African Journal of Disability最新文献_第5页

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

Leisure education to leadership: Youth with physical disabilities' experiences in South Africa. 从休闲教育到领导力:南非身体残疾青年的经验。

IF 1.7

African Journal of Disability Pub Date : 2023-11-30 eCollection Date: 2023-01-01 DOI: 10.4102/ajod.v12i0.1234

Makhaya J Malema, Marie E M Young, Lisa Wegner

{"title":"Leisure education to leadership: Youth with physical disabilities' experiences in South Africa.","authors":"Makhaya J Malema, Marie E M Young, Lisa Wegner","doi":"10.4102/ajod.v12i0.1234","DOIUrl":"10.4102/ajod.v12i0.1234","url":null,"abstract":"Introduction: Young people with physical disabilities frequently lack opportunities to develop their leadership potential. These include their ability to make decisions and be able to take charge of their leisure programmes. An argument is made that developing leadership skills for youth with physical disabilities can be facilitated by participating in leisure education programmes.Objectives: The objective of this study was to explore youth with physical disabilities' perceptions of how leisure education can be used as a tool to develop their leadership.Method: This study used a descriptive qualitative research design to collect data using the purposive sampling method from 10 youths with physical disabilities aged 18 to 34 years in the Western Cape, South Africa. One-on-one interviews with semi-structured and open-ended questions were used to collect data for this study.Results: The findings of this study include 4 main themes and 11 sub-themes. This study's findings showed that participants' perceptions and experiences were evidence of leisure education being used to build their capacity as leaders within their society. Furthermore, their understanding of how they apply leadership opportunities is an encouraging moment for their development.Conclusion: Leisure education should be considered as a means to promote leadership in youth with physical disabilities in South Africa.Contribution: Knowledge and experience about youth with physical disabilities, their leisure education experiences and skills development during activities.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1234"},"PeriodicalIF":1.7,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10696569/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138499745","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

Disability inclusion in malaria services in western Tanzania: A rapid barrier analysis. 坦桑尼亚西部疟疾服务将残疾人纳入:快速障碍分析。

IF 1.7

African Journal of Disability Pub Date : 2023-11-28 eCollection Date: 2023-01-01 DOI: 10.4102/ajod.v12i0.1270

Elias C Nyanza, Anthony Kapesa, Theresia Maduka, Monica T Madullu

{"title":"Disability inclusion in malaria services in western Tanzania: A rapid barrier analysis.","authors":"Elias C Nyanza, Anthony Kapesa, Theresia Maduka, Monica T Madullu","doi":"10.4102/ajod.v12i0.1270","DOIUrl":"10.4102/ajod.v12i0.1270","url":null,"abstract":"Background: Persons with disabilities generally face greater challenges in accessing healthcare and interventions compared with the general population. Malaria is one of the diseases that can seriously affect individuals with disabilities, as it requires early diagnosis and prompt treatment.Objective: This study explores the extent to which locally available malaria services and interventions are inclusive of persons with disabilities and identifies associated access barriers.Method: A qualitative case study focusing on social, cultural and health system factors associated with the inclusion of persons with disabilities in malaria services was conducted in Kigoma Region, western Tanzania. Thematic analysis of emerging themes identified barriers affecting access to locally available malaria services and interventions.Results: Inclusion of persons with disabilities in planning, implementation and reporting of health issues in different malaria programmes was reported to be limited. Persons with disabilities were unable to access malaria services because of different barriers such as the distance of the service provision sites, communication and information issues and a lack of financial resources.Conclusion: Persons with disabilities are widely excluded from malaria care provision across the entire health services paradigm, impacting access and utilisation to this vulnerable population. Barriers to malaria service access among persons with disabilities were physical, attitudinal, financial and informational.Contribution: The findings of this study identify that malaria intervention stakeholders need to take a holistic approach and fully involve individuals with disabilities at all levels and scope of malaria service planning and provision.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1270"},"PeriodicalIF":1.7,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10696584/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138499744","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

South African single mothers' experiences of raising a child with a disability. 南非单身母亲抚养残疾孩子的经历。

IF 1.7

African Journal of Disability Pub Date : 2023-11-17 eCollection Date: 2023-01-01 DOI: 10.4102/ajod.v12i0.1321

Siya Mbanjwa, Clare Harvey

{"title":"South African single mothers' experiences of raising a child with a disability.","authors":"Siya Mbanjwa, Clare Harvey","doi":"10.4102/ajod.v12i0.1321","DOIUrl":"10.4102/ajod.v12i0.1321","url":null,"abstract":"Background: Historically, in South Africa (SA), single motherhood has been part of the landscape and continues to increase. Disability in children is also increasing, yet it remains under-researched. Mothers are often left to raise their children with a disability alone, yet their voiced maternal experiences continue to largely be unheard, particularly in SA.Objectives: This study aimed to explore the lived experiences of single mothers raising a child with a disability in SA. Furthermore, the aim was to explore how these mothers navigate their complex realities and practice of mothering, and to amplify the voices of mothers. Finally, the study sought to shed light on the particular contextual factors that affect single maternal experiences in caring for a child with a disability.Method: Twelve South African single mothers raising a child with a disability between the ages of 7 years and 18 years were individually interviewed in this exploratory interpretivist study. Thematic analysis was utilised on the data.Results: The four themes highlight the complex, multi-level strain of raising a child with a disability, which has had a significant impact on the social, financial and emotional facets of single mothers' lives.Conclusion and contribution: The findings of the study are important for developing a thorough understanding of the needs of single mothers in this specific context as well as their daily experiences as mothers of children with disabilities. These needs include the necessity of psychosocial support and equipping single mothers with accurate knowledge about their child's disability so that they can make better accommodations for themselves and their child.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"12 ","pages":"1321"},"PeriodicalIF":1.7,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10696581/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138499746","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 (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa 残疾青年的(错误)指导:南非中学后教育过渡经验

African Journal of Disability Pub Date : 2023-11-14 DOI: 10.4102/ajod.v12i0.1293

Armand Bam, Samantha Kriger, Zelda Cottle

{"title":"A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa","authors":"Armand Bam, Samantha Kriger, Zelda Cottle","doi":"10.4102/ajod.v12i0.1293","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1293","url":null,"abstract":"Background: Globally, there is a disparity that exists between equal employment opportunities for people with disabilities post-schooling. While South Africa has aimed at the inclusion of people with disabilities, there has not been sufficient evidence of a successful transition from school to work environments.Objectives: This study documents the experiences and barriers that influence the preparation of high school students with disabilities for post-secondary education and work opportunities.Method: A qualitative research methodology employing multiple case study design was used where semi-structured in-depth interviews were conducted with youth between the ages of 18 years and 36 years who were currently employed. The participants were identified through purposeful sampling. Data were analysed by thematic analysis.Results: The findings indicate two overarching themes indicating that the career choices of participants, firstly, were significantly influenced by teacher and guidance counsellor expectations and, secondly, experiences of discouragement where personal agency and autonomy were limited.Conclusion: This study illuminates the need to enhance the decisions around careers for people with disabilities which should debunk the expectations of society.Contribution: This study will make teachers, mentors and counsellors more aware of their contribution, influence and support to youth with disabilities as they transition into the workplace.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"13 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991259","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

Factors affecting occupational therapy services for patients with traumatic brain injury 影响创伤性脑损伤患者职业治疗服务的因素

African Journal of Disability Pub Date : 2023-11-07 DOI: 10.4102/ajod.v12i0.1203

Melanie C.J.S. Leyder, Fiona Breytenbach

引用次数: 0

Supporting a Tsonga learner living with Bardet-Biedl syndrome, a rare complex disability 支持一名患有baret - biedl综合症的特松加学习者，这是一种罕见的复杂残疾

African Journal of Disability Pub Date : 2023-11-06 DOI: 10.4102/ajod.v12i0.1181

Mfungana M. Shikwambana, Jean V. Fourie

引用次数: 0

Feeding children with autism in South Africa: The teachers’ perspectives 在南非喂养自闭症儿童:教师的观点

African Journal of Disability Pub Date : 2023-11-02 DOI: 10.4102/ajod.v12i0.1252

Skye N. Adams, Nthabiseng Matsimela

{"title":"Feeding children with autism in South Africa: The teachers’ perspectives","authors":"Skye N. Adams, Nthabiseng Matsimela","doi":"10.4102/ajod.v12i0.1252","DOIUrl":"https://doi.org/10.4102/ajod.v12i0.1252","url":null,"abstract":"Background: Over 80% of children diagnosed with autism spectrum disorders (autism) exhibit disruptive behaviours during mealtimes, highlighting the need for personalised care. In South Africa, teachers often take on the responsibility of feeding due to resource constraints and the time children spend at school. Moreover, children with autism have unique and individualised feeding requirements, which many teachers may not have the necessary training or skills to address adequately.Objectives: To explore the ways in which teachers of autistic children manage feeding difficulties in the classroom.Method: A qualitative research design was employed using semi-structured interviews. Eight teachers were interviewed on feeding autistic children between the ages of 3 years - 9 years in Johannesburg, South Africa. Data were transcribed and analysed using thematic analysis.Results: The findings revealed that teachers encountered distinct challenges when it came to feeding autistic children in the classroom, particularly concerning the management of associated feeding difficulties. Teachers employed several strategies to encourage eating in the classroom setting including: (1) bolus modification, (2) behaviour modelling, (3) positive reinforcement and (4) offering choices and alternatives.Conclusion: The study concludes the need for specialised support and training for teachers to address the individualised feeding needs of children with autism. Implementing targeted interventions and providing resources for teachers could enhance their abilities to effectively support children with autism during mealtimes and promote a more inclusive classroom environment.Contribution: This study highlighted the importance of including the teacher in the multidisciplinary team when managing the feeding challenges in children with autism.","PeriodicalId":45606,"journal":{"name":"African Journal of Disability","volume":"102 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934776","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