Institute for Global Health


Child development & disability: inclusive approaches in global contexts

The module aims to reflect on the lives of and services for children across cultures and context, with a particular emphasis on disabled children. It takes the principle of inclusion as being key to the consideration of disabled children as children first and their particular needs in relation to their impairment second. We will consider different models of service provision in early child development, health and education, to look at ways in which all children living in very diverse contexts, can be given the best life chances. The emphasis will be on lifespan and rights based approaches and on cross cultural and international examples of research and practice in childhood and disability studies. 

Module Code: CIHDG010

UCL Credits: 15 

Module Organisers: Dr Mary Wickenden & Dr Helen Bedford

Please direct queries to the course administration team in the first instance igh.adminpg@ucl.ac.uk

Who can study this course?

MSc/PG Dip Global Health and Development students, other UCL MSc/PG Dip students, TropEd students, Taster course students, Short course students

Admission Requirements

MSc and PG Dip students: Open to all UCL MSc/PG Dip Global Health and Development, and to any UCL MSc/PG Dip students.

Taster students: UK Bachelor’s degree in a relevant/allied subject awarded with a 1st or upper 2nd class Honours or an equivalent qualification.  Two academic or professional reference letters.

Short course students: Professional work experience in a relevant area and/or UK Bachelor’s degree in a relevant/allied subject awarded with a 1st or 2nd class Honours or an equivalent qualification.

In addition to the above, all students must demonstrate a GOOD standard of English Proficiency with a minimum of 6.5 in each of the subtests.

Course length 3 weeks 
Course dates 30 April to 18 May 2018
Days and times Mondays, Tuesdays and Fridays from 09.30 to 12.30 and 13.30 to 16.30 for the first two weeks. NB due to Bank Holiday Monday on 7 May, teaching will take place on Monday 14 May instead.



  • Broadening and changing concepts of childhood and children
  • Early Child Development models and dilemmas
  • Lifespan approaches to thinking about children and young people
  • Developmental Screening, early identification and intervention
  • Quality of life concepts and measures in childhood
  • Parenting and family centred approaches to ECD, intervention and prevention
  • Multidisciplinary and multi-agency working with children and young people
  • Children with cognitive, social//emotional and behaviour impairments
  • Children with physical impairments
  • Children with sensory impairments (vision & hearing)
  • Low tech and community approaches to rehabilitation globally
  • Cultural, environmental, social and economic impacts on children’s development
  • Nutrition and child development
  • Inclusion and inclusive education in global contexts

Teaching and learning methods

Lectures/seminars, group work, student led presentations, self-study and critical review activities, online materials on Moodle and possibly an optional field visit to a child development centre or NGO in London.


Essay (3000 words) 100%

Assessment Date

29 May 2018 9am

Selected Reading List

Curran T and Runswick-Cole K (eds) (2013) Disabled Children's Childhood Studies Critical Approaches in a Global Context Palgrave Macmillan

Hisperian Foundation (1999) Working with Visually Impaired Children Hisperian Paulo Alto.

Hisperian Foundation (2001) Working with Deaf Children Hisperian Paulo Alto.

Lansdown G (1994) Children’s Rights. In Mayall B (Ed) Children’s Childhoods: Observed and Experienced, Bristol The Falmer Press

Levine RA and New RS (2008) Anthropology and Child Development: A cross-cultural reader. OxfordBlackwell