 Subjects -> DISABILITY (Total: 103 journals)
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- Acknowledgement to reviewers
Authors: Editoial Office
First page: 2
Abstract: No abstract available.
PubDate: 2023-10-20
DOI: 10.4102/ajod.v12i0.1346
Issue No: Vol. 12 (2023)
- Functioning among persons with lower limb amputation with or without
prostheses in Rwanda
Authors: Robert Ngarambe, Jean Baptiste Sagahutu, Assuman Nuhu, David K. Tumusiime
First page: 8
Abstract: Background: Limb loss limits functioning and restricts participation in various environments. Persons with lower limb amputations (PLLA) experience challenges ranging from self-care and independence to psychological disorders that negatively impact their functioning.Objectives: To assess the functioning and the level of disability of PLLA with or without prostheses in Rwanda.Method: A descriptive, cross-sectional study was conducted among PLLAs aged 18 years and above in 10 districts of Rwanda. A total of 247 participants were purposively selected to fill the questionnaires. Descriptive and inferential statistics using t-test and binary logistic regression were performed to analyse data using Statistical Package for Social Sciences (SPSS) (version 21.0).Results: Out of 247 PLLA, 99 (40.1%) had prostheses and remaining 148 (59.9%) did not. Majority of PLLA without prostheses reported having more difficulties in mobility (s.d. 3.98), participation (s.d. 5.18) and life activities (s.d. 3.87). The majority of PLLA reported mild and moderate functioning in the domains of cognitive (odds ratio [OR] 8.842, 5.384 with 95% confidence interval [CI]) mobility (OR 16.154, 2.485 with 95% CI) and participation (OR 13.299, 15.282 with 95% CI).Conclusion: Persons without prostheses demonstrated reduced level of functioning and high levels of disability compared to those with prostheses in all domains. However, the mobility, self-activities and the participation domains were the mainly affected.Contribution: The study helps to understand the needs of the PLLA and emphasises that not only having prostheses can improve functioning but also emphasises the psychosocial aspects to reduce disability.
PubDate: 2023-10-17
DOI: 10.4102/ajod.v12i0.1193
Issue No: Vol. 12 (2023)
- Supporting a Tsonga learner living with Bardet-Biedl syndrome, a rare
complex disability
Authors: Mfungana M. Shikwambana, Jean V. Fourie
First page: 9
Abstract: Background: Bardet-Biedl syndrome (BBS) is a rare, systemic, hereditary disorder characterised by obesity, polydactyly, visual and auditory impairment, and cognitive disability. Providing quality education in appropriate schools for children who present with such complex chronic conditions is challenging.Objectives: This study explored the dimensions of psycho-educational support needs for a child with BBS in South Africa to contribute to the improvement of early detection and holistic interventions.Method: A descriptive in-depth qualitative case study of Gezani, an adolescent Tsonga boy diagnosed with BBS, was undertaken. Semi-structured interviews were conducted with his parents and teachers to ascertain the boy’s psycho-educational support needs. Medical reports provided information on the complexities and prognosis of the syndrome. Observations in the classroom corroborated the learner’s symptoms and behaviours.Results: Thematic content analysis revealed the key areas of support needs. Gezani’s cognitive disability required a modified, slow-paced curriculum. His visual impairment required mobility orientation training and learning Braille. His emotional needs were supported with psychotherapy to maintain a sense of well-being. Medical monitoring was recommended with interventions for walking and managing his diet and weight. Speech therapy supported his communication skills.Conclusion: Learners with multiple disabilities require carefully planned, individualised psycho-educational support programmes addressing their unique needs and delays with targeted remedial interventions in appropriate special needs schools.Contribution: This study informs educators about BBS and provides multi-faceted, holistic support. The Department of Basic Education could bring special schools and national policies in tighter alignment for learners presenting with complex disabilities.
PubDate: 2023-12-04
DOI: 10.4102/ajod.v12i0.1181
Issue No: Vol. 12 (2023)
- South African single mothers’ experiences of raising a child with a
disability
Authors: Siya Mbanjwa, Clare Harvey
First page: 10
Abstract: Background: Historically, in South Africa (SA), single motherhood has been part of the landscape and continues to increase. Disability in children is also increasing, yet it remains under-researched. Mothers are often left to raise their children with a disability alone, yet their voiced maternal experiences continue to largely be unheard, particularly in SA.Objectives: This study aimed to explore the lived experiences of single mothers raising a child with a disability in SA. Furthermore, the aim was to explore how these mothers navigate their complex realities and practice of mothering, and to amplify the voices of mothers. Finally, the study sought to shed light on the particular contextual factors that affect single maternal experiences in caring for a child with a disability.Method: Twelve South African single mothers raising a child with a disability between the ages of 7 years and 18 years were individually interviewed in this exploratory interpretivist study. Thematic analysis was utilised on the data.Results: The four themes highlight the complex, multi-level strain of raising a child with a disability, which has had a significant impact on the social, financial and emotional facets of single mothers’ lives.Conclusion and contribution: The findings of the study are important for developing a thorough understanding of the needs of single mothers in this specific context as well as their daily experiences as mothers of children with disabilities. These needs include the necessity of psychosocial support and equipping single mothers with accurate knowledge about their child’s disability so that they can make better accommodations for themselves and their child.
PubDate: 2023-11-17
DOI: 10.4102/ajod.v12i0.1321
Issue No: Vol. 12 (2023)
- Feeding children with autism in South Africa: The teachers’
perspectives
Authors: Skye N. Adams, Nthabiseng Matsimela
First page: 10
Abstract: Background: Over 80% of children diagnosed with autism spectrum disorders (autism) exhibit disruptive behaviours during mealtimes, highlighting the need for personalised care. In South Africa, teachers often take on the responsibility of feeding due to resource constraints and the time children spend at school. Moreover, children with autism have unique and individualised feeding requirements, which many teachers may not have the necessary training or skills to address adequately.Objectives: To explore the ways in which teachers of autistic children manage feeding difficulties in the classroom.Method: A qualitative research design was employed using semi-structured interviews. Eight teachers were interviewed on feeding autistic children between the ages of 3 years - 9 years in Johannesburg, South Africa. Data were transcribed and analysed using thematic analysis.Results: The findings revealed that teachers encountered distinct challenges when it came to feeding autistic children in the classroom, particularly concerning the management of associated feeding difficulties. Teachers employed several strategies to encourage eating in the classroom setting including: (1) bolus modification, (2) behaviour modelling, (3) positive reinforcement and (4) offering choices and alternatives.Conclusion: The study concludes the need for specialised support and training for teachers to address the individualised feeding needs of children with autism. Implementing targeted interventions and providing resources for teachers could enhance their abilities to effectively support children with autism during mealtimes and promote a more inclusive classroom environment.Contribution: This study highlighted the importance of including the teacher in the multidisciplinary team when managing the feeding challenges in children with autism.
PubDate: 2023-11-02
DOI: 10.4102/ajod.v12i0.1252
Issue No: Vol. 12 (2023)
- A (mis)guidance of disabled youth: Post-secondary schooling transition
experiences in South Africa
Authors: Armand Bam, Samantha Kriger, Zelda Cottle
First page: 11
Abstract: Background: Globally, there is a disparity that exists between equal employment opportunities for people with disabilities post-schooling. While South Africa has aimed at the inclusion of people with disabilities, there has not been sufficient evidence of a successful transition from school to work environments.Objectives: This study documents the experiences and barriers that influence the preparation of high school students with disabilities for post-secondary education and work opportunities.Method: A qualitative research methodology employing multiple case study design was used where semi-structured in-depth interviews were conducted with youth between the ages of 18 years and 36 years who were currently employed. The participants were identified through purposeful sampling. Data were analysed by thematic analysis.Results: The findings indicate two overarching themes indicating that the career choices of participants, firstly, were significantly influenced by teacher and guidance counsellor expectations and, secondly, experiences of discouragement where personal agency and autonomy were limited.Conclusion: This study illuminates the need to enhance the decisions around careers for people with disabilities which should debunk the expectations of society.Contribution: This study will make teachers, mentors and counsellors more aware of their contribution, influence and support to youth with disabilities as they transition into the workplace.
PubDate: 2023-11-14
DOI: 10.4102/ajod.v12i0.1293
Issue No: Vol. 12 (2023)
- Leisure education to leadership: Youth with physical disabilities’
experiences in South Africa
Authors: Makhaya J. Malema, Marie E.M. Young, Lisa Wegner
First page: 12
Abstract: Introduction: Young people with physical disabilities frequently lack opportunities to develop their leadership potential. These include their ability to make decisions and be able to take charge of their leisure programmes. An argument is made that developing leadership skills for youth with physical disabilities can be facilitated by participating in leisure education programmes.Objectives: The objective of this study was to explore youth with physical disabilities’ perceptions of how leisure education can be used as a tool to develop their leadership.Method: This study used a descriptive qualitative research design to collect data using the purposive sampling method from 10 youths with physical disabilities aged 18 to 34 years in the Western Cape, South Africa. One-on-one interviews with semi-structured and open-ended questions were used to collect data for this study.Results: The findings of this study include 4 main themes and 11 sub-themes. This study’s findings showed that participants’ perceptions and experiences were evidence of leisure education being used to build their capacity as leaders within their society. Furthermore, their understanding of how they apply leadership opportunities is an encouraging moment for their development.Conclusion: Leisure education should be considered as a means to promote leadership in youth with physical disabilities in South Africa.Contribution: Knowledge and experience about youth with physical disabilities, their leisure education experiences and skills development during activities.
PubDate: 2023-11-30
DOI: 10.4102/ajod.v12i0.1234
Issue No: Vol. 12 (2023)
- Developing a psychoeducational programme for caregivers of people with
intellectual disability
Authors: Bonita K. Gordon, Nontembeko J. Bila
First page: 12
Abstract: Background: In the Western Cape, South Africa, a significant number of individuals with intellectual disabilities are cared for by caregivers who receive little or no compensation, education or support. Despite the unique challenges faced by these caregivers, no psychoeducational programmes have been implemented for this particular population.Objectives: The study aimed to examine the factors contributing to caregiver distress and develop a solution in the form of a psychoeducational programme for caregivers.Methods: A mixed-methods research approach was employed. The qualitative phase involved exploratory research to gather fundamental information and gain new insights into caregiver distress. The quantitative phase utilised a ‘one-group pre-test, post-test design’ with a Likert-scale questionnaire to enable meaningful interpretations and comparisons of the psychoeducational programme’s impact and value. The paired t-test was employed to determine significant differences between pre-test and post-test results.Results: The statistical findings demonstrated a significant increase in knowledge, with 99% of respondents indicating a positive impact in reducing caregiver distress and 85% feeling better equipped to care for individuals with intellectual disabilities.Conclusion: The psychoeducational programme developed in this study had a positive effect on reducing caregiver distress.Contribution: This knowledge provides valuable insights for healthcare professionals in designing relevant intervention programmes, offering support and providing resources not only for individuals with intellectual disabilities but also for their caregivers.
PubDate: 2023-09-22
DOI: 10.4102/ajod.v12i0.1195
Issue No: Vol. 12 (2023)
- Factors affecting occupational therapy services for patients with
traumatic brain injury
Authors: Melanie C.J.S. Leyder, Fiona Breytenbach
First page: 13
Abstract: Background: Traumatic brain injury (TBI) is one of the top causes of disability in the younger population worldwide. Rehabilitation services should be accessible to all citizens to achieve universal health coverage.Objectives: This study aimed to explore the barriers and facilitators influencing the provision of rehabilitation for patients with TBI from occupational therapists’ perspectives in Gauteng, South African healthcare facilities. It further explored the perceived strategies that would strengthen the delivery and provision of TBI rehabilitation.Method: An exploratory qualitative research design was used in this study. A total of 16 occupational therapists were in focus groups either face-to-face or on an online platform. Thematic analysis was used to analyse the raw data.Results: There were three themes that emerged from the study, namely, ‘Not a recipe’, ‘Toolbox’, and ‘Lost in the cracks’. These themes highlighted the various aspects affecting the rehabilitation of patients with TBI.Conclusion: There are factors that both enhance and hinder service delivery for patients with TBI rehabilitation. Strategies to overcome barriers to TBI rehabilitation need to be considered to improve service provision for patients with TBI.Contribution: This article provides recommendations to improve occupational therapy services for patients with TBI in South Africa. The findings can contribute to policy development and education requirements for TBI.
PubDate: 2023-12-06
DOI: 10.4102/ajod.v12i0.1203
Issue No: Vol. 12 (2023)
- Disability inclusion in malaria services in western Tanzania: A rapid
barrier analysis
Authors: Elias C. Nyanza, Anthony Kapesa, Theresia Maduka, Monica T. Madullu
First page: 13
Abstract: Background: Persons with disabilities generally face greater challenges in accessing healthcare and interventions compared with the general population. Malaria is one of the diseases that can seriously affect individuals with disabilities, as it requires early diagnosis and prompt treatment.Objective: This study explores the extent to which locally available malaria services and interventions are inclusive of persons with disabilities and identifies associated access barriers.Method: A qualitative case study focusing on social, cultural and health system factors associated with the inclusion of persons with disabilities in malaria services was conducted in Kigoma Region, western Tanzania. Thematic analysis of emerging themes identified barriers affecting access to locally available malaria services and interventions.Results: Inclusion of persons with disabilities in planning, implementation and reporting of health issues in different malaria programmes was reported to be limited. Persons with disabilities were unable to access malaria services because of different barriers such as the distance of the service provision sites, communication and information issues and a lack of financial resources.Conclusion: Persons with disabilities are widely excluded from malaria care provision across the entire health services paradigm, impacting access and utilisation to this vulnerable population. Barriers to malaria service access among persons with disabilities were physical, attitudinal, financial and informational.Contribution: The findings of this study identify that malaria intervention stakeholders need to take a holistic approach and fully involve individuals with disabilities at all levels and scope of malaria service planning and provision.
PubDate: 2023-11-28
DOI: 10.4102/ajod.v12i0.1270
Issue No: Vol. 12 (2023)
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