Disability, CBR and Inclusive Development最新文献

{"title":"Disability Inclusive Development Good Practices: Level of Commitment to Core Concepts of Human Rights","authors":"Cheryl Henderson, H. Mannan, J. Power","doi":"10.5463/DCID.V28I3.608","DOIUrl":"https://doi.org/10.5463/DCID.V28I3.608","url":null,"abstract":"Aim: Good practices have been documented by International Non-Governmental Organisations (INGOs) to promote disability inclusive development and encourage the replication or scaling up of good practices that use rights based approaches. This study aimed to investigate the extent to which Core Concepts of human rights are illustrated in disability inclusive development good practices related to health. Methods: This study analysed case studies of disability inclusive development good practices focusing on health that are available in the public domain using EquiFrame, an established content analysis framework in benchmarking health and social policies. Results: A total of 42 health related good practices were identified from 3 different INGOs working in the field of disability inclusive development. The highest occurring human rights Core Concepts were; access 55%, individualised services 48%, capacity building 45% and participation 38%. The Core Concepts with the lowest levels of commitment were; autonomy 3%, cultural responsiveness 3%, accountability 3%, and efficiency 3%. Privacy and autonomy were not mentioned at all. The quality of reporting of the core concepts of human rights was low as they did not state specific programme actions or intentions to monitor Core Concepts. Conclusion: Level of commitment to Core Concept coverage and quality of reporting was low. EquiFrame was successfully extended to analyse disability inclusive development good practices focusing on health. Its use in further analysis of inclusive good practice is advised. Implications: These results can be used for advocacy in disability inclusive development and to guide programme staff training and documentation of disability inclusive development good practices.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126571885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Standardization of a Test of Motor Proficiency in\u0000 Children with Intellectual Disabilities in India","authors":"Ritu Kalgotra, Jaspal Singh Warwal","doi":"10.5463/DCID.V28I3.627","DOIUrl":"https://doi.org/10.5463/DCID.V28I3.627","url":null,"abstract":"Purpose: To develop a scale for the assessment of gross and fine motor skills of the children with mild and moderate intellectual disabilities so that their skills could be assessed and accordingly interventions in physical activities could be specifically designed for them. Method: Thirty-eight items for the Test of Motor Proficiency scale was developed after initial try out, pilot study and final try-out by the researchers. Fifty children with mild intellectual disabilities (n = 26), and moderate intellectual disabilities (n = 24) aged between 6 to 17 years fulfilling inclusion and exclusion criteria were selected from special schools in Jammu district, JK the correlation of BASIC-MR (M = 151.92, SD = 18.08, N = 50) and Test of Motor Proficiency (M = 49.22, SD = 12.23, N = 50) was highly significant r (48) = .76, p< .05. The construct validity assessed through test retest was r (48) =.97, p< .05. Implications: The Scale can be used in the assessment of gross and fine motor skills of children with mild and moderate intellectual disabilities for clinical and research purposes.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124834062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross-sectional Survey to Assess Prevalence of Disability and Access to Services in Albay Province, The Philippines","authors":"Mark W. Hodge, Amable Bolinas, Erlynn Jaucian, Rebecca Boneo, A. Schapira, Mary Mediatrix V. Villanueva","doi":"10.5463/DCID.V28I3.650","DOIUrl":"https://doi.org/10.5463/DCID.V28I3.650","url":null,"abstract":"Aim: A cluster randomized cross-sectional survey to assess the prevalence of disability and access to support services was conducted in Albay Province, the Philippines in April 2016. Method: The population-based survey methodologies developed by the Washington Group of the United Nations Statistical Commission and UNICEF were utilized.  A sample of 70 barangays (the 3 rd level administrative division in the Philippines) was selected as clusters, with probability proportional to size, and 30 households were selected randomly in each barangay to be surveyed. Results:  The estimated prevalence of disability using the standard criteria of the Washington Group and UNICEF among children (2-17 years old) was 2.0% and for adults (≥18 years old) it was 6.5%.  The estimated prevalence of disability was higher in rural than in urban areas.  Deficiencies in the performance of existing services were identified; access by children with disabilities to support services was lowest in rural highland and rural plain barangays. Conclusions : There was a large unmet demand for support services addressing the needs of persons with disabilities in Albay Province, especially in rural highland areas.  Persons with disabilities were disadvantaged in access to education and employment; many had not been educated in their basic rights. Implications: To identify, educate and fully support persons with disabilities, community-based rehabilitation (CBR), health and other rehabilitation services must communicate effectively with each other, their current work should be mapped and analysed, their comparative strengths identified, and their future work coordinated.  It is a priority to educate persons with disabilities and their families about their rights, and facilitate their access to support services; this requires increased investment in communication targeting persons with disabilities and the communities, especially rural.  Providers caring for persons with disabilities need to work in partnership to identify unreached persons with disabilities.  Prevalence surveys, with stronger focus on the profiles and performance of CBR and related services, would add to the evidence-base to improve the quality and coverage of services for persons with disabilities.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115985211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nigerian teachers’ understanding of autism spectrum disorder: a comparative study of teachers from urban and rural Lagos State","authors":"Remi Odunsi, David Preece, P. Garner","doi":"10.5463/DCID.V28I3.637","DOIUrl":"https://doi.org/10.5463/DCID.V28I3.637","url":null,"abstract":"Aim: Autism spectrum disorder (ASD) is a lifelong developmental disability characterised by difficulties in social interaction and social communication and restricted and repetitive behaviour (American Psychiatric Association 2013). Despite its worldwide nature, research is low in some areas. This is particularly true for sub-Saharan Africa, where there is a paucity of research in some areas, including education. This paper seeks to begin to address this gap by exploring teachers’ understanding of ASD in Nigeria. Method: Using an adapted version of the Knowledge About Childhood Autism Among Health Workers (KCAHW) questionnaire (Bakare et al 2008), a total of 177 mainstream primary teachers from Lagos State (112 from eleven urban schools and 65 from four rural schools) were surveyed concerning their knowledge of the condition. Results: The total mean score on the Adapted KCAHW questionnaire among all teachers participating in the study was 10.81 ± 4.13 out of a total of 16 possible. The mean score for urban teachers was 11.21 ± 4.31, while the mean score for rural teachers was 10.11 ± 3.75. In total, 46% of the urban teachers and 31% of the rural teachers demonstrated a generally accurate knowledge of ASD, with 15% of the whole sample answering all questions correctly – twenty-three urban and four rural teachers. Over 50% of urban teachers and almost 70% of rural teachers surveyed had only a low or moderate understanding of ASD. Conclusions: This research supports previous studies in identifying professional knowledge and understanding regarding ASD to be low, identifying a need for improved professional education and training. Limitations: This study has focused only on one state within Nigeria, and upon mainstream primary schools only. Further research is necessary both across the educational age range and different geographical areas in the country.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"281 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131558528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Accessibility to Power: Framing of the Disability Rights Movements in India and Nepal","authors":"Henrik Schedin","doi":"10.5463/DCID.V28I3.642","DOIUrl":"https://doi.org/10.5463/DCID.V28I3.642","url":null,"abstract":"Purpose: This paper explores the effect of inherent social inequalities on disability rights movements and their political activities in India and Nepal. The situation for persons with disabilities is similar in both countries. Many social and cultural phenomena coincide, and laws and policies are currently being formulated in line with the human rights agenda. In order to understand the current situation and the envisioned future for persons with disabilities, it is important to probe how, and under what circumstances, the disability issue is framed. Method: Purposive sampling was used to access outspoken activists in Kolkata in India and Kathmandu in Nepal. Semi-structured interviews were conducted, coded according to recurring themes, and analysed with Nancy Fraser’s theory on misrepresentation of social movements along with literature on framing.  Though only 7 interviews were conducted (a limitation of the paper), together with informal discussions and previous knowledge they provided a sufficient overview of the social movements in the two countries. Results: This paper increases the knowledge on the two social movements, and provides interesting case studies on how persons with disabilities engage in political activities in the Global South. The rights-based approach has a strong influence within both movements, and appears to be the main strategy adopted by them. Conclusions and Implications: The Indian and Nepalese disability rights movements are affected by social inequalities. It seems as though the urban middle-class and their needs colour the movements and its framing. Further research is needed to probe what implications these inequalities have for the situation of persons with disabilities.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121342299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is Adaptive Behaviour too Normal to be Normally Distributed","authors":"S. Spreat","doi":"10.5463/DCID.V28I3.652","DOIUrl":"https://doi.org/10.5463/DCID.V28I3.652","url":null,"abstract":"Purpose: This study attempts to ascertain if adaptive behaviour complies with the characteristics of a normal distribution. Methods: Adaptive behaviour data collected from two large state samples of 2900 were reviewed to determine the shape of their distributions.  A smaller convenience sample of 37 adults without intellectual disability was similarly reviewed.  Results: Findings suggest that the shape of the distribution of adaptive behaviour increasingly deviates from normal as cognitive abilities increase.   Conclusions/Implications: It does not appear that adaptive behaviour is normally distributed.   This will impact the diagnosis of intellectual disability because while IQ scores two standard deviations below the mean reliably cut off about 2% of the population, a similar cut-off cannot be assumed for adaptive behaviour.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132206064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Challenges of Students with Hearing Impairment (SHIs) in Ghana","authors":"Efua Esaaba Mantey Agyire-Tettey, Marigold Cobbina, Emma Seyram Hamenoo","doi":"10.5463/DCID.V28I3.646","DOIUrl":"https://doi.org/10.5463/DCID.V28I3.646","url":null,"abstract":"Purpose: Several researches have showed that the average academic performances of students with hearing impairment (SHIs) are below that of hearing students. This research sought to elucidate challenges that prevent SHIs from high academic achievements, using the case of students in Tetteh Ocloo State School for the Deaf in the Greater Accra Region of Ghana. Method: A qualitative research design was used for data collection through in-depth interviews, analysis and the interpretation of the responses of thirty participants (12 Students with hearing impairments, 11 parents and 7 special educators). Results: Findings showed that challenges which hinder SHIs academic performance emanate from different systems and actors including SHIs themselves, their parents and other institutional barriers that exist in deaf education. The findings also indicated that parents influenced the academic performance of their children with hearing impairment (CHI) through their responsibilities, expectations and the learning assistance they gave to their wards at home . Results also established that institutional barriers such as effective instructional procedures adopted in deaf education, availability of facilities, teaching, reading learning materials, and curricular contents posed challenges to the academic performance of students with hearing impairment. Conclusion : The identified challenges which prevent SHIs from higher academic performance are from different systems of SHIs’ environment and the interplay between them. The study recommends that interventions must be directed at the different systems within their environment.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127418226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of Bibliography on Specific Learning Disability in India","authors":"S. Venkatesan","doi":"10.5463/DCID.V28I2.540","DOIUrl":"https://doi.org/10.5463/DCID.V28I2.540","url":null,"abstract":"Aim: This study attempts a comprehensive qualitative and quantitative analysis of un-annotated bibliographic listing of books and citations compiled on specific learning disability published by researchers in India. Method: An online and offline survey covering ISSN journals and ISBN marked books available in print or electronic media was compiled, coded, categorized, and classified by title, theme, year, journals, and names of author/s. Results: The bibliographic search yielded 450 research articles drawn from 196 national and international journals of Indian origin and 29 book titles on the topic of learning disability and/or its equivalents covering themes related to their nature-characteristic (N: 184; 40.89%), therapy-intervention (N: 115; 25.56%), causes-correlates (N: 57; 12.67%), screening-assessment-identification (N: 52; 11.56 %), and epidemiology-prevalence (N: 42; 9.33%).  A decade wise timeline analysis shows an increasing trend in the quantum of publications on learning disability by almost four times from the base years of <=1990s to the contemporary period, along with corresponding shift in the increased use of the term ‘learning disability’ in preference for other older terms (p:<0.05). Conclusion: On the whole, there seems to be much unused information available about learning disabilities in the country, which now lies widely scattered. Limitations & Recommendation: Although no claim is made that the bibliographic listing is all inclusive, it is recommended that the first step is to have an information gathering mechanism, creation of a dynamic repository, or archival system with retrieval systems in place for prospective researchers on a subject matter of great importance  within the country.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134091483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Multidisciplinary Intervention on Clinical Outcomes of Children with Autism Spectrum Disorder in Mumbai, India","authors":"S. Dalwai, Deepti Kanade Modak, A. Bondre, Sajeda Ansari, Danial Siddiqui, Diksha Gajria","doi":"10.5463/DCID.V28I2.508","DOIUrl":"https://doi.org/10.5463/DCID.V28I2.508","url":null,"abstract":"Purpose: To analyse clinical outcomes in terms of functional changes in children with Autism Spectrum Disorder (ASD), before and after receiving a multidisciplinary developmental intervention programme. Methods: Structured goal-oriented multidisciplinary intervention, individualised to each child, was implemented through 5 child development centres in Mumbai, India, in 2014-2015. Secondary data analysis of 38 children diagnosed with ASD, in the age group of 2.1 - 6.1 years, was conducted.  All children received occupational therapy and speech therapy, and parental counselling was also done. The average number of intervention sessions were 48-72 for occupational therapy (twice or thrice a week), 24-48 for speech therapy (once or twice a week) and 5-6 for parental counselling (once a month). Childhood Autism Rating Scale (CARS) and Vineland Social Maturity Scale (VSMS) were used for assessment, before and after intervention. Results: Mean positive difference in CARS total scores through paired t-test was 4.18 (p < 0.0001). Significant positive changes in functional ability were observed in most of the sub-scales (relating to people; object use; visual response; verbal and non-verbal communication; taste, smell and touch response and use; level and consistency of intellectual response and general impression). Paired t-test also showed significant positive changes on all VSMS sub-scales, except Socialisation. Conclusions:  The model used in this multidisciplinary intervention, and adherence to its protocols, has the potential to improve functional ability (or the child’s adaptation to his/her condition) in children with ASD, in a region with limited awareness of developmental disabilities. Limitations:  Separate effects of factors outside the intervention could not be tested due to inadequate sample sizes for sub-analyses. Results also need to be validated by tests that do not depend on parental reporting (e.g., CARS and VSMS) but assess the performance of the child instead.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132276586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ Perceptions of Disabilities on the Island of Roatán, Honduras","authors":"Cornelia Schneider","doi":"10.5463/DCID.V28I2.573","DOIUrl":"https://doi.org/10.5463/DCID.V28I2.573","url":null,"abstract":"Purpose: Roatan, a small island in Honduras, is home to six ethnic groups. Due to financial constraints, many children have limited access to schooling. This article is a study on teachers’ perceptions of disabilities and students with disabilities and inclusive education on the island. Method: Twenty seven teachers working in public and private schools, and schools funded by the World Bank, were interviewed in March-April of 2014 in order to explore cultural and social representations of disabilities on the island. Results: The findings show that many of the teachers’ representations can be analysed under the lens of different models of disability - the medical model, the social model, and a religious-moral model. Inclusive education is perceived less as a means of including children with disabilities in the regular classroom, and more as a method of creating institutions to take care of their needs. Conclusion: There is a strong intersection of poverty, post-colonialism and disability which makes working under an inclusive lens very difficult for teachers. The cultural norms influence ideas of normalcy and disabilities, and the blame is on parents for having children with disabilities.","PeriodicalId":179630,"journal":{"name":"Disability, CBR and Inclusive Development","volume":"47 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133071679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}