution to journal › Article › peer-review

Abstract

Children with disabilities and their families often experience life circumstances that lead to reduced quality of life in low- and middle-income countries. This article describes the development of a curriculum to train community volunteers to provide support to families of children with disabilities in Lusaka, Zambia, using feedback from an advisory board of local stakeholders. Stakeholders had two opportunities to offer input on the curriculum. Reviewer comments focused on three themes – making the manual more Zambian, needing additional content, and simplifying the message. Recommendations were incorporated into the manual – allowing for culturally appropriate alignment with Zambian needs and customs.

Original language	English (US)
Pages (from-to)	1264-1273
Number of pages	10
Journal	International Social Work
Volume	65
Issue number	6
DOIs	https://doi.org/10.1177/0020872820915267
State	Published - Nov 2022

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project is funded by the GHR Foundation.

Publisher Copyright:
© The Author(s) 2020.

Keywords

Advisory board
children with intellectual and developmental disabilities
collaborative curriculum development
inclusive program development
low- and middle-income countries

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10.1177/0020872820915267

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Aligning a training curriculum with local needs: Use of an advisory board

Abstract

Bibliographical note

Keywords

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