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  Subjects -> DISABILITY (Total: 101 journals)
Showing 1 - 200 of 310 Journals sorted alphabetically
Advances in Human Factors/Ergonomics     Full-text available via subscription   (Followers: 26)
Aequitas : Revue de Développement Humain, Handicap et Changement Social     Full-text available via subscription   (Followers: 10)
African Journal of Disability     Open Access   (Followers: 8)
Ageing & Society     Hybrid Journal   (Followers: 48)
ALTER - European Journal of Disability Research / Revue Européenne de Recherche sur le Handicap     Full-text available via subscription   (Followers: 13)
American Annals of the Deaf     Full-text available via subscription   (Followers: 19)
American Journal of Speech-Language Pathology     Full-text available via subscription   (Followers: 58)
American Journal on Intellectual and Developmental Disabilities     Full-text available via subscription   (Followers: 67)
Aphasiology     Hybrid Journal   (Followers: 61)
Assistive Technology: The Official Journal of RESNA     Hybrid Journal   (Followers: 22)
Audiology     Open Access   (Followers: 12)
Audiology - Communication Research     Open Access   (Followers: 11)
Audiology Research     Open Access   (Followers: 10)
Augmentative and Alternative Communication     Hybrid Journal   (Followers: 50)
Autism     Hybrid Journal   (Followers: 349)
Autism & Developmental Language Impairments     Open Access   (Followers: 16)
Autism in Adulthood     Hybrid Journal   (Followers: 9)
Autism Research     Hybrid Journal   (Followers: 57)
Autism's Own     Open Access   (Followers: 9)
British Journal of Learning Disabilities     Hybrid Journal   (Followers: 102)
British Journal of Special Education     Hybrid Journal   (Followers: 54)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 14)
Canadian Journal of Disability Studies     Open Access   (Followers: 39)
Deafness & Education International     Hybrid Journal   (Followers: 6)
Developmental Disabilities Research Reviews     Hybrid Journal   (Followers: 27)
Disability & Rehabilitation     Hybrid Journal   (Followers: 84)
Disability & Society     Hybrid Journal   (Followers: 90)
Disability and Health Journal     Hybrid Journal   (Followers: 23)
Disability and Rehabilitation: Assistive Technology     Hybrid Journal   (Followers: 46)
Disability Compliance for Higher Education     Hybrid Journal   (Followers: 10)
Disability Studies Quarterly     Open Access   (Followers: 46)
Disability, CBR & Inclusive Development     Open Access   (Followers: 17)
Distúrbios da Comunicação     Open Access  
Early Popular Visual Culture     Hybrid Journal   (Followers: 5)
European Review of Aging and Physical Activity     Open Access   (Followers: 11)
Health Expectations     Open Access   (Followers: 16)
Hearing, Balance and Communication     Hybrid Journal   (Followers: 5)
Inclusion     Full-text available via subscription   (Followers: 21)
Indian Journal of Cerebral Palsy     Open Access   (Followers: 1)
Intellectual and Developmental Disabilities     Full-text available via subscription   (Followers: 43)
Intellectual Disability Australasia     Full-text available via subscription   (Followers: 13)
International Journal of Audiology     Hybrid Journal   (Followers: 20)
International Journal of Developmental Disabilities     Hybrid Journal   (Followers: 41)
International Journal of Disability Management Research     Full-text available via subscription   (Followers: 11)
International Journal of Language & Communication Disorders     Hybrid Journal   (Followers: 60)
International Journal of Orthopaedic and Trauma Nursing     Hybrid Journal   (Followers: 12)
International Journal of Technology Assessment in Health Care     Hybrid Journal   (Followers: 16)
International Journal on Disability and Human Development     Hybrid Journal   (Followers: 23)
Journal for Healthcare Quality     Hybrid Journal   (Followers: 28)
Journal of Accessibility and Design for All     Open Access   (Followers: 14)
Journal of Aging and Health     Hybrid Journal   (Followers: 27)
Journal of Applied Research in Intellectual Disabilities     Hybrid Journal   (Followers: 53)
Journal of Autism and Developmental Disorders     Hybrid Journal   (Followers: 94)
Journal of Deaf Studies and Deaf Education     Hybrid Journal   (Followers: 13)
Journal of Disability & Religion     Hybrid Journal   (Followers: 14)
Journal of Disability Policy Studies     Hybrid Journal   (Followers: 31)
Journal of Disability Studies in Education     Open Access  
Journal of Early Hearing Detection and Intervention     Open Access   (Followers: 7)
Journal of Elder Abuse & Neglect     Hybrid Journal   (Followers: 10)
Journal of Gerontological Social Work     Hybrid Journal   (Followers: 15)
Journal of Intellectual & Developmental Disability     Hybrid Journal   (Followers: 66)
Journal of Intellectual Disabilities     Hybrid Journal   (Followers: 40)
Journal of Intellectual Disability - Diagnosis and Treatment     Hybrid Journal   (Followers: 9)
Journal of Intellectual Disability Research     Hybrid Journal   (Followers: 71)
Journal of Literary & Cultural Disability Studies     Hybrid Journal   (Followers: 15)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 56)
Journal of Policy and Practice In Intellectual Disabilities     Hybrid Journal   (Followers: 25)
Journal of Science Education for Students with Disabilities     Open Access   (Followers: 4)
Journal of Social Work in Disability & Rehabilitation     Hybrid Journal   (Followers: 20)
Journal of Speech, Language, and Hearing Research     Full-text available via subscription   (Followers: 95)
Journal of Spinal Cord Medicine     Hybrid Journal   (Followers: 5)
Learning Disabilities : A Multidisciplinary Journal     Full-text available via subscription   (Followers: 11)
Learning Disability Practice     Full-text available via subscription   (Followers: 26)
Mental Health Practice     Full-text available via subscription   (Followers: 24)
Music and Medicine     Hybrid Journal   (Followers: 2)
Physical & Occupational Therapy in Pediatrics     Hybrid Journal   (Followers: 69)
Physical Disabilities : Education and Related Services     Open Access   (Followers: 4)
Pró-Fono Revista de Atualização Científica     Open Access  
Public Policy and Aging Report     Hybrid Journal   (Followers: 2)
Research and Practice in Intellectual and Developmental Disabilities     Hybrid Journal  
Revista Brasileira de Educação Especial     Open Access   (Followers: 1)
Revista Espaço     Open Access  
Revista Española de Discapacidad     Open Access  
Revista Médica Internacional sobre el Síndrome de Down     Full-text available via subscription   (Followers: 1)
Revue francophone de la déficience intellectuelle     Full-text available via subscription   (Followers: 1)
Scandinavian Journal of Disability Research     Open Access   (Followers: 27)
Sexuality and Disability     Hybrid Journal   (Followers: 18)
Siglo Cero. Revista Española sobre Discapacidad Intelectual     Open Access  
Sign Language Studies     Full-text available via subscription   (Followers: 7)
Society and Mental Health     Hybrid Journal   (Followers: 14)
Speech Communication     Hybrid Journal   (Followers: 16)
Stigma and Health     Full-text available via subscription  
Stigma Research and Action     Open Access   (Followers: 5)
Stress     Hybrid Journal   (Followers: 7)
Technical Aid to the Disabled Journal     Full-text available via subscription   (Followers: 1)
Technology and Disability     Hybrid Journal   (Followers: 28)
Topics in Language Disorders     Hybrid Journal   (Followers: 14)
Visual Cognition     Hybrid Journal   (Followers: 13)
Visual Communication     Hybrid Journal   (Followers: 11)
Visual Communication Quarterly     Hybrid Journal   (Followers: 7)
Visual Studies     Hybrid Journal   (Followers: 5)

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African Journal of Disability
Number of Followers: 8  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2223-9170 - ISSN (Online) 2226-7220
Published by AOSIS Publishing Homepage  [34 journals]
  • Cognitive behaviour therapy-based early intervention and prevention
           programme for anxiety in South African children with visual impairments

    • Authors: Lisa Visagie, Helene Loxton, Leslie Swartz, Paul Stallard
      First page: 8
      Abstract: Background: Anxiety is the most common psychological difficulty reported by youth worldwide and may also be a significant problem for children with visual impairments. Cognitive behaviour therapy (CBT) interventions have proven to be successful in treating childhood anxiety; however, mostly these are not suitable for children with visual impairments, as the materials used are not sufficiently accessible to this population.Objectives: The present study was motivated by the dearth of research on this topic and aimed to examine the effects of a specifically tailored, group-based, universally delivered, CBT intervention for anxiety in children with visual impairments and to examine the influence of three predictor variables (i.e. age, gender and level of visual impairment) on prevention effects.Method: A randomised wait-list control group design with pre-, post- and follow-up intervention measures was employed. The final sample of 52 children (aged 9–14) with varying degrees of visual impairment received the anxiety intervention. Participants were followed over a course of 10 months during which their anxiety symptoms were assessed quantitatively at four time points (T1–T4).Results: The results indicated that the anxiety intervention did not significantly decrease symptoms of anxiety within the intervention groups. However, the intervention appeared beneficial for girls, younger children and legally blind participants.Conclusion: This study demonstrated how CBT interventions can be adapted for use in children with visual impairments. Results obtained provide a foundation upon which future updated anxiety intervention programmes can be built, meeting the need for further research in this area.
      PubDate: 2021-01-29
      DOI: 10.4102/ajod.v10i0.796
      Issue No: Vol. 10 (2021)
       
  • Sexual and reproductive health services utilisation amongst in-school
           young people with disabilities in Ghana

    • Authors: Akwasi Kumi-Kyereme
      First page: 9
      Abstract: Background: Sexual and reproductive health (SRH) of young people including those with disabilities is a major public health concern globally. However, available evidence on their use of sexual and reproductive health services (SRHS) is inconsistent.Objective: This study investigated utilisation of SRHS amongst the in-school young people with disabilities (YPWDs) in Ghana using the healthcare utilisation model.Methods: Guided by the cross-sectional study design, a questionnaire was used to obtain data from 2114 blind and deaf pupils or students in the age group 10-24 years, sampled from 15 purposively selected special schools for the deaf and the blind in Ghana.Results: About seven out of every 10 respondents had ever utilised SRHS. The proportion was higher amongst the males (67.8%) compared with the females (62.8%). Young persons with disabilities in the coastal (OR = 0.03, 95% CI = 0.01–0.22) and middle (OR = 0.06, 95% CI = 0.01–0.44) zones were less likely to have ever utilised SRHS compared with those in the northern ecological zone. The blind pupils or students were more likely to have ever utilised SRHS than the deaf (OR = 1.45, 95% CI = 1.26–3.11).Conclusions: Generally, SRHS utilisation amongst the in-school YPWDs in Ghana is high but significantly associated with some predisposing, need and enabling or disabling factors. This underscores the need for policymakers to consider in-school YPWDs as a heterogeneous group in the design and implementation of SRHS programmes. The Ghana Education Service in collaboration with the Ghana Health Service should adopt appropriate pragmatic measures and targeted interventions in the special schools to address the SRH needs of the pupils or students.
      PubDate: 2021-03-01
      DOI: 10.4102/ajod.v10i0.671
      Issue No: Vol. 10 (2021)
       
  • Barriers and facilitators to participation for children and adolescents
           with disabilities in low- and middle-income countries – A scoping review
           

    • Authors: Karina Huus, Liezl Schlebusch, Maria Ramaahlo, Alecia Samuels, Ingalill Gimbler Berglund, Shakila Dada
      First page: 10
      Abstract: Background: Research has shown that all children and adolescents have the right to participate in their everyday life. However, little is known about what impacts the participation of children and adolescents with disabilities living in low-and middle-income countries.Objective: The present study undertakes a scoping review of research to synthesise the current literature about barriers and facilitators to participation in everyday life for children and adolescents with disabilities living in low- and middle-income countries.Method: A scoping review was conducted. The databases Psyc INFO, MEDLINE, CINAHL, Pubmed, ERIC and African Wide information were searched for studies published between 2001 and April 2018. Data was analysed using deductive content analysis. The barriers and facilitators to participation were categorised into personal factors, social factors, environmental factors, and policy and programme factors.Result: In the end, 17 articles were included for data extraction as they mentioned barriers and facilitators to participation for children and adolescents with disabilities. Most of the reviewed studies reported on barriers to participation. Only one of the studies was performed in a country classified as a low-income country; all other studies were performed in middle-income countries. The results indicate that some factors, especially social factors, could be perceived as both facilitators and barriers to participation.Conclusion: There is a lack of studies describing barriers and facilitators in low- and middle- income countries. Barriers and facilitators in proximity to the child and family are most frequently described in the literature.
      PubDate: 2021-03-08
      DOI: 10.4102/ajod.v10i0.771
      Issue No: Vol. 10 (2021)
       
  • Using selected behaviour modification practices to enhance reinforcement
           of reading abilities among dyslexic learners in Kenya

    • Authors: Pamela A. Ooko, Peter J.O. Aloka
      First page: 10
      Abstract: Background: Dyslexic learners have difficulties in accurate and fluent word recognition and poor spelling and decoding abilities.Objective: The present study investigated the use of selected behaviour modification practices to enhance reinforcement of reading abilities amongst dyslexic learners in primary schools in Kenya.Methods: The Solomon four research design was adopted. A sample size of 229 dyslexic learners in four selected schools was obtained using purposive sampling technique. The tools used were the Bangor Dyslexia Test and a short reading comprehension test. Internal validity of the constructs was tested using the Kaiser–Meyer–Oklin measure of sampling adequacy (KMO Index) and the Bartlett’s test of sphericity. The reliability of the questionnaires was ascertained using Cronbach’s alpha and internal consistencies of 0.673–0.807 were reported.Results: The findings reported a statistical significant difference between pre-test and post-test scores of the experiment group 1, t (48) = –15.059, p < 0.01, implying that a significant effect was found in the use of behaviour modification strategies in improving learner English language reading skills. The regression model explained 54.7% (R2 = 0.547) of the variability in the level of English language reading abilities amongst primary school learners with dyslexia.Conclusion: The study concludes that coaching behaviour modification practice had the highest influence on English language reading abilities as compared to prompting, shaping and modelling practices. The study recommended training of teachers on the use of behaviour modification practices to improve dyslexic learners’ reading ability.
      PubDate: 2021-01-29
      DOI: 10.4102/ajod.v10i0.707
      Issue No: Vol. 10 (2021)
       
  • Altered cervical posture kinematics imposed by heavy school backpack
           loading: A literature synopsis (2009–2019)

    • Authors: Terry J. Ellapen, Yvonne Paul, Henriëtte V. Hammill, Mariëtte Swanepoel
      First page: 10
      Abstract: Background: Habitual school backpack carriage causes neuro-musculoskeletal vertebral, shoulder and hand pain; deviated posture compromised cardiopulmonary function and proprioception.Objective: Present a novel literature summary of the influence of backpack carriage associated with deviated cervical posture and compromised pulmonary function.Method: An electronic literature appraisal adopting the Preferred Reporting Items for Systematic Reviews, using Google Scholar, Science Direct, EMBASE, AMED, OVID, PubMed and Sabinet search engines, was instituted during 2009–2019. Key search words: schoolbag, backpack, carriage, cervical posture and children. The quality of the studies was assessed using the Downs and Black Appraisal Scale.Results: 583 records were initially identified which was reduced to 14 experimental and observational studies. A total of 1061 participants were included across the 14 studies, with an average age of 11.5 ± 1.3 years, body mass of 37.8 ± 6.6 kilograms (kg), height of 1.41 ± 0.05 meters (m), backpack mass of 5.2 ± 0.9 kg and percentage backpack mass to child’s body mass of 13.75%. The studies mean rating according to the Downs and Black Appraisal Scale was 76.3%. The average craniovertebral angle (CVA) was 53.9° ± 14.6° whilst standing without carrying a backpack was reduced to 50.4° ± 16.4° when loaded (p < 0.05). Backpack loads carried varied from 5% – 30% of the participant’s body mass that produced a mean CVA decline of 3.5°.Conclusion: Backpack carriage alters cervical posture, resulting in smaller CVA and compromised pulmonary function. There is no consensus of the precise backpack mass that initiates postural changes. Girls’ posture begin changes when carrying lighter backpacks as compared to boys of the same age strata.
      PubDate: 2021-01-22
      DOI: 10.4102/ajod.v10i0.687
      Issue No: Vol. 10 (2021)
       
  • Perspectives on access and usage of assistive technology by people with
           intellectual disabilities in the Western Cape province of South Africa:
           Where to from here'

    • Authors: Fleur H. Boot, Callista Kahonde, John Dinsmore, Malcolm MacLachlan
      First page: 11
      Abstract: Background: Whilst assistive technology (AT) can play an important role to improve quality of life, health inequity regarding access to appropriate AT for people with intellectual disabilities (ID) is still very much present especially in low resource countries.Objectives: This study focused on exploring factors that influence access to and continued use of AT by people with ID in the Western Cape province of South Africa and to suggest potential implications of these findings and actions required to promote access to AT.Method: A qualitative approach was used to explore the experiences of people with ID and providers of AT. Face-to-face interviews with 20 adults with mild to profound ID, and 17 providers of AT were conducted and the data were analysed thematically.Results: People with ID within the study setting faced many challenges when trying to access AT and for those who managed to acquire AT, its continued usage was influenced by both personal characteristics of the user and environmental factors. Important factors that influence AT access and use for people with ID found in this study were (1) attitudes from the community, (2) knowledge and awareness to identify AT need and (3) AT training and instructions to support the user and care network.Conclusion: With the perspectives of both the providers and users of AT, this study identified priority factors, which could be addressed to improve AT access and use for people with ID in the Western Cape province.
      PubDate: 2021-02-23
      DOI: 10.4102/ajod.v10i0.767
      Issue No: Vol. 10 (2021)
       
  • Acknowledgement to reviewers

    • Authors: Editorial Office
      First page: 1
      Abstract: No abstract available.
      PubDate: 2020-12-15
      DOI: 10.4102/ajod.v9i0.821
      Issue No: Vol. 9 (2020)
       
  • Nurses’ perceived role on transition of adolescents with
           intellectual disabilities

    • Authors: Grace R. Malapela, Gloria Thupayagale-Tshweneagae, Olabisi F. Ibitoye
      First page: 5
      Abstract: Background: The nurses’ role on the transition of adolescents living with intellectual disabilities has always been neglected. Nurses’ primary role is promote health, provide nursing care, alleviate suffering, and to rehabilitate. Improving the quality of life for individuals with intellectual disabilities when they undergo the transition process from adolescence to adulthood was previously not considered a priority.Objective : To explore the perceived nurses’ role on the transition of adolescents with intellectual disabilities into adulthood.Methods: A qualitative descriptive design using semi-structured interviews with 18 nurse participants were used. The sample included the nurses working in care and rehabilitation centres and non-governmental organisations in Tshwane District, Gauteng Province of South Africa were individually interviewed.Results: Three main themes that emerged from the analysis were support systems, advocacy and health promotion.Conclusion:  The findings of this study clearly show the need for a strong health care support system to facilitate a successful transition process. The study findings support the view that nurses can play a key role in assisting individuals with intellectual disabilities and their families in dealing with the challenges of transitioning into adulthood.
      PubDate: 2020-12-14
      DOI: 10.4102/ajod.v9i0.674
      Issue No: Vol. 9 (2020)
       
  • Universal design for learning in inclusive education policy in South
           Africa

    • Authors: Judith A. McKenzie, Elizabeth M. Dalton
      First page: 8
      Abstract: Background: South Africa has undertaken the implementation of inclusive education as a vehicle for achieving enhanced educational outcomes and equity. Universal Design for Learning (UDL) is an instructional design framework that takes into account the wide range of variations in skills and abilities that exist across all learners, and provides a research-based set of principles and guidelines for inclusive curriculum development and delivery.Objectives: To locate UDL within the specific inclusive education policy context of South Africa and consider how this approach can support policy implementation. We have argued that UDL could serve as a strategy to link policy imperatives with classroom practice, enabling effective communication between the different actors.Method: We reviewed fundamental inclusive education policies in South Africa and research relating to their implementation, and how they configure support and curriculum differentiation. We then compared this understanding with that proposed by UDL and considered what could be gained in adopting a UDL framework.Results: We noted that UDL has several advantages in that it allows for a common language between education stakeholders and gives new meaning to the interpretation of levels of support.Conclusion: The implementation of inclusive education in South Africa could be enhanced by introducing the concepts of UDL into policy, research and teaching practice as a common language and vehicle for packaging support systems.
      PubDate: 2020-12-15
      DOI: 10.4102/ajod.v9i0.776
      Issue No: Vol. 9 (2020)
       
  • Perspectives of working-age adults with aphasia regarding social
           participation

    • Authors: Nadia M. Souchon, Esedra Krüger, Renata Eccles, Bhavani S. Pillay
      First page: 11
      Abstract: Background: Working-age adults with aphasia experience difficulties in social participation, specifically fulfilling social roles and reintegrating into communities. Literature regarding social participation of people with aphasia (PWA) is predominantly based on studies conducted in high-income countries (HIC), limiting generalisability of findings. Perspectives of social participation are influenced by person, place and cultural background warranting investigation in heterogeneous low- and middle-income countries (LMICs), like South Africa.Objectives: Describe perspectives of working-age adults with aphasia regarding social participation within the first 2 years post-incident.Method: Semi-structured interviews gained perspectives of 10 working-age adults (with mild to moderate aphasia) using principles of supported conversation for adults with aphasia. Data were thematically analysed to describe participants’ perspectives of social participation.Results: Seven themes were identified pertaining to participants’ perspectives of social participation. Participants considered rehabilitation services, faith-related activities and returning to work as valued areas of social participation. Previous interests, presence of support and characteristics of communication partners determined their preference and willingness to participate with others. Finally, personal attitudes and feelings continued to influence their perspectives of social participation, as well as their motivation to participate.Conclusion: Successful social participation was dependent on the PWA’s perceived value of social activities and presence of support from significant others. Speech-language therapists are in the ideal position to facilitate PWA’s communication abilities and their experience of successful participation through the implementation of person-centered care and community-led intervention. This study provided a preliminary investigation of social participation in South Africa and further investigation is warranted.
      PubDate: 2020-12-15
      DOI: 10.4102/ajod.v9i0.713
      Issue No: Vol. 9 (2020)
       
 
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