Participatory curriculum development for health and independent living for disabled people : a qualitative study of participant experiences
Participatory curriculum development is an approach that draws on participatory research philosophy by engaging members of intended audiences in the curriculum development process. This is a fairly new approach to curriculum development, which has seldom been applied in health promotion and, to our...
| Publié dans: | Disability & society. - 1995. - 39(2024), 3 vom: 01., Seite 720-742 |
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| Auteur principal: | |
| Autres auteurs: | , , , , , |
| Format: | Article en ligne |
| Langue: | English |
| Publié: |
2024
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| Accès à la collection: | Disability & society |
| Sujets: | Journal Article Participatory curriculum development Participatory research health promotion independent living skills intervention |
| Résumé: | Participatory curriculum development is an approach that draws on participatory research philosophy by engaging members of intended audiences in the curriculum development process. This is a fairly new approach to curriculum development, which has seldom been applied in health promotion and, to our knowledge, has not previously been used to develop curriculum with disabled people. In this project, participatory curriculum development was used to both develop a new curriculum and revise an existing curriculum for in-person, web-based delivery. We engaged in this process with Center for Independent Living staff members, twelve of whom we interviewed post-engagement. We assessed the development process for equitable engagement and sharing of power and identified three relevant main themes: learning, collaborating, and empowering. Our project partners engaged collaboratively in project development and believed the curriculums would empower their intended end-users. However, they desired greater sharing of power during the process to create an equitable experience |
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| Description: | Date Revised 04.01.2025 published: Print-Electronic Citation Status PubMed-not-MEDLINE |
| ISSN: | 0968-7599 |
| DOI: | 10.1080/09687599.2022.2087489 |