Obuntu bulamu: Parental peer-to-peer support for inclusion of children with disabilities in Central Uganda

Abstract

Background: Obuntu bulamu, a peer-to-peer support intervention for children, parents and teachers to improve the participation and inclusion of children with disabilities (CwD), was developed and tested in Uganda. The intervention consisted of disability-inclusive peer-to-peer training and support activities. In this article, parent participation in and evaluation of the intervention are discussed.Objectives: The study aims to evaluate the acceptability and feasibility of the intervention.Methods: A qualitative Afrocentric intervention study was implemented in 10 schools in Wakiso district in Central Uganda. Researchers purposely selected CwD aged 8–14 years, their peers and parents from 10 primary schools with on average three CwD per school. A total of 64 study parents (33 parents of CwD and 31 peers) were interviewed at baseline and endline. Two focus group discussions were held with 14 parents at midline. Parents also participated in a consultative meeting about the intervention design at baseline and two evaluation and feedback workshops at midline and endline. Thematic data analysis was conducted.Results: Findings showed that parents found the intervention inspiring, acceptable, culturally appropriate and supportive, as it built on values and practices from their own cultural tradition. Parents reported that the intervention enhanced a sense of togetherness and belonging and helped them to develop more positive attitudes towards CwD and disability inclusion. They felt the intervention increased participation and inclusion of CwD at home, school and in communities.Conclusion: The Obuntu bulamu peer-to-peer support intervention is an acceptable, culturally appropriate intervention with the potential to improve inclusion of CwD. Further studies are recommended to measure the effectiveness of the intervention.Contribution: The paper contributes to existing evidence that there is need for more Afrocentric interventions, which built on cultural values and practices. Interventions based on indigenous values have a greater potential to be acceptable, can foster integration and are likely to be more sustainability to achieve disability inclusion. In the article we describe parental perspectives of the Obuntu bulamu intervention, an intervention to improve inclusion of children with disabilities, which was designed by children, parents, teachers, educationalists, and academics from Uganda

Co-designing a neurodivergent student-led peer support programme for neurodivergent young people in mainstream high schools

“…Peer support, which includes befriending, mediation, mentoring, or peer-listening, is not a new concept in UK schools (Houlston et al, 2009). Peer support has been used for a variety of purposes: to resolve problems, share ideas, or change attitudes (Cowie, 2020), to support disabled students (Nalugya et al, 2023), and to promote mental health and well-being (Hart et al, 2020;Lei et al, 2021;Ross-Reed et al, 2019). Peer support schemes for neurodivergent school students have typically involved a neurodivergent student being 'buddied' by a neurotypical student (Carter et al, 2014(Carter et al, , 2017Hochman et al, 2015).…”