African Journal of Disability最新文献

{"title":"Parental perspectives on support for learners with physical disabilities at special schools.","authors":"Makwena M Sibuyi, Desmond Mathye, Muziwakhe D Tshabalala, Komane Matthews Mphahlele, Nombeko Mshunqane","doi":"10.4102/ajod.v14i0.1640","DOIUrl":"10.4102/ajod.v14i0.1640","url":null,"abstract":"<p><strong>Background: </strong>Inclusive education for learners with special education needs is challenged with a rigid curricula and inadequate policy monitoring. Parental perspectives are crucial for shaping inclusive policies. However, these are insufficiently examined in the existing research and hinder improvements in special education practices.</p><p><strong>Objectives: </strong>This study explored parents' perspectives on how special schools met the unique needs of learners living with physical disabilities.</p><p><strong>Method: </strong>A descriptive, qualitative exploratory design utilising semi-structured interviews with 11 parents from three selected special schools was adopted. Participants were recruited using a purposive non-random sampling method through telephone calls and face-to-face interviews. Transcripts were audio recorded and transcribed verbatim. Data were analysed inductively using a six-step approach to thematic data analysis on ATLAS.ti version 9. Intercoder reliability was achieved with consensus agreement.</p><p><strong>Results: </strong>Three themes emerged: (1) A lack of curriculum differentiation and its effects on the learners' academic performance. (2) A lack of empathy and support in addressing the learners' challenges. (3) Poor management of assistive devices.</p><p><strong>Conclusion: </strong>Parents perceived that special schools inadequately addressed their children's needs, particularly in curriculum delivery. Insufficient assessments resulted in learners remaining in unsuitable academic stream instead of transitioning to vocational pathways.</p><p><strong>Contribution: </strong>Parental insights highlight critical areas for improvement in informing policies to enhance support for learners with special education needs.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1640"},"PeriodicalIF":1.5,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12421545/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145041733","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":"A theory of change for the inclusive education for learners with intellectual disabilities in South Africa.","authors":"Dane Isaacs, Precious Tirivanhu, Tlou M Ramoroka, Mokhantšo Makoae, Noncedo Maphosho","doi":"10.4102/ajod.v14i0.1516","DOIUrl":"10.4102/ajod.v14i0.1516","url":null,"abstract":"<p><strong>Background: </strong>Since the implementation of the inclusive education policy in 2001 in South Africa, several milestones have been celebrated. Nevertheless, studies have reported the significant challenges in the implementation of the policy for learners with disabilities across schools in South Africa, which impede transformation.</p><p><strong>Objectives: </strong>Reflecting on key research insights from a recent study, this article argues for the development of a Theory of Change (ToC) as a road map or blueprint for implementing inclusive education for learners with intellectual disabilities in South Africa. A ToC is imperative for bridging the gap between policy implementation and outcomes.</p><p><strong>Method: </strong>A qualitative research design was adopted for the study. Data were collected through a desktop review, 12 key informant interviews and 10 focus group discussions with key role players and stakeholders in various positions in the education system (i.e. senior education specialists, special needs teachers, one education operations support officer, a principal, deputy principals and head of departments). The data collected were analysed thematically.</p><p><strong>Results: </strong>The findings of the study highlighted progress regarding government financial resources and also the various structural barriers impeding the implementation of inclusive education for learners with intellectual disabilities.</p><p><strong>Conclusion: </strong>This article encourages the continued development of theories of change to promote the effective implementation and ensure quality inclusive education for learners with disabilities in South African schools.</p><p><strong>Contribution: </strong>This article contributes a potential ToC to guide the effective implementation of inclusive education policy and practices for learners with intellectual disabilities in the South African schooling system.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1516"},"PeriodicalIF":1.5,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12421533/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145041796","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":"Cultivating special education teacher well-being: Nurturing connection in professional learning communities.","authors":"Madira Matjeni, Sarina de Jager","doi":"10.4102/ajod.v14i0.1547","DOIUrl":"10.4102/ajod.v14i0.1547","url":null,"abstract":"<p><strong>Background: </strong>Special education teachers, especially those working with learners with autism spectrum disorders (ASD), often face significant stress and burnout, affecting their well-being. This study explores teacher well-being in special education, motivated by personal experiences as a novice teacher in a special educational needs school.</p><p><strong>Objectives: </strong>The study aimed to provide special education teachers with an opportunity to collaboratively examine and address well-being challenges and opportunities within a professional learning community, focusing on belonging, competence, and autonomy in Learners with Special Educational Needs (LSEN) settings. Utilising a phenomenological research design, the study involved eight teachers working with learners with ASD.</p><p><strong>Method: </strong>Data collection methods included observations, semi-structured interviews, and focus group discussions to comprehensively explore their lived experiences. The findings highlighted the profound impact of challenging experiences on teacher well-being and the lack of sufficient support structures. Participants emphasised the critical role of social support in enhancing teacher well-being.</p><p><strong>Results: </strong>Participants defined well-being as emotional, physical, and holistic, including social and family aspects. While working with learners with ASD was meaningful, it also caused significant stress due to their complex needs. Daily challenges shaped teachers' professional identity and competence. Connections with colleagues were valued, but a lack of institutional support and a restrictive school culture hindered well-being. When given autonomy, participants creatively co-developed well-being interventions, though support from management was essential for implementation.</p><p><strong>Conclusion: </strong>This research highlights the essential role of fostering a sense of belonging and connection within professional learning communities for special education teachers. It calls for increased accountability in developing well-being support structures and comprehensive training programmes tailored to the needs of novice educators in special education. By nurturing connections, fostering competence, and ensuring autonomy, the well-being of special education teachers, particularly those working with learners on the autism spectrum, can be significantly improved.</p><p><strong>Contribution: </strong>This study contributes to enhancing well-being support structures and training programmes for special education professionals.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1547"},"PeriodicalIF":1.5,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12421541/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145041770","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 higher certificate in disability practice strengthening rehabilitation in community-oriented primary care.","authors":"Shireen Damonse, Nafisa Mayat, Sumaya Gabriels, Eve M Duncan","doi":"10.4102/ajod.v14i0.1515","DOIUrl":"10.4102/ajod.v14i0.1515","url":null,"abstract":"","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1515"},"PeriodicalIF":1.5,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12339883/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838160","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":"Frameworks used to evaluate community-based rehabilitation interventions: A scoping review.","authors":"Sarah M Manig, Liezel Ennion, Michael Rowe, Luc de Witte","doi":"10.4102/ajod.v14i0.1546","DOIUrl":"10.4102/ajod.v14i0.1546","url":null,"abstract":"<p><strong>Background: </strong>Community-based rehabilitation (CBR) interventions are important for improving the well-being of people with disabilities. However, there is no universally accepted framework for evaluating these interventions, which limits their effectiveness and integration into policy.</p><p><strong>Objectives: </strong>To explore theoretical frameworks used in evaluating CBR interventions, assessing their suitability, context-specific applicability and cultural relevance.</p><p><strong>Method: </strong>A scoping review methodology was employed to examine the literature. Databases searched included PubMed, CINAHL, EBSCOhost and Web of Science. Broad search terms and keywords used were CBR, analytical and/or methodological and/or theoretical and/or conceptual and/or evaluation framework, impact and evaluation. Only full-text articles written in English and published between 2000 and 2020 were included. Data were analysed using a narrative synthesis method.</p><p><strong>Results: </strong>No single framework has been widely recognised as the superior or most effective standard for evaluating CBR interventions. Instead, a combination of the CBR matrix and CBR guidelines was frequently used and adapted to be context-specific.</p><p><strong>Conclusion: </strong>While cultural relevance and context specificity are recognised as essential to the evaluation process - and measuring outcomes at the individual level is viewed as most appropriate - there remains a need for a certain level of standardisation.</p><p><strong>Contribution: </strong>The study highlights the need for context-specific and culturally relevant evaluation frameworks for CBR interventions, including appropriate outcome measures and/or evaluation instruments.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1546"},"PeriodicalIF":1.5,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12339764/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838156","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":"An Ubuntu approach to disability and inclusive development for women with disabilities.","authors":"Theresa Lorenzo, Maximus M Sefotho","doi":"10.4102/ajod.v14i0.1600","DOIUrl":"10.4102/ajod.v14i0.1600","url":null,"abstract":"<p><strong>Background: </strong>Vicious cycles of disability and poverty isolate disabled women, making it difficult for them to meet their own and their family's human needs. Their exclusion and deprivations may be bridged through inclusive development processes. The article presents an Afro-centric approach to inclusive development that speaks to experiences of disabled women who lived in informal settlements in the Cape Town metropole, South Africa that also has relevance for marginalised and oppressed communities in the Global North.</p><p><strong>Objectives: </strong>To describe how human scale development (HSD) as a conceptual framework resonates with Ubuntu values and principles to enable individual and collective action spaces to overcome human poverties.</p><p><strong>Method: </strong>Reflexivity was done to explicate and further conceptualise an Ubuntu approach to community-based inclusive development for disabled women.</p><p><strong>Results: </strong>Analysis revealed the centrality of Ubuntu values in effecting social change through bi-directional shifts in self and collective identities, and a spirituality of disability. Themes included <i>Disability as a burden</i> (deprivation), and <i>Disability as a gain</i> (a potentiality). Five development opportunities emerged: enhanced self-identity; strengthened family life; sustained livelihood; community rehabilitation workers as brokers to facilitate access to health and social services; and information.</p><p><strong>Conclusion: </strong>Ubuntu as an African philosophy draws on indigenous knowledge systems that provide an Afro-centric approach to inclusive development of disabled women. Ubuntu promotes a reflexive, person-centred and collective approach to human development at the micro-level.</p><p><strong>Contribution: </strong>Harnessing the power of learning to listen deeply to each other's stories facilitates the interdependence and spirituality of Ubuntu to create supportive, inclusive development.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1600"},"PeriodicalIF":1.5,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12339866/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838153","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":"Autism paradigms in a developing country setting: Results and implications of a Zimbabwean study.","authors":"Jabulani Mpofu, Maximus M Sefotho","doi":"10.4102/ajod.v14i0.1638","DOIUrl":"10.4102/ajod.v14i0.1638","url":null,"abstract":"<p><strong>Background: </strong>Autism spectrum disorders (ASD) are an evolving concept in the neurodiversity community. There is a continuum of views ranging from biological to social models, of which the medical model views ASD as pathological rather than atypical. How people live with their diversity attributes may depend on how they understand their own diversity attribute.</p><p><strong>Objectives: </strong>This study explored self-perceptions of young people with mild-to-moderate ASD within their cultural context.</p><p><strong>Method: </strong>Participants included an equal number of males and females with mild-to-moderate ASD (five each). They participated in two focus group discussions on self-perceptions of life situations in young people with ASD and whether they are considered as neurodiversity or pathology paradigms. Data analysis was done using the thematic content analysis approach.</p><p><strong>Results: </strong>Participants viewed ASD as: (1) a human neurological variation, (2) were not disordered, (3) had sense of friendship and belonging, and (4) had natural and normal social emotional development.</p><p><strong>Conclusion: </strong>Young people with ASD perceive ASD from a neurodiversity approach. A neurodiversity approach to ASD is primarily a social justice movement aiming to end what proponents see as the default pathologisation of neurodivergence and promoting the acceptance and accommodation of human neurodiversity.</p><p><strong>Contribution: </strong>This study enhances understanding of self-perceptions among young people with ASD in Zimbabwe, revealing challenges and strengths unique to their experiences. It may inform educators and policymakers, promoting inclusive practices and tailored interventions, ultimately fostering empowerment, acceptance, and improved quality of life for young people within this community.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1638"},"PeriodicalIF":1.5,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12339774/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838154","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":"Experiences of deaf women and girls in accessing maternal health rights and services in Uganda.","authors":"Esther M A Gimono","doi":"10.4102/ajod.v14i0.1627","DOIUrl":"10.4102/ajod.v14i0.1627","url":null,"abstract":"<p><strong>Background: </strong>Women with disabilities are at disproportionate risk for adverse pregnancy outcomes partly because of the limited information on their pregnancy histories. However, deaf women are faced with communication challenges, sexuality, menstrual health as well as pregnancy and its care, which remain a contemporary phenomenon. Still, little is known about the lived experiences of deaf women and girls.</p><p><strong>Objectives: </strong>The aim of this study was to examine the maternal health experiences of deaf women and girls, identify the challenges that influence their antenatal, childbirth and postnatal outcomes and improve access.</p><p><strong>Method: </strong>The study used qualitative research of an intrinsic case study design utilising semi-structured interviews and focus group discussions with 50 deaf women and girls who are deaf or hard of hearing in Mbale district and 13 key informants from state and non-state entities. Documentary analysis was also utilised to examine government documents on this topic.</p><p><strong>Results: </strong>Findings revealed that 100% of deaf women and girls lack antenatal services tailored to their linguistic needs and communication barriers, which provide no opportunities for better medical provider-patient communication.</p><p><strong>Conclusion: </strong>Despite Uganda's legal frameworks on maternal health rights (MHRs), deaf women and girls' linguistic needs are yet to be incorporated into the Ugandan health sector. Current healthcare provisions do not always meet their needs during maternal services. Therefore, visible and constructive policies are necessary to steer deaf MHRs and services.</p><p><strong>Contribution: </strong>Deaf epistemology should be integrated into policy, research spaces and practice for effective and evidence-based policies needed to guide Sexual and Reproductive Health services among deaf women and girls.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1627"},"PeriodicalIF":1.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12339771/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838155","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":"Quality of life experienced by South Sudanese lower limb prosthetic users after rehabilitation.","authors":"Lotto Charles Paul Dominsiano, Surona Visagie","doi":"10.4102/ajod.v14i0.1671","DOIUrl":"10.4102/ajod.v14i0.1671","url":null,"abstract":"<p><strong>Background: </strong>Prosthetic rehabilitation modifies functional limitations and psychological challenges caused by amputations, as it helps to restore mobility and body image. A physical rehabilitation centre in Juba, South Sudan, has been providing prosthetic rehabilitation since 2009 in this conflict torn part of the world.</p><p><strong>Objectives: </strong>To determine the quality of life (QoL) of persons with unilateral transfemoral or transtibial amputations who have received prosthetic rehabilitation in Juba, South Sudan.</p><p><strong>Method: </strong>A cross-sectional survey was conducted with 40 participants, identified through consecutive sampling. Data were collected through face-to-face interviews using the World Health Organization Quality of Life Brief Version (WHOQOL-BREF)questionnaire. Descriptive analysis was conducted, and relationships between QoL and participants' demographic and medical information were explored through the <i>t</i>-test and analysis of variance (normally distributed data) and the Mann-Whitney <i>U</i> and Kruskal-Wallace tests (skewed data).</p><p><strong>Results: </strong>Mean domain scores were physical (74.28%), psychological (72.59%), social (71.40%) and environmental (58.81%). Overall QoL and overall health satisfaction had mean scores of 4.1/5 and 3.975/5. Marital status (0.049) and occupation (0.022) played a significant role in psychological QoL. No other demographic or medical variable had a significant effect on overall or domain QoL scores. Women were significantly more satisfied with their health than men (0.046).</p><p><strong>Conclusion: </strong>Overall, participants had high QoL scores. This might be because of prosthetic rehabilitation. Lower scores in the environmental domain might be because of poverty and the continuous danger of armed conflict.</p><p><strong>Contribution: </strong>Even when using basic components, prosthetic rehabilitation can significantly improve QoL after lower limb amputation.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1671"},"PeriodicalIF":1.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12339893/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838158","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":"Job satisfaction among people with disabilities in Ethiopia: A cross-sectional survey.","authors":"Tsega H Mirach, Rosemary M Lysaght, Molalign B Adugna, Abebe A Alemu, Meseret H Ayele, Sewbesew Y Tilahun, Tewelde G Adhanom","doi":"10.4102/ajod.v14i0.1660","DOIUrl":"10.4102/ajod.v14i0.1660","url":null,"abstract":"<p><strong>Background: </strong>Job satisfaction among people with disabilities (PWDs) is a significant concern because of its impact on productivity, job retention and well-being in the workplace.</p><p><strong>Objectives: </strong>This study aimed to assess the job satisfaction of employees with disabilities in Ethiopia and to identify key factors influencing job satisfaction.</p><p><strong>Method: </strong>A cross-sectional survey was conducted with 784 Ethiopian government employees with various disabilities. All interviews were conducted in 2021.The survey was designed to collect key socio-demographic information, and factors related to job satisfaction.</p><p><strong>Results: </strong>The majority of respondents had motor difficulties (59%), followed by visual impairments (36.7%). The mean age was 33 years, and 67% were male. Over half of the study participants were first-degree holders, and 80.6% had experienced integrated education. The mean time to secure a job was 15.41 months, with over 18% unemployed for 6-12 months. Job dissatisfaction was influenced by factors such as low salary, gender, service years and lack of personal assistance. Vision impairment correlated with higher dissatisfaction. Overall, around 32.5% reported satisfaction in their job, 44.1% were neutral and 23.4% were dissatisfied. Dissatisfaction rose to 29% when measured using supplementary questions.</p><p><strong>Conclusion: </strong>The study was the first to examine factors leading to job satisfaction of employees with disabilities in the Ethiopian public sector. Recommendations include social policy adjustments for better working conditions, considering central factors associated with dissatisfaction. The government should explore measures such as employment quotas or wage supplementation to address disparities and ensure reasonable accommodation. Inclusive research methods will assist in leading change.</p><p><strong>Contribution: </strong>This research contributes nuanced insights into the factors affecting job satisfaction and its complexities among employees with disabilities in the Ethiopian context, emphasising the need for ongoing research to improve worker support structures and inclusive practices in job acquisition and employment.</p>","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"14 ","pages":"1660"},"PeriodicalIF":1.5,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12339879/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144838157","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}