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  Subjects -> DISABILITY (Total: 103 journals)
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African Journal of Disability
Number of Followers: 9  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2223-9170 - ISSN (Online) 2226-7220
Published by AOSIS Publishing Homepage  [33 journals]
  • The Chaeli Campaign Journal Club: Strengthening evidence-based practice
           and contributing to practice-based evidence in under-resourced South
           African communities

    • Authors: Rosemary Luger, Martha Geiger, Olwethu Nqevu, Ann Bullen, Faizah Toefy
      First page: 5
      Abstract: Background: The Chaeli Campaign is a Cape Town based non-profit organisation offering programmes largely for children and youth with disabilities in diverse under-resourced communities in South Africa. Their therapy team established a Health Professions Council of South Africa accredited interdisciplinary journal club in January 2012, with the aim to improve the team’s service to the community.Objectives: Our first objective was to make our practice more evidence-based through reading systematically and critically in our field. Our second objective was to write up and share some of our practices to contribute to the generation of practice-based evidence.Method: First-person action research was applied. The core group of participants over time comprised two occupational therapists, one physiotherapist, two speech therapists, two teachers and four community development workers. Nine iterative cycles of planning, action, review and revised planning have been implemented on an annual basis in this non-formal, long-term action research project.Results: For over nine and a half years we have pre-read, discussed and completed evaluation questionnaires on 54 peer-reviewed journal articles, conducted 12 conference presentations and published three articles in accredited journals. Participants reported a broadened understanding of issues around disability, more reflective, contextually and culturally appropriate practice and improved interdisciplinary teamwork.Conclusion: The Chaeli Campaign journal club has built the capacity of therapists, teachers and community development workers to find, read, evaluate and use research evidence to improve their practice. It has also given participants the opportunity to ethically research, present and write up their grass roots interventions, thus contributing to locally applicable practise-based evidence. It is hoped that the sharing of our experience will assist and encourage other teams to start interdisciplinary journal clubs as a step towards facilitating two-way knowledge translation from evidence to practice and from practice to evidence.
      PubDate: 2022-05-18
      DOI: 10.4102/ajod.v11i0.943
      Issue No: Vol. 11 (2022)
  • Physical activity promotion in persons with spinal cord injuries: Barriers
           and facilitators in low-resource communities

    • Authors: Candace Vermaak, Suzanne Ferreira, Elmarie Terblanche, Wayne Derman
      First page: 8
      Abstract: Background: A spinal cord injury is a devastating and life-changing event that presents the affected individual with multiple challenges throughout life. Physical activity can help mitigate some of these challenges; however, in low-resource communities where opportunities for physical activity are scarce, these challenges are often exacerbated and multiple.Objective: This study aimed to identify the barriers and facilitators to physical activity, specifically in individuals with spinal cord injuries, in low-resourced communities.Methods: A total of 57 adults (> 20 years) with a spinal cord injury living in the Western Cape, South Africa completed the self-developed research questionnaire.Results: A total of 289 barriers and 290 facilitators were reported. The most frequently reported barriers were lack of transport (n = 35), impairment type (n = 32), lack of trained volunteers and appropriate programmes (n = 19 each) and lack of information received from therapists following discharge (n = 10). The most frequently reported facilitators were support from family (n = 38), the ‘enjoyment’ of physical activity and the fact that ‘it made me feel good’ (n = 37); safe and accessible facilities were reported by 25 participants and 12 participants reported that higher-quality programmes and better-trained staff would help them to be more physically active.Conclusion: Individuals with a spinal cord injury face many barriers in being physically active. Yet it is evident that people with spinal cord injuries in low-resourced communities are eager to participate and improve their health and physical function. However, this will only realise if practitioners reduce the barriers to access, provide relevant training to staff and volunteers, educate their patients about the importance of physical activity post discharge, and create tailored programmes in safe and accessible community facilities.
      PubDate: 2022-06-09
      DOI: 10.4102/ajod.v11i0.988
      Issue No: Vol. 11 (2022)
  • A path toward disability-inclusive health in Zimbabwe Part 1: A
           qualitative study on access to healthcare

    • Authors: Tracey Smythe, Thubelihle Mabhena, Shepherd Murahwi, Tapiwanashe Kujinga, Hannah Kuper, Simbarashe Rusakaniko
      First page: 8
      Abstract: Background: On average, people with disabilities have greater healthcare needs, yet face a range of barriers in accessing care.Objectives: Our objectives were to explore the experiences of people with disabilities in accessing care and identify opportunities for the health system to be designed for inclusion in Zimbabwe.Methods: In-depth qualitative interviews were conducted between May and June 2021 with 24 people with disabilities (identified through purposive sampling) and with 10 key informants from local and national health authorities (identified through expert recommendations). Interviews explored the experience of accessing healthcare prior to the coronavirus disease 2019 (COVID-19) pandemic. Interviews were transcribed, coded and thematically analysed. We used the disability-inclusive health ‘Missing Billion’ framework to map and inform barriers to inclusive healthcare and disparities in outcomes faced by people with disabilities.Results: People with disabilities experienced difficulties accessing health services in Zimbabwe prior to COVID-19. These experiences were shaped by health literacy, self-stigma and affordability of services, which limited demand. Supply of health services was constrained by the perceived poor capacity of health workers to treat people with disabilities and discrimination. Inclusion was facilitated by clinic staff support of people with disabilities’ access to medication through referral to mission hospitals and private clinics, and the lobbying of organisations of people with disabilities.Conclusion: Strategies to promote disability inclusion in healthcare include meaningfully engaging people with disabilities, investing in organisations of people with disabilities, protecting funding for disability inclusion, collecting and analysing disability-disaggregated data and strengthening a twin-track approach to health service provision.
      PubDate: 2022-05-30
      DOI: 10.4102/ajod.v11i0.990
      Issue No: Vol. 11 (2022)
  • The support needs of families raising children with intellectual

    • Authors: Mantji J. Modula
      First page: 9
      Abstract: Background: The deinstitutionalisation of children suffering from intellectual disability (ID) is a global phenomenon. Most families raising such children experience a range of difficulties and require supportive systems to cope with physical, social and mental demands in a home environment.Objectives: The aim of this study was to explore and describe the support needs provided to families raising children with ID in the Capricorn District of the Limpopo province, South Africa.Method: In-depth individual interviews and focus group discussions were conducted with 26 families directly affected by the experience of caring for and raising children with ID in Capricorn District of the Limpopo province. Inductive thematic analysis was used to identify, categorise and organise the responses of the participants converted into intelligible statements with the assistance of Atlas. Ti version 8.Results: Participants identified support needs on information regarding care and management of the children with intellectual disabilities, professional collaboration on safety of the children, community involvement on the rearing of the children and improvement of their living conditions as most of the families and households were female-headed, of low income and needed further monetary support. Overall, the totality of challenges, demands and inadequate support services coalesced in marginalisation of children with ID and their families.Conclusion: Families raising children with ID are diverse and complex with unique support needs. Therefore, a multilayered approach should be taken to address the concerns and improve the families’ quality of life. A foreseen challenge would be to secure the involvement of the stakeholders representing a variety of sectors, organisations and services.
      PubDate: 2022-06-27
      DOI: 10.4102/ajod.v11i0.952
      Issue No: Vol. 11 (2022)
  • Towards interventions on school dropouts for disabled learners amidst and
           post-COVID-19 pandemic

    • Authors: Tawanda Makuyana
      First page: 9
      Abstract: Background: Despite objective arguments for inclusive education, there is a dearth of mechanisms to reduce dropouts amongst disabled learners in the extant literature. Thus, this article is one of the outputs of a study, which was conducted after a consistent observation of dwindling numbers of disabled learners who succeed in basic education in South Africa. Of late, the dropout rate increased because of adherence to lock down regulations amidst the coronavirus disease 2019 (COVID-19) pandemic. This triggered the need for research on co-creating interventions to mitigate the rate of dropouts amongst disabled learners.Objective: The article explores underlying obstacles that induce school dropouts for disabled learners amidst and post-COVID-19 and postulates interventions accordingly.Methods: Descriptive-narrative research upheld reality as emerging from empirical experiences of parents and guardians of disabled children, heads of primary and secondary schools, social workers, the Department of Social Development and Basic Education, and provincial associations for disabled persons that focus on children. Lived experience-based opinions were obtained from provinces with different economic growth, namely, Limpopo and Gauteng. Forty-one in-depth one-on-one interviews and two focus group discussions used Google Meet. The collected data were analysed using Creswell’s qualitative data analysis framework (steps) and Atlas.ti.8.Results: The findings show a consistent pattern that the COVID-19 pandemic exacerbated the parents and guardians’ fear of exposing and risking their learners to the health crisis. Based on the parents and guardians’ narrative, mainstream school administrations discriminate and are unwilling to enrol disabled learners. Furthermore, the narrative from the school leadership shows that teachers use exclusive teaching and learning methods for the enrolled disabled learners because of ignorance, misconception, misunderstanding, misinterpretation of disability, disability inclusion, and reasonable accommodation.Conclusion: Based on the finding, it is clear that dropouts amongst disabled learners can be alleviated by using a systematic multi-stakeholder local community-based intervention approach. This, therefore, implies that government authorities and agencies should incorporate disability into mainstream policies that guide planning, budgeting, staffing, and mobilisation of other resources. This would ideally enhance the provision of learning opportunities to disabled learners whilst supporting their diverse educational needs without dichotomies set by ‘ability and disability’, or normal and abnormal. In this manner, inclusive education can contribute to the educational success of disabled learners through developing sustainability and resilience amongst disabled learners.
      PubDate: 2022-06-24
      DOI: 10.4102/ajod.v11i0.1009
      Issue No: Vol. 11 (2022)
  • The subjective experiences of students with invisible disabilities at a
           historically disadvantaged university

    • Authors: Carushca de Beer, Serena Isaacs, Cameron Lawrence, Gugulethu Cebekhulu, Jade M. Morkel, Jonathan Nell, Noluthando Mpisane, Wayne P. van Tonder, Yolanda R. Mayman, Lobisa Z. Thobenjane, Athena Pedro
      First page: 10
      Abstract: Background: Despite policies that promote inclusivity of students with various challenges, students with invisible disabilities at higher learning institutions may encounter various levels of stigma and marginalisation. This primarily stems from a lack of awareness about what invisible disabilities encompass, and very importantly, how they affect those who live with them.Objective: This study explored the subjective experiences of students with invisible disabilities at a historically disadvantaged university.Method: This study used a qualitative approach to facilitate the exploration of the subjective experiences of students with invisible disabilities. Twelve students with invisible disabilities were interviewed online via Google Meet platform, using semi-structured interviews. Interviews were transcribed verbatim and analysed using a thematic analysis.Results: Three thematic domains were identified, invisibly disabled students’ subjective experiences within the context of (1) home and community, (2) university life and (3) support offered at their university.Conclusion: This study’s findings highlight the importance of awareness of invisible disabilities in higher education. Support for students with invisible disabilities, and breaking down the barriers to it, can compound better experiences in the lives of those who have invisible disabilities. Targeted awareness campaigns could contribute to more mindful learning and teaching practices and improve the overall experience of these students. This information can also be used to promote awareness of students with invisible disabilities in higher education institutions.
      PubDate: 2022-06-10
      DOI: 10.4102/ajod.v11i0.932
      Issue No: Vol. 11 (2022)
  • The matrix of linguistic exclusions impeding career construction for
           D/deaf learners

    • Authors: Unati Stemela-Zali, Harsha Kathard, Maximus M. Sefotho
      First page: 11
      Abstract: Background: The purpose of this study was to explore how D/deaf learners in the Eastern Cape Province of South Africa constructed their careers and what types of support were available for them to do so. The study found that among the support required, support for their linguistic development, and particularly sign language acquisition, was critical in home, school and community contexts.Objectives: The objective of this paper is to highlight the multiple linguistic exclusions faced by D/deaf learners in the Eastern Cape, which negatively impact their career construction.Method: Savickas theory of career construction framed this analytical-qualitative case study. The study was conducted in two out of four schools for the D/deaf in two districts of the Eastern Cape, South Africa.  Data was gathered via four participant groups viz. Deaf learners, their parents, teachers and officials of the Department of Basic Education, as well as through documents reviews.Results: The results indicated that multiple linguistic exclusions for these learners begin  early in their lives and continue into their school years and beyond. These experiences at home, school and in social contexts combined, impact negatively the process of career construction and its prospects.Conclusion:  The study concluded that linguistic exclusions are exposed by the study  are  created by a combination of systemic factors which impede the career construction of d/Deaf learners.  Implications and suggestions for advancing their linguistic inclusion are discussed. 
      PubDate: 2022-06-13
      DOI: 10.4102/ajod.v11i0.935
      Issue No: Vol. 11 (2022)
  • Monitoring disability inclusion: Setting a baseline for South Africa

    • Authors: Helen Suich, Marguerite Schneider
      First page: 12
      Abstract: Background: The progressive realisation of disability inclusion requires political will and commitment, and comprehensive monitoring is necessary to give a clear understanding of what needs to be addressed and to highlight the gaps and barriers to the achievement of social inclusion of people with disabilities.Objectives: This article uses an existing dataset to present a baseline assessment of inclusion for men and women with no, mild or moderate disability severity and with no or moderate affect difficulties in South Africa.Methods: An existing dataset, capturing individual-level data for 8499 individuals, collected in 2019 across South Africa was analysed. Variables were utilised to represent aspects of nine domains of disability inclusion, and outcomes were compared using chi-squared tests (with Bonferroni adjustments) for groups categorised by disability severity and gender, and for affect severity and gender.Results: Overall, inclusion levels declined with increasing disability severity, and there were fewer differences in inclusion levels between those with and without affect difficulties than for those with functioning difficulties (as measured using the Washington Group on Disability Statistics’ Short Set of six questions on functioning).Conclusions: The article concludes by discussing several approaches to using the data to design policy responses, each of which results in a different range of domains that may initially be prioritised and targeted.
      PubDate: 2022-05-27
      DOI: 10.4102/ajod.v11i0.1020
      Issue No: Vol. 11 (2022)
  • A path toward disability-inclusive health in Zimbabwe Part 2: A
           qualitative study on the national response to COVID-19

    • Authors: Tracey Smythe, Thubelihle Mabhena, Shepherd Murahwi, Tapiwanashe Kujinga, Hannah Kuper, Simbarashe Rusakaniko
      First page: 13
      Abstract: Background: People with disabilities are at higher risk of adverse coronavirus disease 2019 (COVID-19) outcomes. Additionally, measures to mitigate COVID-19 transmission have impacted health service provision and access, which may particularly disadvantage people with disabilities.Objectives: To explore the perspectives and experiences of people with disabilities in accessing health services in Zimbabwe during the pandemic, to identify perceived challenges and facilitators to inclusive health and key actions to improve accessibility.Methods: We used in-depth interviews with 24 people with disabilities (identified through purposive sampling) and with 10 key informants (from expert recommendation) to explore the impact of COVID-19 on access to health care. Interviews were transcribed, coded and thematically analysed. We used the disability-inclusive health ‘Missing Billion’ framework to map and inform barriers to inclusive health care during COVID-19 and disparities in outcomes faced by people with disabilities.Results: People with disabilities demonstrated good awareness of COVID-19 mitigation strategies, but faced difficulties accessing COVID-19 information and health services. Challenges to the implementation of COVID-19 guidelines related to a person’s functional impairment and financial ability to do so. A key supply-side constraint was the perceived de-prioritisation of rehabilitation services. Further restrictions on access to health services and rehabilitation decreased an individual’s functional ability and exacerbated pre-existing conditions.Conclusion: The immediate health and financial impacts of the COVID-19 pandemic on people with disabilities in Zimbabwe were severe. Government departments should include people with disabilities in all communications and activities related to the pandemic through a twin-track approach, meaning inclusion in mainstream activities and targeting with specific interventions where necessary.
      PubDate: 2022-05-30
      DOI: 10.4102/ajod.v11i0.991
      Issue No: Vol. 11 (2022)
  • The lived experience of people with upper limb absence living in Uganda: A
           qualitative study

    • Authors: Dafne Z. Morgado Ramirez, Brenda Nakandi, Robert Ssekitoleko, Louise Ackers, Erisa Mwaka, Laurence Kenney, Cathy Holloway, Maggie Donovan-Hall
      First page: 13
      Abstract: Background: The impact of upper limb absence on people’s lived experiences is understudied, particularly in African countries, with implications for policy and service design.Objectives: The objective of this study was to explore the lived experiences of people with upper limb absence (PWULA) living in Uganda.Method: Informed by preliminary work, we designed a qualitative study employing semi-structured interviews to understand the experience of living with upper limb absence in Uganda. Seventeen adults with upper limb absence were individually interviewed and their interviews were analysed utilising thematic analysis.Results: Seven themes illustrating the impact on the individual’s life after amputation were identified and categorised into (1) living and adapting to life, (2) productivity and participation and (3) living within the wider environment. This study presents three main findings: (1) PWULA need psychological and occupational support services which are not available in Uganda, (2) PWULA want to work, but face multiple barriers to employment and has limited support, combined with the complex parenting and caring responsibilities, (3) the local Ugandan culture and social structures affect the everyday life of PWULA, both in positive and negative ways.Conclusion: This study provides information on the lived experiences of PWULA in Uganda which are lacking in the literature. People with upper limb absence face ableism and hardship underpinned by a lack of formal support structures and policies, which may in turn exacerbate the impact of upper limb absence on multiple facets of life.
      PubDate: 2022-05-20
      DOI: 10.4102/ajod.v11i0.890
      Issue No: Vol. 11 (2022)
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