Introduction/Rationale: Most inclusion awareness programs are developed and led by neurotypical experts, with little participation from the neurodivergent community. In addition, most initiatives have been implemented in developed countries, with cultural and socioeconomic differences compared to developing ones. Accordingly, including the first-person perspective is essential for designing timely, culturally relevant, and conclusive responses to support well-being and the needs of neurodivergent members of school communities.
Objectives: Demonstrate the benefits of using a participatory research methodology for designing and implementing an awareness inclusion program in an educational community in a developing country.
Methods/Approach: An interdisciplinary research team conducted a diagnostic process. We conducted focus groups with teachers, parents, and students. Data was analyzed to create an awareness program. Participants completed workshops, online training, and individual meetings for 9 weeks. Acceptability and feasibility were assessed, in a final focus group with all the participants.
Results/Practice implications: Participatory research increased the acceptability of the implemented program. Based on the focus group feedback, the community received the program well and valued its form and content. The program showed feasibility with teachers and students, but more challenging with parents. The dropout rate was low among teachers.
Conclusion/Contribution to the occupational therapy profession: When using participatory research to develop evidence-based practice, occupational therapists, as part of an interdisciplinary team, represent an alliance with the entire educational community promoting the acceptability of the implementation within the community.