African Journal of Disability最新文献

{"title":"Growing resilience capacity for learners presenting with specific learning disability in learners with special education needs schools","authors":"D. Mawila","doi":"10.4102/ajod.v11i0.1045","DOIUrl":"https://doi.org/10.4102/ajod.v11i0.1045","url":null,"abstract":"Background Preventing adversity from accelerating among learners with specific learning disabilities (SLD) is imperative. Continuous adversities, such as social-emotional, psychological and academic difficulties, characterise learners with SLD. Prior studies have been conducted on learners with SLD developing a disorder because of the difficulties they face. However, very few studies offer evidence of how learners presenting with SLD cope despite their learning disability. Objectives The study sought to investigate what resilience resources are available among learners with SLD in learners with special education needs (LSEN) schools and to provide stakeholders with evidence of resilience enablers for learners with SLD. Method An exploratory quantitative research study was adopted, and 217 respondents with SLD were selected through purposive sampling in four LSEN schools. These learners completed the Child and Youth Resilience Measure (CYRM-28). Data were analysed using the Statistical Package for the Social Sciences (SPSS) and the custom table was used as a statistical technique Results Even though the presence of SLD negatively affects an individual’s academic, psychological, social and emotional functioning, the results of this study show that individual qualities, relationships with caregivers and peers and contextual resources were resilience-enabling resources for learners with SLD. Conclusion The study’s results show that the combination of individual attributes, relational and environmental factors enables the resilience of learners with SLD. When given accessible and meaningful support, learners with SLD can develop resilience. Contribution The study contributes to the dearth of knowledge regarding the resilience of learners with SLD in LSEN schools.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42092979","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":"Special educators’ intentions towards supporting practice of inclusive education for students with disabilities in secondary schools in Ghana","authors":"M. Opoku","doi":"10.4102/ajod.v11i0.875","DOIUrl":"https://doi.org/10.4102/ajod.v11i0.875","url":null,"abstract":"Background Although teacher training institutions have introduced courses in inclusive education to equip teachers with the necessary pedagogical skills to teach in diverse classrooms, it has been argued that the services of special educators are essential when it comes to teaching students with disabilities in regular classrooms. Unfortunately, there is scant literature on the views of special educators regarding the enactment of inclusive education in sub-Saharan African countries, such as Ghana. Objective In an effort towards promoting inclusive education in Ghana, there has been deployment of special educators across Ghana to supervise the implementation of inclusive education in schools. The purpose of this study was to explore the intentions of special educators towards supporting teachers to teach students with disabilities in secondary schools. Method Ajzen’s theory of planned behaviour guided the development of interview guide for data collection for this qualitative study. Twelve special educators were purposively selected and interviewed from five districts in Ghana. Results The participants expressed their unpreparedness to work in secondary schools because of multiple factors, such as their job description, resistance from teachers, and inadequate teaching and learning materials. Conclusion This study concludes on the need for policymakers to reconsider the deployment of special educators to cluster of schools or geographical areas in order to supervise the education of children with disabilities.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43189383","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":"Communication strategies used by adolescents with autism spectrum disorder and health professionals during treatment","authors":"Monica Araujo, M. Mophosho, S. Moonsamy","doi":"10.4102/ajod.v11i0.811","DOIUrl":"https://doi.org/10.4102/ajod.v11i0.811","url":null,"abstract":"Background Autism spectrum disorder (ASD) is a developmental disorder, which affects social communicative capabilities. The research study has shown that ASD studies are focused on young children, excluding adolescents and adults: and it is understudied in the context of South Africa. Objective This study examined the interactional communication strategies of adolescents with ASD and health professionals during different treatment consultations to identify the interactional styles and communication strategies utilised by adolescents with ASD and their respective healthcare professionals in a variety of scenarios in order to generate management strategies for future healthcare professional communication training. Method A multi-case study design with a qualitative research approach has been used. Four adolescents with a moderate form of ASD and four health practitioners were interviewed. Participants were chosen by purpose and snowball sampling. Semi-structured, open-ended interviews were used for health professionals to collect information on the various interaction types and communication methods used, as well as their interpretations of these methods. Conversely, adapted face-to-face interviews were used to collect similar knowledge from adolescents themselves. The findings were qualitatively analysed on a case-by-case and cross-case basis by thematic analysis techniques. Results The findings indicated that ASD adolescents have interaction types that influence intervention to various degrees. In comparison to motor therapies such as occupational therapy and physiotherapy, interaction types have a greater impact on psychiatry and psychology, which depend mainly on verbal communication. Intuitively, to promote contact with these teens, all health practitioners changed their own interaction styles. They used techniques of clarification and repair. The therapists shared the intention to learn a range of successful ways to strengthen future experiences with ASD between themselves and adolescents. Conclusion The findings indicate that practitioners can benefit from altering their interaction styles, and that approaches for promoting successful interactions and in establishing rapport could be shared with other professionals in the future.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"11 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41874837","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":"Unreported and unaddressed: Students with disabilities experience of school violence in Zambia","authors":"J. Njelesani, Jessica Si, Drake Swarm","doi":"10.4102/ajod.v11i0.849","DOIUrl":"https://doi.org/10.4102/ajod.v11i0.849","url":null,"abstract":"Background Violence against school children is a prevalent global issue. Despite the high prevalence of school violence in Zambia, there is limited research on students with disabilities’ experiences of school violence. Objectives Guided by the socio-ecological model for bullying, the aim of this study was to understand students with disabilities’ experiences of school violence in the Lusaka and Southern provinces of Zambia. Methods A qualitative descriptive study was conducted with 14 purposively sampled boys (n = 6) and girls (n = 8) with disabilities. Data were generated using semi-structured interviews and child-friendly methods. Child-friendly methods were co-constructed with Zambian youth with disabilities in order to ensure cultural appropriateness and included vignettes, cartoon captioning, photograph elicitation, drawings, and sentence starters. Qualitative data were analysed by thematic analysis. Results The themes illuminated that violence against students with disabilities occurs frequently but goes unaddressed. Moreover, students with disabilities were being blamed for causing the violence, and therefore, considered a risk to others. Participants reported that they turn to trusted teachers for support. Conclusion This study illuminates the violence students with disabilities experience within the Zambian education system, with implications for school policies and programmes, peer education, and teacher training to create a safer education environment for students with disabilities.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47463211","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":"Knowledge, perceptions and experiences of risk to sexual violence among adults with intellectual disabilities in Cape Town, South Africa","authors":"Callista Kahonde, R. Johns","doi":"10.4102/ajod.v11i0.837","DOIUrl":"https://doi.org/10.4102/ajod.v11i0.837","url":null,"abstract":"Background People with intellectual disabilities are at high risk to sexual violence, yet minimal research has been conducted in South Africa to understand this phenomenon, especially seeking perspectives of people with intellectual disabilities themselves. Objectives This study aimed to explore and describe the knowledge and awareness of risk to sexual violence among adults with intellectual disabilities and to understand their perceptions and experiences of risk. Method An exploratory qualitative approach was appropriate as there is lack of literature on this subject. Focus group discussions were used as the method of data collection. The method of conducting focus group discussions and data collection instruments were adapted to suit the communication and cognitive abilities of the adults. Twenty-seven adults participated in the study and they were divided into six groups of four to five participants in each group. Results The adults’ responses revealed that they had some knowledge of risks to sexual violence, but they also had knowledge gaps and some erroneous knowledge and perceptions that could put them at high risk. The experiences they shared showed that the risk of sexual violence is high among women with intellectual disabilities. Conclusion Further research is needed to inform a community approach which includes people with intellectual disabilities, their families, services providers and community members as an intervention to empower and protect people with intellectual disabilities from sexual violence. To achieve this, we recommend an ecological framework as a guiding tool in both the research processes and the implementation of the outcomes.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48187419","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":"Self-identified intervention priorities amongst women with road accident-acquired physical disabilities in South Africa","authors":"Laura Hartmann, Alison B. Hamilton, Amelia van der Merwe, S. du Toit, Wendy Xakayi, X. Hunt","doi":"10.4102/ajod.v11i0.867","DOIUrl":"https://doi.org/10.4102/ajod.v11i0.867","url":null,"abstract":"Background Acquiring a physical disability in adulthood necessitates a range of adjustments, with past research suggesting that some challenges encountered are unique to women. Moreover, several factors may complicate adjustment to an altered embodiment and difficulties in functioning after an accident, including insufficient rehabilitation and support services and problematic societal attitudes towards disability. In addition, women with disabilities are often excluded from health and social policy and programme development, an oversight that can result in support gaps. Objectives This article presents the self-identified priority interventions of women with road accident-acquired physical disabilities in South Africa. Methods We conducted interviews with 18 women with road accident-acquired physical disabilities. The participants were recruited via snowball sampling. Interviews were conducted by experienced interviewers, who were home language speakers of the participants’ preferred language of communication. The interview recordings were transcribed, translated, and coded by trained, independent researchers. Results Study participants identified three key areas of intervention requiring consideration in supportive intervention planning: the acute post-injury environment and healthcare infrastructure, transitional services and social inclusion interventions. These were identified as overlooked areas in which they required support to successfully adapt to limitations in functioning. Conclusion To develop inclusive, accessible, and practical policy and programming for people with disabilities, exercises like those outlined in this research – eliciting intervention ideas from lived experience – should be conducted as they highlight actionable priorities for programming.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45001012","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":"Guidelines for leadership development of youth with physical disabilities through leisure education: A Delphi study.","authors":"Makhaya J Malema,&nbsp;Luzaan Africa,&nbsp;Linda Caldwell,&nbsp;Marie Young,&nbsp;Lisa Wegner","doi":"10.4102/ajod.v11i0.1073","DOIUrl":"https://doi.org/10.4102/ajod.v11i0.1073","url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Objectives: </strong>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.</p><p><strong>Method: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p><p><strong>Contribution: </strong>These guidelines would build capacity and resilience among youth and equip them with the skills and abilities to initiate leisure programmes.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"11 ","pages":"1073"},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9724115/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10373403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The resilience of learners with specific learning disability in unequally resourced learners with special education needs schools in diverse contexts.","authors":"Daphney Mawila","doi":"10.4102/ajod.v11i0.1044","DOIUrl":"https://doi.org/10.4102/ajod.v11i0.1044","url":null,"abstract":"<p><strong>Background: </strong>Despite the inequality of resources in South Africa, learners in less-resourced schools and contexts can be resilient in the face of adversities.</p><p><strong>Objectives: </strong>This study sought to investigate the impact of unequal resources in diverse contexts and schools on the resilience of learners with specific learning disability (SLD) in learners with special education needs (LSEN) schools in South Africa.</p><p><strong>Method: </strong>A quantitative explanatory design was adopted and respondents were selected using a purposive sampling technique. A sample of 217 learners with SLDs across four LSEN schools located in diverse contexts in the Gauteng province, was selected. Data were collected using the Child and Youth Resilience Measure (CYRM-28). The SPSS software was used to analyse the data and one-way analysis of variance was used as a statistical technique.</p><p><strong>Results: </strong>The results showed that resilience scores did not yield a significant statistical difference among learners from unequally resourced schools (<i>p</i> = 0.300 > 0.05) and diverse contexts (<i>p</i> = 0.173 > 0.05). These results suggest that resilience was the same across unequally resourced schools and diverse contexts; thus, all learners are capable of resilience regardless of these contexts.</p><p><strong>Conclusion: </strong>Resilience of learners with SLD was not necessarily associated with the accessibility of resources in their contexts but with their agency in identifying them and using them meaningfully to combat their learning disabilities.</p><p><strong>Contribution: </strong>The study contributes to the limited body of knowledge on the resilience of learners with SLD in unequally resourced contexts and LSEN schools.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"11 ","pages":"1044"},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9724045/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10365045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the awareness and knowledge of dyslexia among primary school teachers in Tshwane District, South Africa.","authors":"Mary M Makgato,&nbsp;Monicca Leseyane-Kgari,&nbsp;Madoda Cekiso,&nbsp;Itani P Mandende,&nbsp;Rose Masha","doi":"10.4102/ajod.v11i0.807","DOIUrl":"https://doi.org/10.4102/ajod.v11i0.807","url":null,"abstract":"<p><strong>Background: </strong>Many developed countries have made rapid strides in addressing issues related to dyslexia but in the developing countries like South Africa, it has not received adequate attention.</p><p><strong>Objectives: </strong>The study therefore sought to evaluate awareness and knowledge of dyslexia among primary school teachers working in the government sector.</p><p><strong>Methods: </strong>A phenomenological design was used and the study followed a mixed methods approach. The sample included 30 purposively selected primary school teachers. A questionnaire that consisted of true and false questions, closed-ended questions and open-ended questions was used to collect data. SPSS Version 22 and Excel Data Analyser 4 were used to analyse the quantitative data whereas the qualitative data was analysed thematically.</p><p><strong>Results: </strong>The results indicated that the primary school teachers had a basic awareness and knowledge of dyslexia. Many of them were found to be using limited strategies in order to teach learners with dyslexia in their classrooms.</p><p><strong>Conclusion: </strong>Based on the findings, recommendations such as early diagnoses through testing, parental involvement, conducive learning environment and teachers' professional development regarding dyslexia were made.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"11 ","pages":"807"},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9082231/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9592461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Literature profiling on tourism, impairment and disability issues: A future directional guide.","authors":"Tawanda Makuyana,&nbsp;Engelina du Plessis,&nbsp;Oliver Chikuta","doi":"10.4102/ajod.v11i0.862","DOIUrl":"https://doi.org/10.4102/ajod.v11i0.862","url":null,"abstract":"<p><strong>Background: </strong>South African tourism is evolving towards accommodating disabled people. Within the same standpoint, the country receives ageing tourists as a major international tourism market from the Global North, whose access needs are similar to disabled people. The present article explored 'blind and blank spots' in the extant literature on tourism-impairment disability as a synchronised field within academic research to provide theoretical insights and gaps for the disability-tourism research community to consider the composite concept instead of individualistic concepts.</p><p><strong>Objective: </strong>The objectives were: (1) to track knowledge development from 1990 to 2018 using a narrative literature review approach and (2) to justify future research areas previously overlooked and understudied within a tourism-impairments-disability perspective in South Africa and beyond.</p><p><strong>Method: </strong>A narrative literature review search strategy was used. Keywords and synonymous terms were used in electronic searches of Scopus, ScienceDirect, Sabinet Online, Emerald Insights Journals, African Journals and Google Scholar. The literature screening process used predetermined inclusion and exclusion criteria for the data source. Content thematic analysis was adopted for the present study.</p><p><strong>Results: </strong>The findings reflect a dearth of tourism-impairments-disability research in South Africa. Nonetheless, there is an observable pattern of slow growth in research after the 2000s. The extant literature is skewed towards the tourism supply side and sporadic on tourism demand (tourist experiences), education and skills development.</p><p><strong>Conclusions: </strong>It is clear that the absence of scientifically developed knowledge on disability-impairments-tourism affects inclusive tourism growth. Therefore, the research community should consider disability-inclusive (accessible) tourism management, human resources and marketing practices and knowledge for teaching material in future research.</p><p><strong>Contribution: </strong>The article mapped and provided insights that sets a research agenda for tourism research community to see the gaps in literature and/or knowledge for accessible tourism (disability-inclusive) tourism to be a game changer as found by UNWTO (2020) with low-resources setting. Thereby setting a tone towards call for more research that can uncover an economic narrative that shows a relationship between skills development, labour and consumer markets for the participation of diverse disabled persons as such is shown as understudied in Low-to-Middle income earning countries like South Africa.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"11 ","pages":"862"},"PeriodicalIF":1.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9772782/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10435809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}