Co-creative Development and Implementation of the Disability-Inclusive Research Training and Mentorship Programme for Youth With Disabilities in Uganda
Andrew Sentoogo Ssemata, Slivesteri Sande, Elizabeth Shalom Kaweesa, Mandikudza Tembo, Lillian Namukasa, Herbert Muyinda, Femke Bannink-MbazziBackground
Despite global efforts to promote inclusion, youth with disabilities remain underrepresented in research, particularly in low-resource settings such as Uganda. They face systemic barriers, including limited access to training, discriminatory research practices, and societal perceptions that undermine their capabilities. As a result, they are often denied opportunities to develop research skills, contribute to knowledge production, and influence policies that affect their lives. The lack of structured, inclusive training and mentoring programs further exacerbates this exclusion, limiting their participation as both co-researchers and research professionals.
Objectives
This study aimed to co-develop and pilot a disability-inclusive research training and mentoring program for youth with disabilities in Uganda. The specific objectives were (i.) to equip youth with disabilities with research skills to lead/conduct inclusive research studies; (ii) to foster knowledge sharing and advocacy for disability inclusion through youth-led initiatives; and (iii) to create employment opportunities for youth with disabilities in research.
Methods
The study employed a co-creative development approach, the study adapted the Zimbabwean Youth Research Academy training manual to make it disability inclusive and customised to the Ugandan context through four participatory workshops, stakeholder feedback sessions, and iterative revisions. Fourteen youth researchers (seven pairs of one person with a disability and one without) were recruited to participate in the program. The structured program featured two weeks of intensive training in qualitative research and disability studies, three months of internships with peer support, and nine months of co-creative development of research activities of life histories for data collection, analysis and dissemination of findings. This manuscript describes the development, implementation and monitoring process of a disability-inclusive research training and mentorship program for youth with disabilities in Uganda.
Conclusions
This study demonstrated the feasibility and impact of a participatory approach in co-developing and implementing a disability-inclusive research training and mentorship program for youth with disabilities in Uganda. By actively involving youth with disabilities throughout the design and implementation process, the programme fostered a sense of ownership and inclusivity, ensured relevance, and promoted the sustainability of acquired skills. These findings highlight the transformative potential of participatory research in empowering marginalized groups, equipping them with the necessary skills to engage in health research, and advocating for more inclusive knowledge production.