Promoting the development of children with disabilities through school inclusion: clinical psychology in supporting teachers in Mozambique

Manuela Tomai, Viviana Langher, Gabriella Martino, Francesca Esposito, Maria Elisabetta Ricci, Andrea Caputo


This article presents an intervention study developed within an international cooperation program, and aimed at promoting the school inclusion of children with disabilities in Mozambique. To avoid the risk of exporting models from a local context to another, and in order to favour a sustainable social change, a participatory and ecological framework was adopted. The main aim of the Participatory Action Research (PAR) carried out was to explore teachers’ views and beliefs concerning disability and inclusion, and determine best practices to fully include students with disabilities. The paper illustrates the overall outcomes of a participatory research development process, and the results achieved in each phase. The final purpose is to increase the knowledge on school inclusion of children with disabilities in the Global South. Potentials and challenges of using clinical psychological, ecological and collaborative paradigms to address issues concerning health promotion and development of children with disabilities and local development are also discussed.


Teachers' inclusion beliefs; School inclusion, disability; Sustainable development; Local culture; Health promotion

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