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- Working in the time of COVID-19: Rehabilitation clinicians’ reflections
of working in Gauteng’s public healthcare during the pandemic
Authors: Hester M. van Biljon, Lana van Niekerk
First page: 9
Abstract: Background: When the coronavirus disease 2019 (COVID-19) pandemic manifested in South Africa, rehabilitation services were seriously affected. The consequences of these were wide-ranging: affecting service users, their families and caregivers, rehabilitation practices and practitioners as well as the integrity and sustainability of rehabilitation systems.Objectives: This study aimed to explore the nature and consequences of disruption caused by the pandemic, based on the experience of rehabilitation clinicians who were working in public healthcare facilities in Gauteng.Methods: This was a phenomenology study that used critical reflection method. Trained and experienced in reflecting on barriers and enablers that affect their practices, a multidisciplinary group of rehabilitation clinicians captured their experience of working during the time of COVID-19. Data construction extended over 6 months during 2020. An inductive thematic analysis was performed using Taguette: an open-source qualitative data analysis tool.Results: The main themes captured the disorder and confusion with its resultant impact on rehabilitation services and those offering these services that came about at the beginning of the pandemic. The importance of teamwork and leadership in rehabilitation also emerged as themes. Other themes related to having to approach work differently, working beyond professional scopes of practice and pandemic fatigue.Conclusion: The COVID-19 pandemic disrupted the way rehabilitation was being performed, creating an opportunity to reconceptualise, strengthen and improve rehabilitation services offered at public healthcare. The presence of effective leadership with clear communication, dependable multidisciplinary teams and clinicians with robust personal resources were strategies that supported rehabilitation clinicians whilst working during COVID-19.
PubDate: 2022-04-28
DOI: 10.4102/ajod.v11i0.889
Issue No: Vol. 11 (2022)
- How education, training and development support the wellness of employees
with disabilities
Authors: Zelna van Niekerk, Mbulaheni O. Maguvhe, Meahabo D. Magano
First page: 11
Abstract: Background: Existing wellness theories do not consider the unique needs of persons with disabilities. The lack of recognition of these needs in traditional wellness theories encouraged the researchers to develop a wellness framework for employees with disabilities (EWDs) to influence their wellness positively.Objective: The aim of the study was to identify the wellness experiences of EWDs and explore how education, training and development can contribute towards the employees’ wellness.Method: The qualitative study entailed semi-structured interviews with EWDs identified through snowball sampling. The study used the six-dimensional model of wellness that Bill Hettler developed in 1976 as a departure point to a holistic approach referring to social, intellectual, spiritual, physical, emotional and occupational wellness. The data collected was analysed through content analysis.Results: The study found that EWDs experience various workplace challenges as limited or no changes have been made to accommodate their specific needs. This then has a negative influence on their wellness. Their wellness diminishes as they attempt to cope with circumstances rather than request assistance. They recognised development needs in all the wellness dimensions explored. Employers and other stakeholders, including customers, colleagues and the communities they serve, need development and capacity building on disability matters to ensure equal opportunities for EWDs.Conclusion: The study resulted in a Wellness framework for EWDs identifying the education, training and development needs that will contribute to their wellness.
PubDate: 2022-04-29
DOI: 10.4102/ajod.v11i0.882
Issue No: Vol. 11 (2022)
- Evaluating the awareness and knowledge of dyslexia among primary school
teachers in Tshwane District, South Africa
Authors: Mary M. Makgato, Monicca Leseyane-Kgari, Madoda Cekiso, Itani P. Mandende, Rose Masha
First page: 12
Abstract: Background: Many developed countries have made rapid strides in addressing issues related to dyslexia but in the developing countries like South Africa, it has not received adequate attention.Objectives: The study therefore sought to evaluate awareness and knowledge of dyslexia among primary school teachers working in the government sector.Methods: A phenomenological design was used and the study followed a mixed methods approach. The sample included 30 purposively selected primary school teachers. A questionnaire that consisted of true and false questions, closed-ended questions and open-ended questions was used to collect data. SPSS Version 22 and Excel Data Analyser 4 were used to analyse the quantitative data whereas the qualitative data was analysed thematically.Results: The results indicated that the primary school teachers had a basic awareness and knowledge of dyslexia. Many of them were found to be using limited strategies in order to teach learners with dyslexia in their classrooms.Conclusion: Based on the findings, recommendations such as early diagnoses through testing, parental involvement, conducive learning environment and teachers’ professional development regarding dyslexia were made.
PubDate: 2022-04-28
DOI: 10.4102/ajod.v11i0.807
Issue No: Vol. 11 (2022)
- Perspectives of key stakeholders on educational experiences of children
with autism spectrum disorders at the Kenyan Coast
Authors: Amina Abubakar; Joseph K. Gona, Patricia Kipkemoi, Ken Rimba, Dennis Amukambwa, Charles R.J.C. Newton
First page: 6
Abstract: Background: Little is known about the educational experiences of children diagnosed with autism spectrum disorders (ASDs) in the Kenyan Coastal context.Objectives: We examined the diagnostic and placement procedures used in education on the Kenyan coastal region. In addition, we investigated the education-related challenges faced by children with ASD.Methods: We conducted focus group discussions and in-depth interviews with 21 participants, including teachers, clinicians and educational administrators. Data were analysed using an inductive thematic framework on qualitative data analysis software, NVIVO 10.Results: The findings from this study indicate that there were no systematic approaches to diagnosing children as having ASD. Teachers reported experiencing many challenges, including a lack of specialised training, inadequate resources and difficulty in managing children with different functional abilities in one class.Conclusion: There is an urgent need for contextually relevant evidence-based identification, placement and management services to be put in place to meet the educational needs of children with ASD.
PubDate: Wed, 23 Feb 2022 09:00:02 +020
DOI: 10.4102/ajod.v11i0.847
- Unreported and unaddressed: Students with disabilities experience of
school violence in Zambia
Authors: Janet Njelesani; Jessica Si, Drake Swarm
First page: 7
Abstract: Background: Violence against school children is a prevalent global issue. Despite the high prevalence of school violence in Zambia, there is limited research on students with disabilities’ experiences of school violence.Objectives: Guided by the socio-ecological model for bullying, the aim of this study was to understand students with disabilities’ experiences of school violence in the Lusaka and Southern provinces of Zambia.Methods: A qualitative descriptive study was conducted with 14 purposively sampled boys (n = 6) and girls (n = 8) with disabilities. Data were generated using semi-structured interviews and child-friendly methods. Child-friendly methods were co-constructed with Zambian youth with disabilities in order to ensure cultural appropriateness and included vignettes, cartoon captioning, photograph elicitation, drawings, and sentence starters. Qualitative data were analysed by thematic analysis.Results: The themes illuminated that violence against students with disabilities occurs frequently but goes unaddressed. Moreover, students with disabilities were being blamed for causing the violence, and therefore, considered a risk to others. Participants reported that they turn to trusted teachers for support.Conclusion: This study illuminates the violence students with disabilities experience within the Zambian education system, with implications for school policies and programmes, peer education, and teacher training to create a safer education environment for students with disabilities.
PubDate: Wed, 30 Mar 2022 07:00:00 +020
DOI: 10.4102/ajod.v11i0.849
- Promoting regional coherence and cohesion amidst multiple assistive
technology initiatives in Africa
Authors: Surona J. Visagie; Malcolm MacLachlan, Elsje Scheffler, Nikola Seymour
First page: 7
Abstract: Background: Appropriate provision of assistive technology services (ATS) and products are a global health issue and essential for achieving the Sustainable Development Goals (SDGs). The Sixth African Network for Evidence-to-Action on Disability (AfriNEAD) conference included a workshop on collaboration, cohesion and coherence in ATS delivery in Africa.Objective: This article aimed to summarise the workshop proceedings and to provide some recommendations on how coherence and cohesion can be facilitated in assistive technology services in Africa.Method: A round table and small group discussions on assistive technology were facilitated in the virtual space of the AfriNEAD conference. Organisations and role players in ATS and products in Africa participated as keynote speakers, round table members and in small group discussions.Results: There was consensus amongst participants that cohesive collaboration must be facilitated. They further agreed that users must be central to future action. There are local, national and regional initiatives, but none of these have grown into an African assistive technology platform. World Health Organization (WHO) Africa can bring partners together and facilitate creation, officialisation and operationalising of a continental assistive technology platform, through building on the existing initiatives. The AfriNEAD disability research country working groups can act as in-country coordinating bodies for ATS and afford a possibility of a structured approach to assistive technology research.Conclusion: It is time to break away from Western institutionalised biomedical ways of providing ATS in Africa. Africans must develop coherent, cohesive ATS driven by empowered users who build on Africa’s strengths and addresses the continents’ unique needs.
PubDate: Thu, 10 Feb 2022 13:58:16 +020
DOI: 10.4102/ajod.v11i0.937
- Communication strategies used by adolescents with autism spectrum disorder
and health professionals during treatment
Authors: Monica Araujo; Munyane Mophosho, Sharon Moonsamy
First page: 8
Abstract: Background: Autism spectrum disorder (ASD) is a developmental disorder, which affects social communicative capabilities. The research study has shown that ASD studies are focused on young children, excluding adolescents and adults: and it is understudied in the context of South Africa.Objective: This study examined the interactional communication strategies of adolescents with ASD and health professionals during different treatment consultations to identify the interactional styles and communication strategies utilised by adolescents with ASD and their respective healthcare professionals in a variety of scenarios in order to generate management strategies for future healthcare professional communication training.Method: A multi-case study design with a qualitative research approach has been used. Four adolescents with a moderate form of ASD and four health practitioners were interviewed. Participants were chosen by purpose and snowball sampling. Semi-structured, open-ended interviews were used for health professionals to collect information on the various interaction types and communication methods used, as well as their interpretations of these methods. Conversely, adapted face-to-face interviews were used to collect similar knowledge from adolescents themselves. The findings were qualitatively analysed on a case-by-case and cross-case basis by thematic analysis techniques.Results: The findings indicated that ASD adolescents have interaction types that influence intervention to various degrees. In comparison to motor therapies such as occupational therapy and physiotherapy, interaction types have a greater impact on psychiatry and psychology, which depend mainly on verbal communication. Intuitively, to promote contact with these teens, all health practitioners changed their own interaction styles. They used techniques of clarification and repair. The therapists shared the intention to learn a range of successful ways to strengthen future experiences with ASD between themselves and adolescents.Conclusion: The findings indicate that practitioners can benefit from altering their interaction styles, and that approaches for promoting successful interactions and in establishing rapport could be shared with other professionals in the future.
PubDate: Thu, 31 Mar 2022 07:00:00 +020
DOI: 10.4102/ajod.v11i0.811
- Self-identified intervention priorities amongst women with road
accident-acquired physical disabilities in South Africa
Authors: Laura Hartmann; Alison Hamilton, Amelia van der Merwe, Stefani du Toit, Wendy Xakayi, Xanthe Hunt
First page: 9
Abstract: Background: Acquiring a physical disability in adulthood necessitates a range of adjustments, with past research suggesting that some challenges encountered are unique to women. Moreover, several factors may complicate adjustment to an altered embodiment and difficulties in functioning after an accident, including insufficient rehabilitation and support services and problematic societal attitudes towards disability. In addition, women with disabilities are often excluded from health and social policy and programme development, an oversight that can result in support gaps.Objectives: This article presents the self-identified priority interventions of women with road accident-acquired physical disabilities in South Africa.Methods: We conducted interviews with 18 women with road accident-acquired physical disabilities. The participants were recruited via snowball sampling. Interviews were conducted by experienced interviewers, who were home language speakers of the participants’ preferred language of communication. The interview recordings were transcribed, translated, and coded by trained, independent researchers.Results: Study participants identified three key areas of intervention requiring consideration in supportive intervention planning: the acute post-injury environment and healthcare infrastructure, transitional services and social inclusion interventions. These were identified as overlooked areas in which they required support to successfully adapt to limitations in functioning.Conclusion: To develop inclusive, accessible, and practical policy and programming for people with disabilities, exercises like those outlined in this research – eliciting intervention ideas from lived experience – should be conducted as they highlight actionable priorities for programming.
PubDate: Fri, 25 Feb 2022 08:00:03 +020
DOI: 10.4102/ajod.v11i0.867
- Knowledge, perceptions and experiences of risk to sexual violence among
adults with intellectual disabilities in Cape Town, South Africa
Authors: Callista K. Kahonde; Rebecca Johns
First page: 11
Abstract: Background: People with intellectual disabilities are at high risk to sexual violence, yet minimal research has been conducted in South Africa to understand this phenomenon, especially seeking perspectives of people with intellectual disabilities themselves.Objectives: This study aimed to explore and describe the knowledge and awareness of risk to sexual violence among adults with intellectual disabilities and to understand their perceptions and experiences of risk.Method: An exploratory qualitative approach was appropriate as there is lack of literature on this subject. Focus group discussions were used as the method of data collection. The method of conducting focus group discussions and data collection instruments were adapted to suit the communication and cognitive abilities of the adults. Twenty-seven adults participated in the study and they were divided into six groups of four to five participants in each group.Results: The adults’ responses revealed that they had some knowledge of risks to sexual violence, but they also had knowledge gaps and some erroneous knowledge and perceptions that could put them at high risk. The experiences they shared showed that the risk of sexual violence is high among women with intellectual disabilities.Conclusion: Further research is needed to inform a community approach which includes people with intellectual disabilities, their families, services providers and community members as an intervention to empower and protect people with intellectual disabilities from sexual violence. To achieve this, we recommend an ecological framework as a guiding tool in both the research processes and the implementation of the outcomes.
PubDate: Fri, 18 Mar 2022 07:00:00 +020
DOI: 10.4102/ajod.v11i0.837
- Special educators’ intentions towards supporting practice of inclusive
education for students with disabilities in secondary schools in Ghana
Authors: Maxwell P. Opoku
First page: 12
Abstract: Background: Although teacher training institutions have introduced courses in inclusive education to equip teachers with the necessary pedagogical skills to teach in diverse classrooms, it has been argued that the services of special educators are essential when it comes to teaching students with disabilities in regular classrooms. Unfortunately, there is scant literature on the views of special educators regarding the enactment of inclusive education in sub-Saharan African countries, such as Ghana.Objective: In an effort towards promoting inclusive education in Ghana, there has been deployment of special educators across Ghana to supervise the implementation of inclusive education in schools. The purpose of this study was to explore the intentions of special educators towards supporting teachers to teach students with disabilities in secondary schools.Method: Ajzen’s theory of planned behaviour guided the development of interview guide for data collection for this qualitative study. Twelve special educators were purposively selected and interviewed from five districts in Ghana.Results: The participants expressed their unpreparedness to work in secondary schools because of multiple factors, such as their job description, resistance from teachers, and inadequate teaching and learning materials.Conclusion: This study concludes on the need for policymakers to reconsider the deployment of special educators to cluster of schools or geographical areas in order to supervise the education of children with disabilities.
PubDate: Thu, 31 Mar 2022 09:00:00 +020
DOI: 10.4102/ajod.v11i0.875
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