Participatory curriculum development for health and independent living for disabled people

A qualitative study of participant experiences

Bibliographic Data

ID12314830
AuthorsKrys Standley (0000-0002-2853-3170, Research and Training Center on Disability in Rural Communities, University of Montana, Missoula, MT, USA, corresponding author), Rayna Sage (0000-0002-9406-8561, Research and Training Center on Disability in Rural Communities, University of Montana, Missoula, MT, USA), Tannis Hargrove (Research and Training Center on Disability in Rural Communities, University of Montana, Missoula, MT, USA), Mary Willard (Association of Programs for Rural Independent Living, Little Rock, AR, USA), Tracy Boehm Barrett (Research and Training Center on Disability in Rural Communities, University of Montana, Missoula, MT, USA), Justice Ender (Research and Training Center on Disability in Rural Communities, University of Montana, Missoula, MT, USA), Craig Ravesloot (0000-0001-9719-5016, Research and Training Center on Disability in Rural Communities, University of Montana, Missoula, MT, USA)
Year2022
Volume39
Issue3
Pages720-742
Publication date2022-06-15
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDisability & Society (JOURNAL)
Journal identifiersISSN: 0968-7599 • E-ISSN: 1360-0508
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09687599.2022.2087489
PMID38470377
OpenAlexW4282967352
LanguageEN
Citations received2
References cited31

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

Citizen journalism · Curriculum · Curriculum development · Medical education · Participatory action research · Pedagogy · Political science · Process (computing · Promotion (chess · Sociology · Computer Science · Disability Rights and Representation · Medicine · Mental Health and Patient Involvement · Participatory Visual Research Methods · Psychology

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