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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  [32 journals]
  • Parenting a child with disability in rural South Africa: Navigating the
           healthcare system

    • Authors: Marubini C. Sadiki
      First page: 3
      Abstract: No abstract available.
      PubDate: 2022-10-25
      DOI: 10.4102/ajod.v11i0.942
      Issue No: Vol. 11 (2022)
  • Challenges and opportunities of centring the African voice in disability

    • Authors: Lieketseng Y. Ned, Kudakwashe Dube, Leslie Swartz
      First page: 4
      Abstract: In 2020, the African Network of Evidence to Action on Disability (also known as AFRINEAD) hosted its 10th conference in Cape Town. This paper synthesises inputs by the three authors as plenary addresses, particularly focusing on the challenges and opportunities of centring African voices in disability research. Our concern in this article is to engage with the question of exclusion as an issue not just in the everyday lives of people with disabilities but also in the world of ideas – the ideational space. We suggest that a reimagined disability study depends on the centring of African experiences, voices and knowledges. This is especially so as there are African concepts that are not rigorously pursued in research. African Renaissance thinking makes allowance not only for critically reflecting on the historical and contemporary constructs of disability but also for fashioning a higher civilisation in which people with disabilities can exist within society as worthy and valued human beings.
      PubDate: 2022-10-31
      DOI: 10.4102/ajod.v11i0.1089
      Issue No: Vol. 11 (2022)
  • Transport experiences of people with disabilities during learnerships

    • Authors: Amanda E. Gibberd, Ntombizivumile Hankwebe
      First page: 7
      Abstract: Transport is a known national barrier for people with disabilities in South Africa. It is similarly identified as a barrier in learnerships and economic opportunity programmes. This article discusses the extent to which transport is a barrier during learnerships for students with disabilities. The Department of Transport administered an online evaluation questionnaire to a random sample of students with disabilities. Results were coded in terms of ‘barriers to access’ and ‘barriers to participation’. The data were organised into themes. The collated evidence is discussed in this article. The findings demonstrated that transport barriers were present in different modes of transport and different parts of the travel chain. However, the findings also demonstrated the negative impact of transport on the learnership experience and economic opportunities. The findings indicated that inaccessible transport is an integral cause of learnership incompletion for students with disabilities, where the universal accessibility of both transport and the built environment are a prerequisite need. Most students with disabilities reported that transport was not a barrier to learnership participation or that problems with transport could be resolved. Nevertheless, it was one of the identified barriers that negatively affected learnership participation experiences. It was a significant barrier to learnership completion for students with the most severe experience of disability. The sample consisted of only 32 students and a high number of unspecified responses. Evidence from other studies indicates that transport for all persons with disabilities remains a barrier warranting further examination, because public transport has remained inaccessible for over 23 years. Further research is required to verify this study and to investigate learnership cost–benefit for all students.
      PubDate: 2022-10-18
      DOI: 10.4102/ajod.v11i0.936
      Issue No: Vol. 11 (2022)
  • Services and interventions needed to prevent secondary health conditions
           throughout the life span of people with spinal cord injury, South Africa

    • Authors: Sonti I. Pilusa, Hellen Myezwa, Joanne Potterton
      First page: 8
      Abstract: Background: Current evidence suggests a need for a care model that supports the prevention of secondary health conditions in people with spinal cord injury. Multiple complex factors influence the prevention of secondary health conditions. There is a need for holistic and systems-based prevention approaches, which target multiple levels.Objective: To identify the services and interventions needed to prevent secondary health conditions throughout the life span of people with spinal cord injury.Method: We used a descriptive qualitative approach. Data was collected using focus group discussions with professionals in the rehabilitation field. The recorded group discussions were transcribed verbatim, and content analysis was conducted.Results: Four focus group discussions were conducted. Four themes emerged from the analyses: patient-centred care, access to resources, promotion of health, and skilled healthcare workers.Conclusions: The suggested services and interventions needed to prevent secondary health conditions target the individuals with spinal cord injury (SCI), health providers, health systems care approach and other sectors outside the health system. These services and interventions will inform the development of a preventive care model.
      PubDate: 2022-11-11
      DOI: 10.4102/ajod.v%vi%i.881
      Issue No: Vol. 11 (2022)
  • The effects of cognitive effort on academic performance of learners with
           cochlear implants in a private mainstream school in Gauteng

    • Authors: Lior Blumenthal, Maximus M. Sefotho
      First page: 8
      Abstract: Background: This research investigated the phenomenon of learners with cochlear implants and their challenges with cognitive effort in private mainstream schools in Gauteng. Many learners with cochlear implants encounter academic and social challenges at school, despite the advanced technology.Objectives: This study aimed to explore how learners with cochlear implants experience cognitive effort and whether it impacts their academic potential.Methods: Research was conducted using a phenomenological design. Phenomenography was used as theoretical framework to perceive, interpret and understand experiences of the cochlear implant recipients. The six former learners who were recipients of cochlear implants were selected using purposive sampling. Semistructured interviews were utilised to gather information, which was analysed using thematic content analysis.Results: Five themes emerged from the analysis, namely auditory challenges, cognitive functioning, peer interactions, emotional health and concealed disability. This article only presents the first theme of cognitive functioning and highlights three subthemes related to cognitive effort. Findings show that many learners struggled with their concentration span and fatigue, as a result of their cognitive effort difficulties.Conclusion: This study demonstrated how learners with cochlear implants face challenges with cognitive effort at their mainstream schools. It indicates the need for awareness of and training on educating learners with cochlear implants to help them reach their academic potential.Contribution: This study contributes a unique focus on learners with cochlear implants in mainstream schools in South Africa. The study highlights that cognitive effort of learners with cochlear implants influenced their capabilities to multitask and retain information, despite the effort they have to put into listening. Further research should be conducted to develop interventions that could lesson cognitive effort while increasing learner productivity. The article responds to disability studies and inclusive education.
      PubDate: 2022-10-28
      DOI: 10.4102/ajod.v11i0.886
      Issue No: Vol. 11 (2022)
  • Key considerations for an inclusive framework for youth with disabilities
           in post-apartheid South Africa

    • Authors: Marlene F. le Roux
      First page: 9
      Abstract: Background: The South African Constitution asserts that persons with disabilities must have equal access to opportunities in society; however, the realisation of this mandate has remained a challenge. There is a need to create contextually relevant, inclusive structures that support equal access to opportunities for persons with disabilities in society.Objectives: This article reflects on and highlights key considerations for an inclusive framework that facilitates access to opportunities for youth with disabilities in South Africa, which emanated from a study that explored how ongoing interaction with the performing arts can facilitate social and economic inclusion of youths with disabilities.Method: The study adopted a qualitative research approach, using critical ethnography. Primary data were obtained from three focus groups with a total of 20 youth with disabilities who have attended performance events, as well as an in-depth interview with a disabled performer.Results: The facilitation of access to equal opportunities for youth with disabilities must occur at a multidimensional level, involving both personal and systemic changes and levels of support. Complex barriers linked to the apartheid legacy also exist, some of which include access to resources and reduced self-determination, whilst positive factors such as internal resilience and skills development function as promising predictors of inclusion.Conclusion: Contextually relevant, disability-inclusive structures in South Africa must confront and address how youths with disabilities are uniquely impacted in present times by South Africa’s history.Contribution: The voices of youths with disabilities make a key contribution as their experiences must inform these inclusive structures which have the potential to enhance access to equal opportunities for them at both personal and systemic levels.
      PubDate: 2022-11-11
      DOI: 10.4102/ajod.v11i0.954
      Issue No: Vol. 11 (2022)
  • A case study of interventions to facilitate learning for pupils with
           hearing impairment in Tanzania

    • Authors: Tron V. Tronstad, Bjørn Gjessing, Ingvild Ørland, Tone Øderud, Cosmas Mnyanyi, Isaack Myovela, Jon Øygarden
      First page: 9
      Abstract: Background: Hearing is essential for learning in school, and untreated hearing loss may hinder quality education and equal opportunities. Detection of children with hearing loss is the first step in improving the learning situation, but effective interventions must also be provided. Hearing aids can provide great benefit for children with hearing impairment, but this may not be a realistic alternative in many low- and middle-income countries because of the shortage of hearing aids and hearing care service providers.Objective: In this study, alternative solutions were tested to investigate the potential to improve the learning situation for children with hearing impairment.Method: Two technical solutions (a personal amplifier with and without remote microphone) were tested, in addition to an approach where the children with hearing impairment were moved closer to the teacher. A Swahili speech-in-noise test was developed and used to assess the effect of the interventions.Results: The personal sound amplifier with wireless transmission of sound from the teacher to the child gave the best results in the speech-in-noise test. The amplifier with directive microphone had limited effect and was outperformed by the intervention where the child was moved closer to the teacher.Conclusion: This study, although small in sample size, showed that personal amplification with directive microphones did little to assist children with hearing impairment. It also indicated that simple actions can be used to improve the learning situation for children with hearing impairment but that the context (e.g. room acoustical parameters) must be taken into account when implementing interventions.Contribution: The study gives insight into how to improve the learning situation for school children with hearing impairment and raises concerns about some of the known technical solutions currently being used.
      PubDate: 2022-11-10
      DOI: 10.4102/ajod.v11i0.974
      Issue No: Vol. 11 (2022)
  • Guidelines for leadership development of youth with physical disabilities
           through leisure education: A Delphi study

    • Authors: Makhaya J. Malema, Luzaan Africa, Linda Caldwell, Marie Young, Lisa Wegner
      First page: 9
      Abstract: Background: Youth with disabilities benefit by developing a skill set to help resolve any issues during their daily activities, including pursuits that lead to productive livelihoods. Acquiring leadership skills through leisure education programmes may be particularly effective for youth with disabilities to gain confidence in their leadership abilities.Objectives: This study aimed to develop and reach a convergence of opinions on the preferred elements of a leisure education programme to promote leadership development among youth with physical disabilities.Method: In this study, a three-round Delphi methodology was used. In the first round, 16 experts participated; in the second round, 14 experts participated; in the third round, nine participated. The first round of the Delphi method consisted of a qualitative questionnaire with open-ended questions, which assisted in developing guideline statements. The results from the first round informed the second and third rounds of the study. The guidelines were reviewed for consensus in subsequent rounds using a Likert scale format.Results: In the final round (third round) of the Delphi method, the expert panel consisting of nine participants agreed that leadership development for youth with physical disabilities could be promoted by leisure, recreation, sports and activities of daily living.Conclusion: These guidelines are essential in building resilience, empowerment and independence and can be seen as a positive contribution to communities with disabilities and young people with and without disabilities.Contribution: These guidelines would build capacity and resilience among youth and equip them with the skills and abilities to initiate leisure programmes.
      PubDate: 2022-11-04
      DOI: 10.4102/ajod.v11i0.1073
      Issue No: Vol. 11 (2022)
  • ‘I might be lucky and go back to school’: Factors affecting inclusion
           in education for children with disabilities in rural Malawi

    • Authors: Lena M. Banks, Xanthe Hunt, Khumbo Kalua, Providence Nindi, Maria Zuurmond, Tom Shakespeare
      First page: 12
      Abstract: Background: Globally, children with disabilities are often excluded from and within schools.Objectives: This study explored experiences of inclusion in education amongst children with disabilities in Malawi. The enquiry focused on the perspectives of children and their caregivers on barriers and enablers of inclusion.Method: Data were gathered through in-depth interviews with 37 children with disabilities, 61 caregivers and 13 teachers from Ntcheu and Mangochi districts and analysed thematically using the International Classification of Functioning, Disability and Health as a framework.Results: Overall, this research study found that children with disabilities face persistent and systemic barriers to attending, progressing and learning in school.Conclusion: School outcomes were influenced by a range of impairment-related, personal and environmental factors, including poor health, household poverty, attitudes of caregivers, teachers, peers and children themselves and school resources for inclusive education.Contribution: These findings carry implications for policy and planning in inclusive education and other services to support the health and well-being of children with disabilities in Malawi.
      PubDate: 2022-11-14
      DOI: 10.4102/ajod.v11i0.981
      Issue No: Vol. 11 (2022)
  • Implementation of UN Convention on the Rights of Persons with Disabilities
           in public and private schools in three districts of Uganda

    • Authors: Elijah Musenyente, Marie L. Han, Michel Knigge
      First page: 13
      Abstract: Background: The study was grounded in the recent developments of implementing the United Nations Convention on the Right of Persons with Disabilities (UNCRPD) in schools in Uganda, leading to a renewed interest in the questionings about inclusive education.Objectives: The inclusive approach was evaluated in terms of: (1) how public or private schools in Uganda understand inclusive education; (2) how schools implement inclusive education under the influence of the UN Convention; and (3) what determines the course of action and school routine of private and state schools.Methods: This exploratory qualitative research included interviews with six schools purposively selected in Mukono, Wakiso and Kampala districts of Central Uganda. The selected schools comprised three private and three state schools (i.e. representing primary and secondary schools and a vocational training institute).Results: The research demonstrated that ‘inclusive education practice’ that was upheld by all the schools, was ironically stained with exclusion, for example, by non-admission of students with visual and hearing impairment, inaccessible physical environment, inadequate funding and separation of students according to abilities. However, whilst all schools followed the regular curriculum, some schools developed their own ways of teaching learners with diverse learning needs.Conclusion: Some schools in Uganda have developed meaningful approaches of including students with disabilities but there are still many challenges for many. Enforcing Uganda’s disability policies adapted from the CRPDs could enable learners with disabilities to enjoy their legal rights.Contribution: Since the intention of inclusion of students with disabilities stands in contrast to the reality of practice found in many schools, there seems to be a need to carry out regular assessments and measures of support for a sustainable inclusive school development.
      PubDate: 2022-10-27
      DOI: 10.4102/ajod.v11i0.908
      Issue No: Vol. 11 (2022)
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