African Journal of Disability最新文献_第3页

Understanding the impacts of the COVID-19 response measures on Deaf adults in Cape Town. 了解 COVID-19 应对措施对开普敦成年聋人的影响。

IF 1.3

African Journal of Disability Pub Date : 2024-06-19 eCollection Date: 2024-01-01 DOI: 10.4102/ajod.v13i0.1371

Charlotte Slome, Myrna van Pinxteren, Leslie London

{"title":"Understanding the impacts of the COVID-19 response measures on Deaf adults in Cape Town.","authors":"Charlotte Slome, Myrna van Pinxteren, Leslie London","doi":"10.4102/ajod.v13i0.1371","DOIUrl":"10.4102/ajod.v13i0.1371","url":null,"abstract":"Background: International literature has evidenced that Deaf people have been disadvantaged during the COVID-19 pandemic; however, there is currently little research published within the South African context.Objectives: This study investigated the ways in which the COVID-19 pandemic and its consequent response measures impacted Deaf adults in Cape Town.Method: Using a descriptive approach, semi-structured, qualitative interviews were held with 15 Deaf adults in Cape Town, South Africa. Participants were purposively selected through a local Deaf organisation. Data were analysed using thematic analysis.Results: Data revealed the challenges experienced when accessing information, the impact of communication barriers on daily life, and how the response measures impacted access to healthcare.Conclusion: The findings of this study demonstrate how the needs of the Deaf community were overlooked and their voices disregarded during the planning of the national pandemic response, ultimately having detrimental consequences. Therefore, the authors argue for greater inclusion of Deaf representatives to ensure equal access to information and resources, especially during a crisis.Contribution: This study contributes to the growing body of knowledge on the consequences of the COVID-19 pandemic in the field of disability and insights can inform both future research and interventions to promote equity and inclusion for Deaf people.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"13 ","pages":"1371"},"PeriodicalIF":1.3,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11219557/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141499298","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}

引用次数: 0

The voice of a group of teachers in full-service schools in South Africa. 南非全面服务学校教师群体的心声。

IF 1.7

African Journal of Disability Pub Date : 2024-02-28 eCollection Date: 2024-01-01 DOI: 10.4102/ajod.v13i0.1134

Anna J Hugo, Nafiza Mobara

{"title":"The voice of a group of teachers in full-service schools in South Africa.","authors":"Anna J Hugo, Nafiza Mobara","doi":"10.4102/ajod.v13i0.1134","DOIUrl":"10.4102/ajod.v13i0.1134","url":null,"abstract":"Background: Full-service schools (FSSs) were introduced into the South African school system as part of the movement towards inclusive education.Objectives: The authors of this article embarked on a study to obtain the opinions and feelings of a group of teachers about FSSs and inclusive education. Thus, the 'voice' of these teachers could be heard.Method: The research followed a qualitative approach using group discussions and classroom observations. Triangulation was used to verify information.Results: The data revealed that the teacher participants had definite opinions and feelings about inclusive education in FSSs and their classroom experiences also came to light. The themes arising from the research are the teachers' opinions about teaching in FSSs, support from the school and the school management, discipline in the schools, teaching methods, language issues, religion and parent involvement.Conclusion: It is clear that the specific needs of teachers whose schools were transformed into FSSs will have to be attended to. The teachers are the ones who have to apply inclusive education in their classrooms, and it is essential that teachers' teaching and personal needs in full-service classrooms are addressed.Contribution: The article contributes to a better understanding of the teachers' important role in FSSs and the problems experienced by the teachers. This aligns with the ethos of inclusive education and human rights included in the scope of the journal.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"13 ","pages":"1134"},"PeriodicalIF":1.7,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10912966/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140040633","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}

引用次数: 0

Empowering marginalised groups through co-operative inquiry: Illustrated by a practical example. 通过合作探究增强边缘群体的能力：实例说明

IF 1.7

African Journal of Disability Pub Date : 2024-02-26 eCollection Date: 2024-01-01 DOI: 10.4102/ajod.v13i0.1205

Jerome P Fredericks, Surona Visagie, Lana van Niekerk, Hamilton G Pharaoh

{"title":"Empowering marginalised groups through co-operative inquiry: Illustrated by a practical example.","authors":"Jerome P Fredericks, Surona Visagie, Lana van Niekerk, Hamilton G Pharaoh","doi":"10.4102/ajod.v13i0.1205","DOIUrl":"10.4102/ajod.v13i0.1205","url":null,"abstract":"Background: Cooperative inquiry gives a voice to marginalised groups and breaks down power imbalances which makes it suitable for researching practical issues at community level.Objectives: The objective of this article is to illustrate how cooperative inquiry can be utilised to empower members of marginalised communities in facilitating social change.Method: The study setting is in Paarl, Western Cape, South Africa. A cooperative inquiry methodology was used. The inquiry group consisted of wheelchair users (9), their care givers (8), taxi drivers (7) and stakeholders (4). Data collection comprised 16 sessions, alternating between action and reflection. Inductive thematic analysis of data of all the phases was done to ensure that cooperative inquiry gives voice to marginalised communities.Results: The four themes that is, practical arrangements, understanding process, purpose, bonding and a cohesive group were identified. The themes showed progress from logistics, through individual understanding, to the group becoming one, and working together. Each of these phases is important in the development of a cooperative inquiry.Conclusion: Cooperative inquiry methodology can bring people together in a positive way to facilitate social change, and developing practical solutions to challenges.Contribution: Making use of a cooperative inquiry methodology to bring social change, minibus taxi services can be made accessible for wheelchair users. Concepts of social justice and decolonisation were imbued in the methodology.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"13 ","pages":"1205"},"PeriodicalIF":1.7,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10912884/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140040631","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}

引用次数: 0

Competence of teachers towards managing trauma among children with disabilities in Ghana. 加纳教师处理残疾儿童心理创伤的能力。

IF 1.7

African Journal of Disability Pub Date : 2024-02-23 eCollection Date: 2024-01-01 DOI: 10.4102/ajod.v13i0.1282

Maxwell P Opoku, Negmeldin Alsheikh, Daniel Miezah, Haseena Shah, Hala Elhoweris, Ashraf Moustafa

{"title":"Competence of teachers towards managing trauma among children with disabilities in Ghana.","authors":"Maxwell P Opoku, Negmeldin Alsheikh, Daniel Miezah, Haseena Shah, Hala Elhoweris, Ashraf Moustafa","doi":"10.4102/ajod.v13i0.1282","DOIUrl":"10.4102/ajod.v13i0.1282","url":null,"abstract":"Background: Although trauma is one of the leading causes of behaviour problems among children with disabilities, there has been limited scholarly interest in trauma management within the discourse of implementation of inclusive education.Objectives: The Substance Abuse and Mental Health Services Administration (SAMHSA) trauma management model was used to study teachers' awareness of trauma management among students with disabilities studying in regular classrooms.Method: A total of 271 teachers were recruited from two municipalities in the central region of Ghana to complete the Teacher Trauma Management Scale developed for this study. The data were analysed using confirmatory factor analysis, mean scores, multivariate analysis of variances, and linear regression.Results: The results showed teachers' uncertainty towards trauma management, and a positive correlation was also found between the tenets of the study framework.Conclusion: The study concluded with a recommendation for contextual development of the curriculum to guide teacher training in trauma management.Contribution: Studies on trauma management within the discourse of implementation of inclusive education are scarce. This study extends the literature on inclusive education to teacher development to support trauma management among students with disabilities in regular schools.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"13 ","pages":"1282"},"PeriodicalIF":1.7,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10912941/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140040630","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}

引用次数: 0

Motor proficiency of learners with moderate to severe intellectual disabilities. 中重度智障学习者的运动能力。

IF 1.7

African Journal of Disability Pub Date : 2024-02-21 eCollection Date: 2024-01-01 DOI: 10.4102/ajod.v13i0.1262

Jose M Fernandes, Monique de Milander, Elna van der Merwe

{"title":"Motor proficiency of learners with moderate to severe intellectual disabilities.","authors":"Jose M Fernandes, Monique de Milander, Elna van der Merwe","doi":"10.4102/ajod.v13i0.1262","DOIUrl":"10.4102/ajod.v13i0.1262","url":null,"abstract":"Background: Intellectual disabilities refer to a permanent brain condition that interferes with a learner's ability to perform basic living tasks, academic tasks and social interactions. By observing the motor proficiency levels of these learners, one can determine the extent of a learner's possible physical motor proficiency barriers.Objective: To determine the motor proficiency levels of learners with moderate to severe intellectual disabilities using the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) Brief Form.Method: This quantitative descriptive study included 46 learners (17 girls and 29 boys) from a Mangaung school for learners with special needs between the ages of 15 and 17 years.Results: Indicated that 31 learners (67.4%) out of 46 learners identified with moderate to severe intellectual disabilities had a well-below average; 11 learners (23.9%) had a below average and only 4 learners (8.7%) had average motor proficiency levels.Conclusion: Alarmingly, this indicates that the majority of learners have severe motor difficulties that may reduce these learners' abilities to perform tasks using gross and fine motor skills. Reported motor proficiency levels can be used as a guide to direct future motor intervention programmes.Contribution: Timely interventions are central to improving learners' motor difficulties. This study focused on providing information regarding the motor proficiency levels of South African learners with ID that was not previously explored. This was an attempt to bridge the gap in knowledge pertaining to the use of standardised motor proficiency tests for South African learners with ID.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"13 ","pages":"1262"},"PeriodicalIF":1.7,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10912881/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140040632","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}

引用次数: 0

A qualitative exploration of community mobility experiences of wheelchair users. 对轮椅使用者社区移动体验的定性研究。

IF 1.7

African Journal of Disability Pub Date : 2024-02-16 eCollection Date: 2024-01-01 DOI: 10.4102/ajod.v13i0.1253

Jerome P Fredericks, Surona Visagie, Lana van Niekerk

{"title":"A qualitative exploration of community mobility experiences of wheelchair users.","authors":"Jerome P Fredericks, Surona Visagie, Lana van Niekerk","doi":"10.4102/ajod.v13i0.1253","DOIUrl":"10.4102/ajod.v13i0.1253","url":null,"abstract":"Background: Freedom of movement, which is dependent on community mobility, is a key contributor to good quality of life and important in the establishment of a person's community identity.Objective: To describe the community mobility experiences of wheelchair users who lived in a socio-economically challenged setting.Method: The study setting was Paarl, a peri-urban area of the Western Cape province of South Africa. This article reports findings from phase 1 (a reflection on past community mobility and minibus taxi use experiences) of cycle 1 of a co-operative inquiry. Nine adult wheelchair users, eight caregivers, six minibus taxi drivers, and four community stakeholders participated. Data were collected during a focus group discussion and analysed using inductive thematic analysis.Results: Four themes, 'Knowledge, attitudes, and actions', 'Natural, manmade and mechanical environmental barriers', 'Health and safety concerns' and 'Poor community participation and quality of life' were identified. The themes showed how difficult an everyday activity like moving around in the community were for wheelchair users, and how that limited their community involvement.Conclusions: Wheelchair users living in a low-income peri-urban area struggled to participate in community activities meaningful to them because various barriers hampered community wheelchair mobility and minibus taxi use.Contribution: The findings regarding community mobility struggles and specifically minibus taxi access guided specific recommendations and the further phases and cycles of the co-operative inquiry. The purpose of the co-operative inquiry was to allow co-researchers to find their voice and develop solutions to minibus taxi access for wheelchair users.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"13 ","pages":"1253"},"PeriodicalIF":1.7,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10912954/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140040629","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}

引用次数: 0

Affordability of an NGO-government partnership for community-based disability rehabilitation 非政府组织与政府合作促进社区残疾康复的可负担性

IF 1.7

African Journal of Disability Pub Date : 2023-12-22 DOI: 10.4102/ajod.v12i0.1283

Kelsey R. Vaughan, Ram K. Thapa

{"title":"Affordability of an NGO-government partnership for community-based disability rehabilitation","authors":"Kelsey R. Vaughan, Ram K. Thapa","doi":"10.4102/ajod.v12i0.1283","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1283","url":null,"abstract":"Background: Tunafasi is a community-based rehabilitation (CBR) programme for persons with disability, implemented by a local non-governmental organisation in Uvira, Democratic Republic of Congo, in partnership with government. To assess affordability and support discussions with the government about continued financing and implementation, Tunafasi representatives commissioned a cost-effectiveness study of the programme’s health component.Objectives: This study aimed to estimate the programme’s impacts, costs, cost per disability-adjusted life year (DALY) averted and affordability of the health component implemented from February 2019 to December 2021.Method: Health-related improvements were assessed for a sample of 511 persons with disability and converted to DALYs averted. Total expenditure during the period February 2019 to December 2021 was estimated from audited financial statements. The cost per DALY averted was estimated by dividing total programme expenditure by the sum of DALYs averted and compared against newly generated, country-specific thresholds to assess affordability.Results: The programme cost $55 729.00 to implement from February 2019 to December 2021 and averted 234 DALYs in 511 persons, at a cost per DALY averted of $224.00. This falls above the affordability threshold of $54.00 – $199.00.Conclusion: While the cost per DALY averted is higher than what thresholds consider affordable for Democratic Republic of Congo, improved engagement from CBR facilitators and greater possibilities for treatment in the post-pandemic era should improve results.Contribution: This new CBR implementation modality offers a possibly affordable solution to African governments struggling to operationalise disability commitments such as United Nations Convention on the Rights of Persons with Disabilities.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"51 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138945705","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}

引用次数: 0

Disability inclusion in African health systems’ responses during COVID-19: A scoping review 在 COVID-19 期间，将残疾问题纳入非洲卫生系统的应对措施：范围审查

IF 1.7

African Journal of Disability Pub Date : 2023-12-21 DOI: 10.4102/ajod.v12i0.1284

Madri Engelbrecht, Y. Ngqangashe, Luphiwo Mduzana, Kate Sherry, Lieketseng Ned

{"title":"Disability inclusion in African health systems’ responses during COVID-19: A scoping review","authors":"Madri Engelbrecht, Y. Ngqangashe, Luphiwo Mduzana, Kate Sherry, Lieketseng Ned","doi":"10.4102/ajod.v12i0.1284","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1284","url":null,"abstract":"Background: People with disabilities often experience poorer access to healthcare because of multiple barriers even in non-crisis times, especially more so in low- and middle-income countries. The coronavirus disease 2019 (COVID-19) pandemic significantly constrained health systems, thus exacerbating access barriers. African health system responses to, and considerations made for people with disabilities during the pandemic have not been adequately examined to inform future inclusive practices during emergent and non-emergent periods.Objectives: This review aimed to explore disability considerations and accommodations included by African governments in their health systems’ responses during the COVID-19 pandemic.Method: A scoping review was carried out of peer-reviewed published articles on the Web of Science, Academic Search Premier, MEDLINE, Africa-Wide Info, and CINAHL databases. A desktop search of African government websites for COVID-19 country plans and reports was also conducted. Deductive thematic analysis of included texts was performed to identify disability inclusiveness in the health responses.Results: Ten peer-reviewed articles and three COVID-19 country plans or reports were included in the review. Data reflected a general finding that included countries that failed to effectively consider and include the healthcare needs of persons with disabilities during the pandemic.Conclusion: Poor inclusion of persons with disabilities was effected in healthcare systems’ responses during COVID-19 in Africa.Contribution: This article contributed insights about gaps in healthcare systems’ responses and highlighted development foci that could improve systems towards greater inclusivity of persons with disabilities’ health needs in low- and middle-income countries.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"30 6","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950812","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}

引用次数: 0

Universal design of instruction to enhance learning for university students with visual disabilities 通用教学设计以提高视力残疾大学生的学习效果

IF 1.7

African Journal of Disability Pub Date : 2023-12-20 DOI: 10.4102/ajod.v12i0.1156

Jayshree Singh, Sachin Suknunan

{"title":"Universal design of instruction to enhance learning for university students with visual disabilities","authors":"Jayshree Singh, Sachin Suknunan","doi":"10.4102/ajod.v12i0.1156","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1156","url":null,"abstract":"Background: There has been a steady increase in the number of students with disabilities (SWD) in Higher Education Institutions (HEIs) in South Africa, with a significant number of students having visual disabilities. Equal access remains a key challenge in the classroom setting, thus emphasising a significant gap.Objectives: This paper capitalised on the significance of this gap and examined the potential of Universal Design of Instruction (UDI) to promote equal access for students with visual disabilities (SWVDs) in the classroom within a university setting in order to maximise learning outcomes.Method: The study was conducted at the University of KwaZulu-Natal (UKZN), which had approximately 204 SWVDs. This paper draws primarily on the quantitative component of the study. Data collection entailed distributing a questionnaire to all SWVDs. Analysis was conducted using SPSS 21, which produced descriptive and inferential statistics. The theoretical framework of Sen’s Capability Approach in line with the Social Model of Disability was applied.Results: Findings indicated a lack of UDI in the classroom with very little compliance to all principles, resulting in increased challenges in teaching and learning for SWVDs. The incorporation of UDI in the classroom does have a positive correlation with learning outcomes.Conclusion: The incorporation of UDI principles can offer a potential design for easier access to teaching and learning to enhance and maximise learning outcomes; alleviate access challenges in the classroom; and address the negative experiences thereof for SWVDs.Contribution: The study adds value to the scarce body of knowledge on UDI in the classroom for university SWVDs from a learning enhancement perspective.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"60 18","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139169829","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}

引用次数: 0

Journeying with developmental coordination disorder: The family experience 与发育协调障碍同行：家庭经历

IF 1.7

African Journal of Disability Pub Date : 2023-12-19 DOI: 10.4102/ajod.v12i0.1210

Nicola L. O’Kelly, Jean V. Fourie

{"title":"Journeying with developmental coordination disorder: The family experience","authors":"Nicola L. O’Kelly, Jean V. Fourie","doi":"10.4102/ajod.v12i0.1210","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1210","url":null,"abstract":"Background: Developmental coordination disorder (DCD) is a neurodevelopmental disorder impacting 5% – 6% of children and continues into adulthood for 50% – 70% of cases. Despite the multidomain and lifelong influence of this disorder, little consideration has been given to the experiences of the family. Post-diagnostic support has been recommended however, the specific areas requiring support remain vague.Objectives: This study described the familial experiences of living with a member diagnosed with DCD.Method: A qualitative descriptive study using a phenomenological approach allowed insight into the lived experiences of families journeying with DCD. Forty-four participants representing 8 countries participated in an online questionnaire with 12 participating in an online semi-structured interview.Results: Themes generated reveal that obtaining a diagnosis and navigating the healthcare and education systems can be troublesome. Upon diagnosis, families tend to experience positive emotions such as relief. However, the daily challenges soon result in dominant negative emotional responses. DCD places significant financial burdens on families and impacts marital, parental and sibling relationships. Families often feel isolated from their communities as DCD is poorly understood.Conclusion: DCD places families at risk as daily struggles require support which targets identified motor, cognitive, academic and emotional challenges. Creating awareness in society, education and healthcare would alleviate continual frustrations.Contribution: This study provides insight into the wide-ranging impact that DCD has on families so that individualised support can be tailored, and general awareness raised.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"114 29","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959142","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}

引用次数: 0